Cognitively If adults were left to their own devices to learn a language, in some cases, they may pick up the negative strongly emotional words first, followed by the necessary and involuntary bodily functions, then the voluntary ones and so on into the different topics of daily living and the world immediately around them and then further afield.RandallButh wrote:It is always useful to reconstruct and imagine how little kids would go about unconsciously deciphering and learning a language.
As an indication of what the topics might be, similar to what an adult might learn, we could hypothesise:
- Lesson One Strong negative emotions Μωρέ! γαμήσου! σκάτα! ,
Lesson Two Bodily Functions ἐσθίειν, πέρδομαι,
Lesson Three The Household Environment (I) καθεύδειν, καθέζεσθαι, τράπεζα, κλίνη,
Lesson Four Pets κύων, αἴλουρος, ἰχθύδια, τρέφειν,
Lesson Five The Seaside σκάφη, ἄμμος (ἡ), κῦμα,
Lesson Six Feelings and emotions μισεῖν,
Lesson Seven Dispositions ἄστοργος, etc.
Would that be useful as a structure for learning? In some ways perhaps, it depends on the aims and time frame for learning.