11. ( !) , .
11. After the forth "laying" in each language start reading fiction aloud (without dictionaries!), preferably novels.
12. (- , , ).
12. Replace the handbooks you've got used to with different ones (put them aside; hide faraway until you become eager again to get them back).
13. ( , ).
13. In any circumstances boldly use the knowledge gained (when reading, communicating or writing).
14. , - .
14. Use the rules of self-analysis, autodidactics and perfect the skill of doing physical work instead of mental one when - and wherever possible.
15. 10000000 , .
15. Try to look up for the new words in thesauruses of every target language for 1.000.000 times a day using "the chain method" for clarifying the meanings.
16. - , .
16. Remove all psychical barriers by the technique of movement comprehension, involving associations and minimizing rational thinking.
17. .
17. Linguistic reading.
III. .
III. Rhythmic reading.
1. .
1. Looking for syntagma.
2. .
2. Main phrasal stress (emphasis).
3. () .
3. Pauses (caesuras) and division of material.
4. .
4. Reciting verses in foreign languages.
5. "" " " -.
5. Comprehension of "literary criticism" and "initial analysis" while reading.
6. ( ).
6. Voicing of tunes and tones (hypercontrast reading).
7. ( ).
7. Sing-song reading (searching for intervals).
IV. .
IV. Home-grown etymology.
1. "".
1. The definition of etymology.
2. .
2. The development of analytical skills while practising "word-motion".
3. " - " " - - ".
3. The concept of "a consonant as an obstacle"; "a consonant as the main instrument in verbal semantics".
4. .
4. The accentuated perception of consonants.
5. .
5. The comparison of consonants in different languages.
6. .
6. The laws of consonant conveyance.
7. .
7. Consonants as the footing for identifying the meaning of an unfamiliar word.
8. .
8. Reverse building up.
9. .
9. Pseudo-etymologizing as a method of mnemonics.
V. .
V. General ideas and techniques.
1. , .
1. Examples to prove that formalization is useful.
2. , :
2. Two ways of converting the general idea into technique:
) , - ;
a) searching for images; building up of concept-and-image chain;
) , - .
b) searching for the easiest technique to formalize the motion of images.
VI. " ".
VI. Interest "as the morphological organ of a human being".
1. " ".
1. "The snob is a counterfeiter of interest."
2. .
2. Amount of interest and quality of perception.
3. .
3. Optimum amount of interest and the number of points for its implementation.
4. ; - ( - - ).
4. Claim-level in understanding the material required; misunderstanding occurs due to the lack of information (not due to one's stupidity - otherwise it might result in the paralysis of interest).
VII. .
VII. Group affects and individual thinking.
1. .
1. Eagerness to build a group of adherents.
2. .
2. Developing interest for the spiritual and the effects of a group.
3. " ".
3. The "inner carrier."
VIII. .
VIII. Passionate and subpassionate individuals.
1. .
1. Passionateness as a way of steadfast interest for the spiritual.
2. .
2. Priorities and passionateness.
3. (There is a will,
there is a way!).3. Passionateness and abilities (There is a will, there is a way!).
4. (, ).
4. Human peak joys (katastenia, Epicure)
|
* * * !
, , , - ... ,
- - , , , , , , ! |
* * * The tree of Life - and we are here not stilted - has me, its twig, or better, a small leaf. And the Great World, that never can be deaf, is hearing tiny brook by men entitled somebody's life. And it was really - spilt it a noise of the non-human movement, safe, though touched by everything we leave the holy stem and native branch, but bridled is even most free fall. That barren is, because there is eternal harness for every man and it makes us unable to get the fruits in happy chain of harvests in fashionable turn that firmly starves worse parts and better ones keeps stable. |
The speech apparatus as a go-between organ for producing the morphological organ - foreign languages |
I. . |
I. The speech apparatus and its employment when working with a handbook. |
1. , - ( ). |
1. All exercises and texts shall be read aloud with a maximum discharge of phonetic, somatic and psychic barriers (using the method of comprehending movements and their phases). |
2. . |
2. Growth of fluency with repetitions. |
3. . |
3. Every repetition is made with an accentuated delight. |
4. . |
4. Pursuit of the phrasal rhyme and intoning. |
5. . |
5. Being aware of the simultaneous understanding of a phrase. |
6. . |
6. Attempts shall be made to pronounce all exercises easily, naturally and quite fluently. |
7. , - ( ). |
7. Focusing in the barriers, which shall be erased by continual repeating (using the method of movement comprehension). |
8. , -. |
8. Reading the text from the next unit with due focus in the gaps. |
9. . |
9. Finding out the meanings of the words forgotten. |
10. .. . |
10. Practising exercises, etc. Moving ahead the next circuit. |
- . |
- Before studying the essential handbooks it is most advisable to cover phonetic courses. |
- . |
- Mastering of zonal pronunciation and practising the "layings" from all handbooks available. |
II. . |
II. The speech apparatus and its employment without a handbook. |
1. - . |
1. Practise speech patterns with energetic pronouncing and simultaneous implementation of the speech production rule. |
2. - , - , , " " ( ) .. |
2. Fancy aloud - try to produce metaphors; explain word combi-nations made at random; develop observation; practise an exercise: "The outlet from a deadlock" (try to make up a word combination at random and then invent an explanation to justify it). |
3. . |
3. Read a newspaper trying to understand its contents. |
4. - .. |
4. Linguistic reading of fiction with the attempts made to guess from the context |
5. , . |
5. When pronouncing a word listen to how does it sound. |
6. , - . |
6. When reading or pronouncing a word, pay primary attention to the consonants. |
7. (- -, ). |
7. Comparative reading of dictionaries in different languages (English-German or French-English ones, for examples). |
8. , , . |
8. Repeated pronouncing of certain difficult sound combinations helps to erase barriers, gain ease and develop the essential muscles of speech apparatus. |
9. , - . |
9. Fancy a supposed gesture, pantomime or mimics of a native speaker. |
10. - . |
10. Analyse rhythmics and articulation both in the native and foreign languages. |
11. - . |
11. Try to train someone of your friends in correct pronouncing. |
12. . |
12. Learn a short verse in every language. |
13. . |
13. Learn three folk songs in three languages. |
14. , (, ). |
14. Read proverbs and sayings, try to memorize those you like most with your muscles. |
15. . |
15. Address yourself with a small monologue. |
16. . |
16. Try to speak to your friend in a foreign language. |
17. " ", , , . |
17. Re-read "War and Peace", trying to read it in the original at last. |
18. ( - ). |
18. Think with the employment of the speech apparatus ("inner speaking" in foreign languages). |
III. . |
III. Daily work principles. |
1. : - . |
1. Use the rule of continual work: try to make it possible in any circumstances to move your speech apparatus with the aim of developing it for mastering the languages chosen. |
2. (1-2 ). |
2. Try to cover as much material as possible (1-2 units every day). |
3. . |
3. Focus in maximum studying at maximum through movements as by-the-way work. |
4. . |
4. Give preferences to solitude with the material being studied. |
5. , , , - . |
5. Remember that only the optimum number of divings into work, discovered individually, may give positive results. |
6. . |
6. Drown any occurring irritation in studies. |
7. - - . |
7. Don't watch TV straight - only with your eye's corner. |
8. , . |
8. Speed up looking through newspaper both in the native and foreign languages. |
9. , 1 .
|
9. Always bear in mind that a second saved for studying makes your life a minute longer. |
|
* * * ! -
,
, - , , , , , , ,
, , , - . |
* * * It is time to be old R.W.Emerson The suns of all my sunny days, unrivaled, swim in the pond, already almost full. The waves, that only dreams contain, are cool so paradoxically. There's an island of consciousness, and it congeals arrived hot stars. And such a fury is a rule. It orders everything and our time's pool becomes a dirty puddle where you had lived so happy, thinking by mistake: my lake or even a sea, an ocean, never blake because of all internal lustrous suns. But it is so for outside gloomy view, where there is not eternity in you, and upper thoughts in either never runs. |
I. . |
I. The native language and attitudes to a foreign one. |
1. : |
1. Mastering the native speech when studying a foreign language: |
) () , , (-); |
a) the native language as a sum-total of adapted (routine) movements, ideas, notions (denotations - connotations); |
) ( ) - , , : |
b) a foreign language (at the fresh start stage) is not routine; every one reads in a foreign language more attentively than in the native one: |
- , , , ; |
- reading in the native language involves missing mistakes, superficial understanding, shallow perception, easy shifting to mechanical reading; |
- , ( - ); |
- reading in a foreign language involves excessive grammar analysis; while reading in the native one vice versa lacks it; |
- ( - ); |
- the criterion of the skill as the mechanical mastering of speech patterns is taken for actual speaking; |
- , , . |
- the context of customs and traditions, of the national character, of the cultural environment and background. |
2. : |
2. Drawing closer together the instrumentalities of both languages: |
) ( ); |
a) taking into aware and unaware account of various linguistic and cultural phenomena and the ones indirectly connected with the language; |
) ( , , ). , . |
b) the gravitational field of the language (moral ways and habits, ethic customs, local characters). The language employs not only itself but also the semantic systems from the subconscious. |
3. . |
3. Practical usage of extralinguistic knowledge when getting acquainted with a foreign language. |
II. . |
II. Intralanguage processes and their perception by a native speaker both in the native and foreign languages. |
, , , . |
Enlargement of semantic blocks in the native language on the one hand, and reduction of a semantic sign to a signal, on the other. |
- . |
- Premonition of a certain word or phrase. |
- . |
- Pleonasms and repetitions as both expressive means in a language and surrogates of new semantic expressions. |
- |