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b-hebrew - RE: b-hebrew digest: April 09, 1999

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  • From: yochanan bitan <ButhFam AT compuserve.com>
  • To: b-hebrew <b-hebrew AT franklin.oit.unc.edu>
  • Subject: RE: b-hebrew digest: April 09, 1999
  • Date: Sun, 11 Apr 1999 11:13:43 -0400



From: yochanan bitan, 113313,266
TO: "Matthew Anstey", INTERNET:manstey AT portal.ca
DATE: 4/11/99 08:43

RE: b-hebrew digest: April 09, 1999

dear matthew
thank you for the many helpful points on language learning/teaching.
always something more to chew on. they will be pondered and used. you've
been making good observations.

techni point:
my course, ulpan le`ivrit miqrait, begins with LISTENING to 1000
descriptions of pictures. (you saw first 500.)
nothing is written and nothing is in english.
the pictures with tapes, then alphabet discovery from lists and tapes (no
english!), then reading transcripts of the pictures are covered in about
25-30 study hours.

students do not begin to speak until the dialogue units based around themes
from jonah. then everything is glossed in english. oh well, so much for
consistency. :-) but multiple methodology is necessary for language
learning as you've pointed out.
on the other hand, in live classes we get some speaking in during the first
week when everthing is acted out [total physical response]. because BH is
an 'echo' language students do not answer questions with 'yes' or 'no' but
with verbs/predicates:
for example,
ques: pataHta et ha-delet? 'did you open the door?'
ans: pataHti (=yes) 'i opened'

gruss Gott und sei gesund
randall buth




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