Yudan Taiteki wrote:
Well, I guess I see the overall feeling towards classes here.
Well, if you read me closely enough I think you'll find that I am arguing that a good class is both indispensable and hard to find. I've spent dozens, if not hundreds of hours IMing with a certain girl from Osaka, and, if anything it has hurt my usage (while increasing my vocabulary), as she refuses to correct me- every once in a while she will point out that I am starting to sound too girly because I am picking up language from her, but that's it. I'd love to find a class that focussed on feedback.
Yudan Taiteki wrote:Most learners need classes because they are unable to organize the material and come up with a study plan, and they need external motivation to do the work.
Sure- I just don't want to have to suffer through that process. If engineering students were treated that way you'd have to get last rites every time you crossed a bridge- and they are now treated enough like that that there ought to be a Priest at every crossing. If it were up to me I'd make every kid who wanted to go to a good University spend a year or two working in a hard grimy environment, just to get the hormonal issues worked out (good thing it's not up to me
). You should be an adult by the time you enter University.
Yudan Taiteki wrote:The heavy focus on oral work in OSU's program is due in large part to the difficulty of learning to speak a language on your own. (However, many students do not appreciate this and just complain that we don't teach enough kanji.)
Well, you might be surprised to hear that I am supportive of a heavy focus on oral work during class time. Kanji study does not require a teacher. It should, as far as I am concerned, be assigned and assumed.
its author underestimates the amount of feedback children get.
Yudan Taiteki wrote:Children do not rely on explicit feedback to learn language; in fact, they tend to steadfastly ignore explicit feedback and refuse to incorporate any corrections into their speech. Adults don't have the luxury of learning the same way as children do, though.
I don't think the literature agrees with you on this one. It's true that children often ostensibly ignore feedback before a certain age, but it's also true that children defy other forms of socialisation while incorporating the necessary lessons. At some point they do stop putting jam on the cat- they knew better years before. Of course, the question is: "Why did the kids put jam on the cat? Strawberry jam all over the cat? They did it 'cause we said...".
At any rate, it is a fact (one that can be observed) that children receive a great deal of feedback when it comes to usage. I don't know how you would go about showing that this is not important to their development.