スージー@英語ができないあなたは悪くない

『国語力が低い人ほど、文脈ではなく「単語」に執着する』と知り、これが文字は読めても、文章は読めない（読もうとしない）揚げ足取り・ぶつかり合い現象の正体なのか…と腹落ちしています。本当に人が伝えたいことは「単語」ではなく、文脈にある。単語だけ拾わない。できるだけ聡明な読み方をしたい。

We can understand without deliberate decoding, of course, just as we understand our mother tongue. But I noticed something interesting. From the quoted post, I get the impression that some people think no one can understand long sentences without grammatical analysis. And this may mean that they have to split the sentence into smaller parts and rearrange the word order to translate it into Japanese. In other words, they read, analyse, and reconstruct the sentence in Japanese, and then comprehend it. So I paused and pondered the process: what exactly do we do when we understand a language? We simply catch chunks of words and they immediately connect to meaning. As we read, these semantic chunks accumulate in the mind. We connect them and reinforce the relationships between them through the words expressing those relationships, and the mental image gradually becomes more vivid. So we don't reconstruct the word order but we reconstruct the mental semantic images, by connecting several meanings and adding more nuances as we proceed, like drawing a picture so that we can see it. Of course, this process doesn’t always go smoothly. If a sentence is particularly long or complicated, we may need to revisit an earlier part to confirm our interpretation—for example, to check whether the sentence was affirmative or negative. This may be the process of understanding the sentence. And fundamentally, this won't change no matter whether it's reading or listening.

8/8) Unconscious input is also useful. Our brain has the power that unconscious input lets us produce unconscious output. I know several people who recommend immersion learning, but their definitions are slightly different. This is the definition of my immersion learning.

意味が理解出来るなら多少の間違いはスルーで大丈夫ですよ。 こういう体験で修正が多くなると、間違えてはいけないというマインドになりやすく、自発的に話しにくくなるかもしれない。 普段の授業なり、本や映画で、似たような話が出てきたときには、間違いに気が付きます。 自分のやった事は、記憶に残ってますからね。 僕はいい種を蒔いていると思いますよ。

はい。せめて発表前に指導を入れ、正しい英語に直させておくべきですね。間違った英語を視聴生徒の網膜に焼き付けるのは"加害"ですよ。あと、それをグループでやるのも、結局まじめな生徒に（余計な）負担をかけるだけ。やるにしても年に一回まででしょう。

英語学習については、本を読んだり、YouTubeを見たり、いろいろな人の意見を聞いたりしたが、今日見たYouTubeが衝撃的で、腑に落ちた。 「無意識の力」 意識の割合はほんの少しだけ。 この理論を踏まえて自分なりの学習再開だ！ あとは教えないよ～ん、ヒ～ミ～ツ