Chapter Four µÚËÄÕÂAn Imaginative Learner Ò»¸ö¸»ÓÐÏëÏóÁ¦µÄѧϰÕß
Derek learning German, Russian and Finnish ¡¡¡¡µÂÀï¿ËѧϰÁ˵ÂÓï,¶íÓïºÍ·ÒÀ¼Óï¡£
Derek was a middle-aged executive who had already been highly successful with German and Russian.
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He was also doing very well in his current study of Finnish, ËûÔÚ×î½üѧϰ·ÒÀ¼ÓïÖÐÒ²×öµÃºÜºÃ¡£
but as we will see, Finnish turned out to be a very different experience from German or Russian.
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Derek¡¯s approach to the task also proved to be quite unlike the approaches of Ann, Bert or Carla.
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Throughout the interview Derek spoke deliberately, appearing to think carefully about each answer as he gave it.
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4.1 Imagination in mastering fundamentals ÔËÓÃÏëÏñÁ¦µÄ»ù±¾ÔÀí
To me, the most striking thing about Derek¡¯s approach to languages was his high degree of originality and imagination.
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This showed up first in his learning of grammar. ÕâЩÔÚËûÊ×´ÎѧϰÓ﷨ʱÏÔ¶³öÀ´ÁË¡£
4.1.1 Devising one¡¯s own tables of forms Éè¼Æ×Ô¼ºµÄ±í¸ñ
1¡¢ What works with one language may not work with another.
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2¡¢ Importance of learner accepting responsibility for own progress.
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3¡¢ ¡®Stockpiling¡¯ grammatical forms. ¡°´¢´æ¡±Óï·¨ÐÎʽ¡£
¡®I arrived expecting Finnish to be difficult,¡¯ he began, ¡®and I¡¯d say at the end of 4~12 months that the claims were not exaggerated.
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It¡¯s quite difficult in comparison to German, or even to Russian.¡¯ ¡¡
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¡®Those were the languages you had studied previously?¡¯ ¡¡¡°ÄÇЩÊÇÄãÒÔǰѧ¹ýµÄÓïÑÔÂð?¡±
¡®Yes. And I soon realized I¡¯d have to find some way of handling certain aspects of Finnish grammar. ¡°Êǵġ£ÎҺܿìÒâʶµ½,ÎÒÒ»¶¨ÒªÕÒµ½Ñ§Ï°·ÒÀ¼ÓïÓï·¨·½ÃæµÄijЩ°ì·¨¡£
I don¡¯t recall such a thought in regard to either German or Russian.
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I was able to just take those languages as they were presented.¡¯ µ±ËüÃÇÒ»³öÏÖʱ£¬ÎÒ¾ÍÄÜÕÆÎÕËüÃÇ.
¡®You discovered that this time, you¡¯d have to find a way for yourself.¡¯
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¡®Yes. For example, I can cite one technique that I don¡¯t recall having used in either German or Russian.
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It was to devise tables which would present to me all of the significant inflections of the nouns and the verbs.¡¯
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¡®Devise tables?¡¯ I thought. ¡®Carla could never have done this! ¡¡¡°Éè¼Æ±í¸ñ?¡± ÎÒÐÄÏ룬¡°¿¨ÀÓÀÔ¶²»»áÕâÑù×ö!
And there¡¯s no evidence that Ann or Bert did, either. ¡¯ ҲûÓÐÖ¤¾Ý±íÃ÷°²ºÍ²®ÌØÒ²»áÕâÑù×ö¡£¡±
¡®Inflections,¡¯ I repeated. ¡®You mean the basic form of a noun or verb with all its endings and combinations of endings.¡¯
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¡®That¡¯s right. And these tables let me see on one sheet of paper what was happening in the structure.¡¯
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¡®You got a bird¡¯s-eye view,¡¯ I said. ¡¡¡°ÄãÓÐÁËÒ»¸öÄñÄÊÓ½Ç,¡±ÎÒ˵¡£
¡®Yes. And by so doing I was able to isolate what, for my memory process at least, were key distinctive features.¡¯
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¡®That is, the features that you had to notice if you were going to keep track of what was going on.¡¯
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¡®Exactly. I found that taking say, the declensions of the noun, I had to deal with them one at a time.
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There are so many of them in Finnish - ÔÚ·ÒÀ¼ÓïÖÐËûÃÇÈç´ËÖ®¶à
there are so many types of endings depending on what sort of stem you have.
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And an additional complication of Finnish is that the whole word can be transformed depending on the ending.
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The visual shapes of the inflected forms may bear very little resemblance to the nominative form that you find in the dictionary.¡¯
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¡®That does sound complicated,¡¯ I agreed. ÄÇÌýÆðÀ´È·Êµ¸´ÔÓ,ÎÒͬÒâÁË¡£
¡®Yes. So at that point, quite early on, I got into drawing up these tables for myself,
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which then helped me to isolate the pattern, and to categorize the nouns by families.
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And consequently when I came to the practical use of the word, Òò¶ø,µ±ÎÒʵ¼ÊʹÓõĵ¥´Êʱ,
I was able to recall that it belonged to that family, ÎÒÄܹ»»ØÏëÆðËüµÄËùÊôÓï×å¡£
and once having made that identification, Ò»µ©ÓÐÁËÕâ¸öʶ±ð£¬
it helped me to get a grip on the whole set of forms.¡¯ Ëü»¹°ïÖúÎÒÔÚÕû¸ö±í¸ñÖаÑÎչؼü¡£
Comments ÆÀÂÛ
Ann, Bert and Carla described their own learning styles, and the methods that had worked for them. ¡¡
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In this opening segment of his interview, Derek says something that represents a quiet breakthrough.
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Everyone knows that languages are different from one another, and that some are harder than others.
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Derek is telling us here that they also differ with regard to the ways in which they are hard.
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It would not have worked, he says, Ëü²»¿ÉÄÜÎÞЧ£¨£¿£©,Ëû˵,
simply to have applied more vigorously the same techniques of learning that had worked so well in German and Russian.
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So Derek did not say, ¡®I did well in two other languages.
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Therefore my slower progress in Finnish must be due to shortcomings of the teachers or the textbook.¡¯
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Instead, he decided that, ¡®I¡¯ll have to find a way of handling the situation -
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away that is suitable for my memory process.¡¯ He accepts primary responsibility.
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Like Bert, he recognizes that what works for his ¡®memory process¡¯ may not be suitable for other learners.
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In this segment, Derek is talking about stockpiling not words, but grammatical forms.
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Moreover, this way of dealing with Finnish grammar seems to be fundamental to his study, and not just an added optional help.
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For Derek, his construction of the tables is one means of building up his mental resources for a very important linguistic task -
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the task of coming up with the right endings at the right times.
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Working with the ideas »Ø´ðÏÂÁн¨Òé(?)
1. Where are the worst complications in the language you are studying now, or in one you have studied?
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2. How do you think Ann. Bert and Carla would have reacted to the idea of making charts?
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How would you feel about undertaking such a project?
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[ ´ËÌû±»ÐÂÎÅÔÚ2010-08-26 23:22ÖØб༠]