Re: Subject / Object / ?

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

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