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如果是打算進(jìn)行成人零基礎(chǔ)學(xué)習(xí)英語的話。首先要對自己的學(xué)習(xí)規(guī)劃有一個明確的安排，是打算通過班課還是一對一的形式來進(jìn)行學(xué)習(xí)。畢竟兩種不同的學(xué)習(xí)形式，為您提供的課程安排和機(jī)構(gòu)有非常大的差別，成人零基礎(chǔ)的學(xué)習(xí)也是要看哪種學(xué)方式和學(xué)習(xí)班型對您的總體學(xué)習(xí)影響，所以我們愿意為您根據(jù)班型學(xué)習(xí)時間還有學(xué)習(xí)方式，推薦和提供更好提供更為適合的課程規(guī)劃。現(xiàn)在我們很多學(xué)員都能夠通過在線網(wǎng)絡(luò)的方式了解到很多機(jī)構(gòu)的課程優(yōu)勢和師資水平。但如果你要想了解真實(shí)的機(jī)構(gòu)教學(xué)環(huán)境經(jīng)還有哪家機(jī)構(gòu)更加符合成人零基礎(chǔ)學(xué)習(xí)的課程安排。我愿意在線為您進(jìn)行詳細(xì)的解答和說明。其實(shí)提供實(shí)際的教學(xué)案例和視頻田課程是對于您最負(fù)責(zé)的說明，因此我們會為您盡快安排試聽體驗(yàn)課，以及根據(jù)您的真實(shí)學(xué)習(xí)基礎(chǔ)，找到匹配的學(xué)員案例，讓您有更多的學(xué)習(xí)參考。有興趣的學(xué)員還在等什么，快來咨詢吧。
Part1: The Lexical Categories of Language
Whenever you are learning a foreign language, it is important to be familiar with the lexical categories of a language. The words in a given language play different roles in the transmission of information, and they also have varying degrees of importance or
relevance for the learner. We will identify and describe three very broad categories of words that exist in all languages in order to assess the student’s learning priorities, as well as to devise effective ways to approach those priorities in the best way possible.
Here are these three broad categories:
第一部分：語言的詞匯分類
當(dāng)你學(xué)習(xí)一門外語時,熟悉詞匯分類很重要。特定語言的培排CBD零基礎(chǔ)英語培訓(xùn)機(jī)構(gòu)排行榜名訓(xùn)零詞匯在信息的傳播中扮演不同的角色，對于學(xué)習(xí)者來說重要程度和相關(guān)性也不同。為了評估學(xué)生的學(xué)習(xí)重點(diǎn)和設(shè)計(jì)盡可能有效的方法來接近這些重點(diǎn)，我們會區(qū)分和描述三大類在所有語言中都廣泛存在的詞匯。這是這三大類：
Group 1:Grammatical or structural words: ~2% of all words in a language
These are words that are very important to the comprehension of a language. At any skill level, there are certain structural words that learners should become familiar with, except perhaps for the very advanced levels, where the emphasis is on communication, not grammatical perfection. Examples of these grammatical or structural words are question words, prepositions, personal pronouns, articles, and so on.
第一組：語法與結(jié)構(gòu)類詞匯：占一類語言總詞匯的2%
這類詞匯對理解一類語言非常重要。不管對這類語言掌握程度如何，學(xué)習(xí)者都需要對一些結(jié)構(gòu)類詞匯很熟悉，除非非常熟練，不需要注意語法的完美，而是更注重溝通。一些這些語法或者結(jié)構(gòu)類詞匯的例子，比如疑問詞，介詞，人稱代詞，冠詞，等等。
A speaker of a language cannot be deemed to know completely the language without knowing all of its grammatical words. Imagine an English speaker who doesn’t know what the word “How?” means, or the preposition “in”, the pronoun “we”, or the conjunction “however”. This is the category of words with the highest importance and priority. Of course, at the beginning level, a subset of more basic grammatical words will be the priority.
不能認(rèn)為說某種語言的人可以在不知道全部的語法詞匯的情況下完全掌握此類語言，想象一下一個講英語的人不知道單詞“How”，介詞“in”，代詞“we”,或者連詞“however”的意思。這一類的詞匯是重要，高優(yōu)先級的。當(dāng)然，在初學(xué)時，此類詞匯中還有一部分更基礎(chǔ)的更需要優(yōu)先學(xué)習(xí)。
Grammatical words are also called structural words because they express some relationship within the different parts of the phrase or syntax. Grammatical words may appear as a group of related words, but a single word generally does not exhibit multiple forms or morphological changes. However, a single word’s position within thesentence is often very important.
語法類單詞也被稱為結(jié)構(gòu)單詞，因?yàn)樗麄儽磉_(dá)了不同短語或語法之間的關(guān)系。語法類詞匯經(jīng)常以一組相關(guān)的詞匯出現(xiàn)，但單獨(dú)一個單詞通常不會展示多種形式或形態(tài)變化。然而，單獨(dú)一個單詞在句子當(dāng)中的位置通常是非常重要的。
Group 2:Vocabulary: ~90% of all words in a language
This category of words is important for understanding the meaning ofconcepts related to a particular topic. The vocabulary category consists largely of nouns, simply because everything has a name. Nouns can have a small number ofwell-determined forms or permutations, usually expressed through their endings, in order to express things such as gender, and number.
第二組：詞匯：占一類語言的90%。此類詞匯對理解一個特定話題中一些概念的意思很重要。這類單詞很大部分由名詞組成，因?yàn)槊總€東西都有個名字。名詞可以有少量確定的格式或排列，通常在他們的結(jié)尾處顯示，來表達(dá)一些例如性別和數(shù)字的事情。
The importance of knowing a certain vocabulary word depends on how necessary the word is for the learner to speak about a certain concept. Vocabulary words are interconnected within families of words that come from a particular root, and the interrelated nature of these word families, along with the existence of synonyms, makes it possible for the learner to infer the meaning of unknown vocabulary words from the context. Because of this, out of the three categories of words, the category of vocabulary words is the least essential to master.
掌握某些單詞是否重要在于，對于學(xué)習(xí)者來說講述某些概念時這些單詞有多必要。詞匯單詞一般來自出于某相互關(guān)聯(lián)并來自共同根源的單詞家庭中，而且這些單詞家庭相互關(guān)聯(lián)的特性，再加上同義詞的存在，可以讓學(xué)習(xí)者根據(jù)語境猜測未知單詞的意思。正因?yàn)槿绱?，在這三大類詞匯中，這一類單詞是相對最不必要去掌握的。
Nonetheless, this category is very important, and its importance increases asthestudent moves into the upper-intermediate and advanced levels. At a beginning level, a subset of basic vocabulary, usually related to frequent life situations, takes a higher priority over a more advanced vocabulary.
盡管如此，這類單詞仍然非常重要，并且當(dāng)學(xué)生在中上層和上層水平進(jìn)步時這類單詞重要性增加。在初學(xué)者水平，這類單詞中在日常生活中經(jīng)常使用的基礎(chǔ)的一部分，要比高級詞匯具有更高的優(yōu)先級。
Group 3:Verbs: ~8% of all words in a language
This category of words shares characteristics with both the categories listed above, grammatical words and vocabulary words. These words are highly structural, as they are considered the“bridge” between the subject and the object in the sentence. Because of this, their correct placement within the sentence is invariably crucial. However, the most important characteristics of a verb are the numerous permutations that it can have, and the information that those permutations convey, usually through a system of suffixes.
第三組：動詞：占一類語言總單詞量的8%
這類單詞與上面兩類單詞有共同的特性，語法類單詞和純單詞。這些單詞是高度結(jié)構(gòu)化的，因?yàn)樗麄冊诰渥又械闹黧w和客體之間起到橋梁的作用。正因如此他們在句子中的位子總是至關(guān)重要的。然而動詞重要的特性是他們無數(shù)的排列，以及這些排列傳達(dá)的意思，這些通常通過后綴表達(dá)。
Verbs express a temporal relationship (tenses), an aspect (duration or state of completeness), mood (i.e. subjunctive, imperative), and person (verb forms that go
with ‘I’, ‘you’, ‘he’, etc.). Since verbs have so many different avenues for meaning, students spend the majority of their time learning and practicing these various verb forms.
動詞表達(dá)了一個時間關(guān)系（時態(tài)），一個方向（持續(xù)時間，完成狀態(tài)），語氣（即虛擬語氣，祈使語基礎(chǔ)氣培訓(xùn)），和一個人（動詞隨“我”，“你”，“他/她”的形式變化），既然動詞有如此多的途徑表達(dá)意思，學(xué)生需要用他們大部分時間來學(xué)習(xí)和練習(xí)這些動詞的形式變化。
Like vocabulary words, verbs need to be learned within the context of an example and are studied in a particular way. Verbs express actions, and a verb can be the root from which a whole vocabulary family is derived. The beginning levels focus on verbs that represent actions that are tangible, visible, frequent, or useful, whereas in the late-intermediate to advanced levels, verbs tend to be more abstract, and related in general to complex human relationships, thoughts, and processes
類似純單詞，動詞也需cbd要在一定的語境例子和特定的方法中學(xué)習(xí)。動詞表達(dá)了行動，也可以作為一個根衍生出一個單詞家庭，初學(xué)者水平重點(diǎn)在于那些表達(dá)有形的，可見的，頻率的，或有用的動作上，而中上等水平和上等水平的學(xué)習(xí)者重點(diǎn)在那些更抽象，與人類復(fù)雜關(guān)系，思想，過程相關(guān)的詞匯。
Sometimes, the formation of a certain ending of a verb depends on knowledge of another verb tense, and commonly, a language course is organized by following a pre-determined sequence of verb tenses to teach/learn. This way of organizing a language course has an analogy in how a child develops linguistic skills. For example, a 5-year-old child commonly can say state something in the present, and past, but not say a phrase like: “If you had taken your umbrella, you wouldn’t have gotten wet.” The tenses in the previous example, namely the past perfect and the conditional, are part of a later stage in the linguistic development of a child. A language course for adults tries to, but does not faithfully recreate this natural order of learning in a child, instead, it is ordered in a way that the formation of verb tenses (the endings of verbs), is moreintuitive and cumulative, going from one concept to the next。
有些時候，一個動詞結(jié)尾的結(jié)構(gòu)取決于另外一個單詞的時態(tài)，通常，一個語言課程通常遵從一個已定的動詞時態(tài)序列來組織，這種課程組織方法與小孩學(xué)習(xí)語言的方法類似。例如，一個小孩可以陳述現(xiàn)在的和過去的事情，但是不會說比如：“如基礎(chǔ)機(jī)構(gòu)排行榜果cbd你已經(jīng)拿了你的雨傘，你不會像現(xiàn)在這樣被淋濕了?！痹谇懊胬拥臅r態(tài)里，即過去完成時和從句，屬于小孩子的后期語言學(xué)習(xí)。大人的語言課程，爭取但不是完全重現(xiàn)小孩子學(xué)習(xí)語言的天然順序，相反，大人學(xué)習(xí)動詞時態(tài)的結(jié)構(gòu)的順序是更加靠直覺和積累，從一個概念到另外一個。
The necessity of verbs in sentences makes this category just as important as grammatical words, if not more
動詞在句子中的必要性讓動詞與語法類單詞一樣或更重要。
Part 2:approaching the Lexical Categories
Any functionally complete learning of a language should integrate a substantial amount of words from each lexical category. This should be the case whether the student is a self-learner or working with the guide of a teacher. We will examine some psychological aspects of learning a foreign language, and then we will look at techniques for an effective assimilation of material from each of the three lexicalcategories.
第二部分：接近詞匯類別
任何一個語言學(xué)習(xí)的功能性完成都應(yīng)該是大量的每一類單詞的集合。根據(jù)學(xué)生是自學(xué)還是有專人指導(dǎo)應(yīng)該有一定區(qū)分，我們應(yīng)該調(diào)查一些學(xué)習(xí)外語的心理因素，然后尋找一定的手法來有效的消化每類單詞。
When a child is learning their mother tongue, she or he is in a stage of development of linguistic skills. The child interprets definitions of words, and gradually builds syntactical structures (different word orders within the sentence), general grammatical areas (i.e. tenses, ways of forming a plural, etc), and also memorizes well-known exceptions to those rules (i.e. irregular forms of verbs). Later in life when the person learns a second language, right at the moment of being presented with a grammatical structure that is different from the mother tongue, the student will build a mapping from the mother tongue version, and the new language version, in order to logically understand and learn how to use the second version.
當(dāng)一個孩子學(xué)習(xí)母語時，他/她正處于發(fā)展語言技能的階段。小孩子解釋單詞的定義，逐漸的建立句法結(jié)構(gòu)（不同詞語在語句中的順序），一般的語法規(guī)則（即時態(tài)，復(fù)數(shù)的寫法，等等），以及記住例外常見的規(guī)則。（例如不規(guī)則動詞的形式）。在之后的生活中，當(dāng)這個人再學(xué)習(xí)英機(jī)排行榜構(gòu)語第二種語言時，一旦看到其它語言不通的語法結(jié)構(gòu)，為了邏輯的理解和學(xué)習(xí)第二種語言，他腦海中就會立馬閃現(xiàn)他母語的語法結(jié)構(gòu)，和新語言的版本。
As a learner of a second language, the student is not, for the most part, building new linguistic areas in the mind, but forming a mapping or road, at least for initial understanding, between the known and the new language. The formation of this mental mapping between languages that are distantly related, or entirely unrelated, is more challenging. Because this mapping relies on what the learner already knows, the effectiveness of learning a language via this process depends upon the learner’s conscious understanding of the linguistic areas present in the mind.
作為一個第二語言的學(xué)習(xí)者，學(xué)生大部分不是在大腦中建立一個新的語言區(qū)，而是在畫一個地圖或者路，至少為了對已知的語言和新的語言之間關(guān)系的最初理解。這種相差很遠(yuǎn)的或根本無關(guān)的語言間的思想構(gòu)圖格式更加具有挑戰(zhàn)性。因?yàn)檫@種地圖要依賴于學(xué)習(xí)者已知的，通過這種方式學(xué)習(xí)一種語言的有效性依賴于學(xué)習(xí)者對頭腦中學(xué)習(xí)區(qū)域的理解。
Take care not to confuse a linguistic area with a grammatical representation. The linguistic area or concept is an abstract understanding not related to words at all. It is manifested in language with particular grammatical representations, which may differ from language to language. A person may know perfectly the grammatical rules of a particular grammatical structure in the new language, but still be unsure of all its permutations in the mother tongue, however, this is no obstacle for learning the new
language because both depend on a solid possession of the abstract mental linguistic area.
注意不要混淆學(xué)習(xí)區(qū)域和語法表達(dá)，學(xué)習(xí)區(qū)域或概念是一種與詞匯完全無關(guān)的抽象的理解，它表現(xiàn)在語言中帶有特定語法表達(dá)的地方，隨語言的不同而不同。一個人可能完美的了解一個新語言中的語法規(guī)則，但仍然不確定他們在本國語言中的排列，然而，這并不是學(xué)習(xí)新語言的障礙，因?yàn)樗麄兌冀⒃趯Τ橄笏枷胝Z言區(qū)域的一個穩(wěn)固掌握。
In any case, the student should move away from frequently comparing the new language with other languages that he or she knows. For instance, consider the case of the subjunctive, an area that often stymies native English speakers who are learning romance languages. The subjunctive exists in English as a mood, but since it is not
explicitly marked in the verb, there are no explicit rules as to when its use is mandatory.
在任何案例中，學(xué)生都需要避開把新語言與已知語言頻繁比較的誤區(qū)。例如，虛擬語氣，經(jīng)常成為英語母語的人學(xué)習(xí)浪漫語言的障礙。虛擬語氣作為一種語氣存在在英文中，但是既然它們不是被明確的標(biāo)注為動詞，沒有明確的規(guī)則規(guī)定在什么時候必須使用它們。
Compare these two English sentences:
a. I demand that he be crowned (subjunctive mood)
b. I ask for him to be crowned (passive voice)
比對這兩個英文句子
a. I demand that he be crowned (虛擬語氣)
b. I ask for him to be crowned (被動語態(tài)) In a number of romance languages, the mood of expressing a wish coupled with the relative pronoun “that” in example A above will call for the verb “to be” to show the subjunctive mood through its ending.
As a consequence, a native English speaker who is newly acquiring this knowledge must construct a mental linguistic area, which consists of examining and identifying different verbs that express the “wishing” (or other moods expressed by thesubjunctive), and then proceed to formulate practice sentences within this particular
context. The student must also have studied beforehand the particular verb endings for the subjunctive
在一些浪漫的語言中，一個表達(dá)愿望的語氣加上了關(guān)系代詞“that”.在上面例子A中需要動詞“to be”英排CBD零基礎(chǔ)英語培訓(xùn)機(jī)構(gòu)排名名語零在結(jié)尾表示虛擬語氣。作為一種結(jié)果，英語母語的人在新掌握這種語言時必須構(gòu)建一個思想學(xué)習(xí)區(qū)域，該區(qū)域由檢查和識別不同的表達(dá)希望意思的動詞組成（或者其他由虛擬語氣表達(dá)的語氣），然后進(jìn)一步規(guī)劃根據(jù)特定上下文來練習(xí)句子的計(jì)劃，學(xué)生必須同時已經(jīng)提前學(xué)習(xí)了動詞虛擬語氣的形式。
Notice that this activity is separate from actually learning the verb endings for the subjunctive in the new language, which is actually the corresponding grammatical system of the language which will express the mental linguistic area. Maybe in a new language the subjunctive is not shown through a suffix, but an infix, a particle added in the middle of the verb! These grammatical representations are arbitrary, but should be mostly consistent within a particular language.
需要注意，這個活動與學(xué)習(xí)動詞虛擬語氣是分開的，實(shí)際上是相應(yīng)表達(dá)心理語言區(qū)域的語法系統(tǒng)?？赡茉谝环N語言中，虛擬語氣不通過加后綴的方法表達(dá)，而是一個加在動詞中間的中綴。這些語法表現(xiàn)形式是隨意的，但是在一種語言中，大部分是一致的。
This example illustrates that building a new mental linguistic area is more involved and challenging than building a mental mapping between the grammatical structures of a known language and a new language.
這個例子表明，建立一個新的思想語言區(qū)域比建立一個新舊語言對比的思想構(gòu)圖更復(fù)雜和具有挑戰(zhàn)性。
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