It is also very important feature in language learning. For example, when learning a language, you quite possibly, you surprised to learn that all the grammatical forms are placed on several pages, while the grammar of a language can tell within 4-5 sessions. Yes, and words to learn – not a problem, according to statistics, people with average capabilities able to remember a few hundred words a day. "So why not get to learn a language? That's so easy "- you ask. Connect with other leaders such as Bizzi & Partners here. But the problem is not necessary to study grammar or memorizing words, the main thing in this – learn how to use these words in the correct context for each individual case. So the following advice for language learners: learning to speak well, are actively speak the language, understand it, the skill of passive ownership, and learn how to quickly and easily read, for a fairly short period – is required exercise intensity.

As an example of the above, we present two comparisons. Imagine that language – it's a pile of bricks, which is shifting from one pile and adding it into a neat pile, you are thereby making steps towards learning the language. Official site: Richard LeFrak. That is, when you shift the pile of bricks in a slim range – you can assume that language is learned. The second comparison. Imagine that language – this icy hill, running up to you, we can say, conquered it. In these two comparisons, in the first case, we can draw an analogy pile of 100 bricks in 100 language lessons where the language is presented in the form of a certain volume of material as an end in itself. Gavin Baker may find this interesting as well.

But rumors that using this method You can turn a man into a zombie, devoid of rational meaning. A group of independent scientists, after a series of experiments that proved the existence of analytical tool in the centers of the human brain, which tests the whole, the information. This same protective mechanism allows or denies access of information to long-term memory. And why not make a man do what he wants, with what it unconformably subconscious. And that is why, in the experiment by Dr. Waikerie, only 50% (not 100%!) Increased sales of popcorn and cola. All other participants in the experiment, they just do not like. In our country research this area were conducted at the Institute of Higher Nervous Activity and Neurophysiology, ussr Academy of Sciences and the Military Medical Academy in the early 90's.

the last century. Based on multiple experiments, scientists have made an unequivocal Conclusion: The method is completely safe for human health (both adults and children). It was also noted that when using the 25-th frame in the training program improves memory, increases reading speed, increased attention and vitality. The method has no age restrictions, but not recommended its use for children under 12 years old and people with mental illness. If we talk about learning a foreign language with the help of 25 fps, the best effect is achieved if a person really wants to learn the language, his desire and aspiration to true. But even if the language you do not really want to teach, you lazy, then in this case, the method effective. Why? After all, we talked about that if people do not want to do anything, then you can not get it.

Yes it is. You can not make a person commit a crime or any act, which unconformably his subconscious. But deep in the subconscious lazy people necessarily have the desire to learn, to the knowledge of something new. Only need to awaken him with what works fine 25-th frame. In the subconscious of a person kept all that he once saw. And when repeated many times (as in this case), the information mastered the subconscious, firmly in it stronger and then output to the level of consciousness using certain techniques. For learning are very lazy people, this method will not work because the classes should be regular (daily, at least an hour). For other people, this method is just a godsend. It allows you to take a short time a huge amount of information without much effort. Undoubtedly, the application of 25-th frame in learning a foreign language is noteworthy. There are a number of advantages: very fast, without any zubreshek, you can learn a lot of words. But to master the language to perfection is not enough. You must be able talk to your chosen for the study of language. What good is that you know a lot of foreign words: they know how to pronounce, write, read, and can not communicate? Therefore, the training program should include itself as a method of 25-th frame (for memorizing vocabulary) and "live" communication in the target language. And better, if this communication will occur with people who are native speakers.

The studies of the AD ones of French line veem the citizen conditioned to an ideology that it precedes what it can or not to say in one definitive historical and social situation. The paper of the materialistic theory of the speech is to desconstruir the apparent unit of the citizen, therefore its relation with the language is crossed by this construction of the subjectivity: the language has its real proper value, as well as history also has its Real. The speech is the place of meeting between these two Reals, crossed for ideological the historical process of constitution of the citizen. (GREGOLIN, 2007, P. 140) Of this form, the citizen is assujeitado to the ideological devices and ' ' the ideology interpellates the individuals as sujeitos' ' (GREGOLIN, 2007, P. 134). The citizen of the AD ones is historical and social: description because he is not mentally ill of the world that the fence; social because it is not the individual, but that understanding in a collective space. According to Brando (2004, P.

34): ' ' The citizen leaves of being an idealistic notion imanente, the citizen of the language is not the citizen in itself, as exists socially, interpellated for the ideology. Of this form, the citizen is not the origin, the absolute source of the direction, because in its it says others you say if dizem' '. What it defines the citizen is the place of where it speaks. thus being constituted of several ' ' eus' ' , one alone voice in its being does not exist, is not the owner of its to say. In view of that the speech is where if materializes the language and brings with it the ideological formations, it is in the statement that the manifest ideology if, being directed for ideological formations. According to Brando (2004, P. 19), ' ' …

Studied, knew and admired the peaceful struggle and traspartidista which combined political and spiritual figures such as Luther King, Gandhi or the Dalai Lama, marked his life and helping to define one of its main objectives: "to develop compassion for all beings and live and spread universal love "I think another fact that helped define your search was social mobility Tijuana. On the one hand, I saw very poor people, marginalized and hurt who was passing the border daily with the hope of improving their situation, converging with the Hippie movement which represented the counterculture of "love and peace" that opposed the war, materialism, dehumanization and the opulence of the region was still very young Californian concern to embrace their spiritual self, but he lived an internal vacuum caused by a materialistic society precisely what was rejected SER. This leads him to a very early age in ways that responded to transcendental identity. As he says, he worked on the different alternatives in their teenage years had on hand, went through Taoism, Catholicism, the Great Universal Brotherhood, the Krishna, Masons or Rosicrucians being many others, always hoping to fill the existential void. But in the end felt was more "empty" and the bitter experience of seeing their friends were stuck in these way, without finding the desired response. Search within the academic programs offered by the schools, concluding that the spiritual path could not be learned there. The school as it was presented was simply not the place to grow internally.

In this direction, Blacksmith says that: (…) We have a empobrecida image of the child who learns: we reduce it to a pair of eyes, a pair of ears, a hand that an instrument catches to mark and a fonador device that emits sounds. Behind this cognoscente has a citizen, somebody that thinks, that constroi interpretations, that act on the Real to make it its. (1989, p.40-41) I understand that it is necessary, thus, to reflect on the alfabetizao with focus in questions that go beyond the methods. If it makes important a search for basic aspects in the learning, as for example, the infantile linguistic ability and the capacity that the children have of investigation, curiosity and will to know, questions that unhappyly, many times, are been in second plain or nor are taken in consideration. When rethink these questions, our paper while educator/educator, could also be rethink, pointing with respect to a necessity to create a facilitador environment of the learning, that disponibilize the access to the reading, the incentive to the creativity and the imagination, of form that the children still give to continuity to the stimulatons received for the family or, that has chance, if will not be the case of the familiar environment, of being in contact with propitious materials the world of the reading and the writing. For this also, we do not exclude the position of the teacher/professor, who ' ' facilita' ' the learning, but that also if it locates, is not neutral, also measured and contributes for a critical reading of the lived realities. We see as basic, therefore, that the child has time and ' ' voz' ' , counting on the valuation and the incentive to the production of the spontaneous writing in substitution to the tiring exercises and without possibility of reflection, as it is the case of the copies, so frequent still, in the pertaining to school environment.