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Re: Subject / Object / ?

From:John Cowan <cowan@...>
Date:Monday, September 13, 2004, 16:34
Andreas Johansson scripsit:

> > >* This is not a rhetorical question. I am genuinely curious as to why you > > >apparently see a need for primary schools to teach kids how to analyze > > >sentences in their native language. > > > > Because that's the only way to make them able to reliably and consistently > > build and understand complex sentences in their own language. [...] > > I must say this much surprises me. Particularly since I know plenty of people > who could not grammatically dissect the simplest sentence (altho they likely > could for a while during their school years), yet can read and write texts of > highish complexity perfectly well. > > It also seems a priori unexpected - why would not one's subconscious grasp of > one's native grammar suffice, when it clearly does for speaking? At least I > "say" what I'm going to write in my head as I type it, which makes it hard for > me to believe the mental processes involved in the production of written and > spoken texts are _that_ different.
Remember that you are talking to a francophone, for whom this procedure is essentially impossible due to the wide separation of spoken French and written French, which Christophe has himself characterized as "two separate languages" on many occasions. -- John Cowan cowan@ccil.org www.reutershealth.com www.ccil.org/~cowan "It's the old, old story. Droid meets droid. Droid becomes chameleon. Droid loses chameleon, chameleon becomes blob, droid gets blob back again. It's a classic tale." --Kryten, Red Dwarf

Replies

Christian Thalmann <cinga@...>
Andreas Johansson <andjo@...>