CLO_043: Het Overzicht van de Uitdrukkingen van het onderwijs
Luister aan deze les, om te leren wat de volgende middelen:
Het Overzicht van de Uitdrukkingen van het onderwijs:
Ràng wǒmen lái xuéxí dìsìshíèr kè.
Láidào dìsìshísān kè van Huānyíng.
Jīntiānde tímù shì shénme?
Ràng wǒmen xiān tīng yícì jīntiānde duìhuà.
Ràng wǒmen zài tīng yícì jīntiānde duìhuà.
Bìng gēn Kirin shuō.
Xiànzài wǒmen kāishǐ fānyì jīntiānde duìhuà.
Nà shì shénme yìsi?
Zhōngwén zěnme shuō?
De Online Inhoud van de premie: Tevreden opening van een sessie of teken in om de hieronder inhoud te bekijken.
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11 december, 2006 in 10:08 p.m.
Ik houd van hoe u deze instructies introduceerde. Een snellere afgemeten les zou aardig om, vooral voor een overzicht zijn te horen. Ook op een technische nota, kunt u het verschil in volume tussen de stemmen van Adam en van Kirin verminderen? Adam, u is een behoorlijk stiller bedrag.
11 december, 2006 in 11:12 p.m.
Dank voor koppelt James terug. Er is een gevoelig evenwicht dat ik probeer om hier te bereiken door zij tevreden te stellen die een sneller tempo tegenover zij willen die zich vinden achterop rakend. Hopelijk zullen de hulpmiddelen die aan de kant van de Premie worden toegevoegd helpen.
Ik experimenteerde met een nieuwe microfoonopstelling voor deze afgelopen les. Ik zal dichtere aandacht aan het volumeverschil - dank besteden!
12 december, 2006 in 8:49 p.m.
Adam, eigenlijk, in deze les, het volume is vrij constant. Ik verwees meer naar vorige opnamen door.
Ik verheug me op wanneer u meer middenniveaulessen bereikt. Het tempo van het introduceren van nieuw materiaal in de lessen schijnt om over recht te zijn. Het is slechts de langzamere toespraak en explainations die op mijn oren hard zijn.
12 december, 2006 in 11:18 p.m.
Hallo James. O.k., in de nieuwe lessen (om te beginnen met 43), zo hopelijk gebruik ik een nieuwe microfoon die het probleem zal bevestigen.
I had the same feedback from someone else that the lessons were too slow during review, so I’ve placed remixed summary audio files in the Premium section that just have the dialogue without the explanations. This should hopefully quicken the review process.
As far as intermediate goes, the pace should change from Lesson 61 on (start of our Level 2). I’m hoping for more interaction between myself and the Chinese speakers, so let’s see how that works!
Keep the comments coming - it really helps me fine tune the system.
-Adam
December 14th, 2006 at 6:23 am
You know, this lesson was a strange mixture for me. During the single word explanations I was yawning and looking around the room with an “oh yeah who wouldn’t know that” expression. Way too easy. Then when they were put into a sentence I was completely lost. Somehow I “couldn’t hear” what was being said. The same as what happened in lesson 30. Now I think I know why.
My brain will hold about three chunks of Mandarin. When the next chunk comes in, the first chunk falls out. A chunk can be a word or a phrase or a syllable, it depends. Now when I hear Heidi say “Rang women … dui hua” that’s all I hear, that’s all I’ve ever heard. I know each word very well, but I’m still busy perceiving the first words by the time she’s finished. Other sentences whiz by me, word by word, like I’m viewing through a tiny one character wide peephole as it moves across. My brain takes in (consciously hears) each word, but each word pushes out whatever was in the brain before, and all recollection of hearing it. Yet, some other sentences are the same length and speed but I hear (perceive) them easily.
I may be wrong, but I think the reason lies in these chunks. One-word chunks won’t see you through a whole sentence unless it’s spoken at a snail’s pace and you have a good short term memory that will last to the end. When the words become more familiar they get chunked together, so then there might be four or five syllables in a single chunk! Put three of those together and you have a substantial sentence, still only requiring three chunks to be processed. It would be no harder than taking in a three syllable phrase when each syllable was an isolated chunk.
Then the solution is to make the brain chunk some of these words together as a unit, so there is less work to do. Here laziness can be a virtue. Then the smaller groups, once established as familiar, can be chunked together into longer phrases or typical phrase patterns. After that point you can throw a lot of them into a big sentence and speak it quickly and my brain will stay with it all the way through. Imagine this: it’s easy to juggle two matchboxes, but impossible to juggle 100 individual matches. The words need bundling up before it will get easy to manipulate them, and maybe that’s what all those textbook exercises are designed to do. Right now I’ve only got tiny little chunks of Mandarin to juggle, too many of them, so I need to go away and practise manipulating them as little chunks, like I should have done back at Lesson 30, and then bigger and bigger chunks of chunks. After all, a huge familiar chunk with one changed word in the middle, is only two pieces of information to take in, isn’t it!
December 14th, 2006 at 1:42 pm
Hi Parrot,
Here’s what I’ve learned from this last exercise. Please add anything you feel I may have missed:
1. If I make changes, make them all in one lesson so that people only have one place to refer to for review (I did this in Lesson 30 but then started adding more new words and phrases in later lessons).
2. Rather than translating an entire sentence, start with manageable chunks and then work my way up to an entire sentence.
This is great feedback and will really improve this course going forward. The whole inspiration behind the switch was that I found myself saying a lot of the same things over and over in English and thought that if people were going to hear the same thing again and again why not do so in Chinese so that they are learning outside the learning (so to speak). Obviously more thought needs to go into that process but I’m proud to say that with your all help I’m getting better at it!
-Adam