Johanna wrote:Another thing that I hate is that it assumes that people are idiots when it comes to understanding grammatical concepts but superhuman when it comes to building vocabulary, for example, IIRC, you have three exercises about gender, the first tells you to write something along the lines of 'car: m', 'book: f', 'child: n'; the second tells you to write 'a car, 'a book', 'a child', and the third 'the car', 'the book', 'the child', and you only get about 10 words to work with. You could instead first explain the concept of gender, like they do, but then go 'write 'a x - the x - gender' and give three times as many words to work with.
captainporridge wrote:So what is your complaint about people thinking learners are idiots when it comes to grammar concepts? If I know which parts to be sure not to over-describe, that would be really helpful. Or are you saying like with your example, I should more briefly describe things and then just give a lot of exercises and have people figure it out? (if that's true I don't really approve just because, err, some people are really, really bad at figuring things out...)
captainporridge wrote: I also feel like everything taught should seem very useful to the reader in the beginning - teaching the words for grammatical terms in Faroese is useful if you are going on to read about them in Faroese, but I think if I were to introduce them too soon then they would instead feel like "sure it's nice to learn more words, but when am I gonna use this?!".
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