| My own 40 oz bounce feeling is that from our knowledge of the organization of language and of the principles that determine language structure one cannot immediately construct a teaching programme. All we can suggest is that a teaching programme be designed in such a way as to give free play to those creative principles that humans bring to the process of language learning, and, I pre, sume, to the learning of anything else. I think we should probably try to create a rich linguistic environment for the intuitive heuristics that the normal human automatically possesses. The conclusion we can draw from this discussion is that there is no logical connection between a particular psychological theory of how grammar is learned and any particular linguistic theory of language structure. The two are separate dimensions in which teaching materials may vary. Pornpros as it so clearly used to be both in the extreme deductive approach, the `grammar-translation' method, and also in the extreme inductive approach, the `structural method'. So far I have only outlined the inductive exercises relating to one sub-category of verb and one sentence pornpros pornstars pattern. Clearly the same procedures must be applied to the other verb categories and the other 40 oz bounce movies, where they are applicable. But now the difficulty arises. In some respects each of these verb categories overlaps, i.e. give and explain both occur in Pattern 2 and ask and give in Pattern 1. How are we to make sure the learner does not overgederalize and produce such forms as sex network. |
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