AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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Authors: JACQUES COULARDEAU.
DOI: 10.24193/subbphilo.2019.4.02
Published Online: 2019-12-15
Published Print: 2019-12-30
pp. 37-58
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Phylogeny Commands Psychogenesis. To learn a foreign language necessarily remaps the learning of the first languages in children. I will first study the necessary stages in the learning of the first language. The mind’s development contributes to the mastering of the first language, which, in turn, is also beneficial to the mind. To teach a second language to a monolingual child challenges the mental construction of his first language and forces the child to restructure his mind, constructed, to this point, by and for the first language. Some pedagogical shortcuts can produce mistakes. To learn a second language is to reactivate the phylogeny of language, particularly of the first and second languages concerned, and this reactivated phylogeny must be invested into the psychogenesis of language, particularly of the first and second languages concerned.
Keywords: communicational situation, vowel-consonant rotation, transfer verbs.
