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Conventional Methods For Learning English

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When we try to learn English by the conventional and known methods in schools today, when we get stuck, we think: “wow, I know so much, but I can’t say that!” or “why do I always brake like this?”. This happens because conventional courses focus separately on each aspect that makes up the language: grammar, vocabulary, and pronunciation. And in this way, no brain does not overload itself to try to put all this in the same context and make communication possible.

The problem is not that the brain has to process almost immediately the grammar rules, remember the words, and still worry about the correct sound of each word in a matter of seconds. It’s a lot to process at once, but that’s not why you stop talking. Learning aspects of a language that are dissociated from each other, as mentioned above, compromises the learning process, as it creates gaps that, over time, become increasingly difficult to fill.

For this reason, you must know a logical and practical method to learn English definitively. To give you an idea, conventional English courses take approximately two years to present all verb tenses to students, as teaching is fragmented.

In addition, they have excessive content due to the books being pre-formatted and divided into units. Classes usually have an excessive number of students who tend to have different ages, English levels, and goals. Added to this is an unfounded repudiation of the use of Portuguese, which should be treated as a facilitator of the language acquisition process in the initial phase of the course. Not to mention that several methods preach that everyone should learn English like a native child as if it were possible for an adult to learn like a child without being a child anymore. Read more (อ่านต่อ which is the term in Thai)

How About Changing The Way You Learn English?

How about learning everything together: grammar, vocabulary, and pronunciation? To acquire the language more naturally and fluently? If you notice, you’ve already learned several things in English this way:

Think, for example, of the sentence: “the book is on the table.” Many methods claim that the student, just by being exposed to this sentence, can already understand the aspects that compose it. It is impossible to say this even if the grammatical rules that involve the construction of this clause are perceptible.

Now, consider this sentence: “there was a book on the shelf.” Unlike the previous sentence, this one does not present a mental image. Despite its structure containing a verb, preposition, article, noun, etc., it is not part of the trivial knowledge taught by conventional methods to most language students.

The examples below are typical sentences of this trivial knowledge: “What’s your name?” “Where are you from?”, “How old are you?”, “Thank you very much,” “You’re welcome,” “I love you.” However, knowing such sentences does not mean that the student has absorbed the structure of the language to master it. We can say that the student has learned these sentences but may not recognize grammar, pronunciation, and the correct order of words just because he knows how to use them.

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