التنويم المغناطيسي لتسريع تعلم اللغات

ربما تمنى البعض منا وجود وسيلة ما - ربما خوذة عجيبة - لتسريع تعلم اللغات الجديدة في جلسة واحدة. ولو تحقق ذلك لفقد المترجمون وظائفهم وأصبحت مهنة الترجمة مجرد تاريخ قديم. ولكن هناك أساليب أخرى يدعي ممارسوها قدراتها في تسريع إكتساب مختلف اللغات مثل أسلوب التنويم المغناطيسي الذي تنتتشر ملفاته الصوتية بكثافة في الشبكة العنكبوتية. البعض يدعي إمكانية منح المتعلم القدرة على التحدث بطلاقة بلغة ما بمساعدة البرمجة اللغوية العصبية أو Neuro Linguistic Programming - NLP بينما يدعي آخرون أدنى من ذلك بقدرتهم على المساهمة في مساعدة المتعلم على معرفة أقصر الطرق لتعلم لغة من خلال التدرب على قواعد وخطوات تيسر عليهم المهمة. فيما أثبت مجموعة باحثين أن التنويم المغناطيسي يساعد على تحسين نطق المتعلمين للغة ما وكلما كان التنويم أعمق كلما كانت النتائج أفضل :




IMPROVEMENT OF FOREIGN LANGUAGE PRONUNCIATION UNDER HYPNOSIS: A
PRELIMINARY STUDY

John H. Schumann 1 , Jean Holroyd 1 Russell N. Campbell 1 Frederick A. Ward 2 1
1 University of California, Los Angeles 2 United States International University

1 Grateful appreciation is extended to Joan Crawford, Ph.D., of the Stanford University Hypnosis Research Laboratory for her generous consultation, to Garoon Rujanawech for his assistance in scoring the protocols, and to Alexander Guiora, Robert Erard, and Thomas Scovel for their critical comments on the manuscript.

Copyright 1978 Language Learning Research Club, University of Michigan
ABSTRACT
This paper reports an experiment which was designed to determine whether foreign language pronunciation could be improved through hypnosis. Twenty subjects were first given the Harvard Group Scale of Hypnotizability to familiarize them with the state of hypnosis. In the second session each subject was individually tested on his/her ability to pronounce Thai words under three conditions: Baseline, Hypnosis, and Post-Hypnosis. For each experimental condition the subjects heard and repeated the stimulus items on one of three lists of 15 Thai words. The subjects' responses were later evaluated by a native Thai linguist. The results indicate that deeply hypnotized subjects (as defined by self-reported depth) performed significantly better than less well hypnotized subjects.


[عزيزي الزائر يتوجب عليك التسجيل لمشاهدة الرابطللتسجيل اضغط هنا]



المثير للشك أن المدربين يؤكدون للمتدربين - الذين يتساءلون عن سبب عدم قدرتهم على تحدث اللغة الجديدة بطلاقة بعد انتهاء الجلسات - بأن الكلمات والقواعد تقبع في اللاوعي حالياً وأنها ستخرج تلقائياً مع الأيام دون شعور المتدرب. وأنا أشبهها هنا بالطاقة الكامنة التي لا تنفجر إلا بوجود المثير لها وهو - في هذه الحالة - الحاجة لإنشاء محادثة مع طرف آخر من المتحدثين الأصليين للغة الجديدة !

في الجانب الآخر هناك من يعرض برامجه بثقة تامة , مثال :

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ما رأيكم بفعالية هذه الأساليب خصوصاً وأن العلماء لازالوا يقفون في حيرة أمام غموض العقل البشري رغم كثرة البحوث حول التنويم المغناطيسي ؟ وهل سبق لأحد تجربتها سواءً بالإستماع إلى تلك التسجيلات أو الحضور شخصياً لمثل تلك الدروس ؟ هل هناك فائدة أم مجرد تسويق تجاري بحت كما حدث لهذا المسكين ؟

Acquiring language under hypnosis!
a creative attempt to deal with the miracle of our linguistic ability
Yet, it sounds luxurious to me
Thank u dear

أهلاً بك أختي ريم .

ــــــــــــــــــــــــــــــــــ

هذا ملخص بحث آخر عن ذات الموضوع :



Title: Hypnosis and Language Learning.
Authors: Hammerman, Myrna Lynn
Publication Date: 1979-00-00
Pages:51

Abstract:A brief narrative description of the journal article, document, or resource. A thorough investiqation is attempted of efforts to apply hypnosis and suggestive learning techniques to education in general and specifically to second language learning. Hypnosis is discussed in terms of its dangers, its definition, and its application. Included in this discussion is a comparison of auto- and hetero-hypnosis, an overview of the suggestibility factor, and a discussion of Dale's nine possible uses of hypnosis and suggestion in education, with reference to current educational and psychological research and second language learning. The Lozanov method of suggestopedia is summarized as an example of suggestive learning techniques specifically used for teaching a second lanquage. There is also a synopsis of up-to-date research in hypnosis and education, and a review of current experimentation with hypnotic and suggestopedic teaching techniques in the West today. After a thorough examination of the material presented and the resulting implications, it is concluded that hypnosis of a light plane, and particularly hypnotic technique, can be a valuable tool for educational purposes and for language learning. (Author)


__________________




مايكل يابكو أوضح في كتابه هنا إمكانات التنويم المغناطيسي وما فندته وأكدته بحوث تمت في التسعينات :


[عزيزي الزائر يتوجب عليك التسجيل لمشاهدة الرابطللتسجيل اضغط هنا]


_________________


وهذا ملخص لورقة حديثة جداً نشرت عام 2009 تحذر من استخدام البرمجة اللغوية العصبية في القاعات الدراسية :


Title: Cognitive Neuroscience and Education: Unravelling the Confusion
Authors: Purdy, Noel; Morrison, Hugh

Source: Oxford Review of Education, v35 n1 p99-109 Feb 2009
Publisher: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: [عزيزي الزائر يتوجب عليك التسجيل لمشاهدة الرابطللتسجيل اضغط هنا]
Publication Date: 2009-02-00
Pages: 11
Pub Types: Journal Articles; Opinion Papers; Reports - Evaluative
Abstract:A brief narrative description of the journal article, document, or resource. This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular "neuromyths" which have become accepted in many classrooms. It also criticises the use of over-simplified neuroscience to add scientific credibility to curricular reform, as has been the case in the rationale behind the recent implementation of the Northern Ireland Revised Curriculum. The paper then draws on the philosophy of Wittgenstein to highlight a further conceptual confusion which often surrounds the application of neuroscience to education.


______________



وقد نشر بعده بشهر بحث يقترح وجود حل بين الإثنين وهذا ملخصه :


Title:Can the Differences between Education and Neuroscience Be Overcome by Mind, Brain, and Education?
Authors: Samuels, Boba M.

Source: Mind, Brain, and Education, v3 n1 p45-55 Mar 2009

Publisher: Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: [عزيزي الزائر يتوجب عليك التسجيل لمشاهدة الرابطللتسجيل اضغط هنا]; Web site: [عزيزي الزائر يتوجب عليك التسجيل لمشاهدة الرابطللتسجيل اضغط هنا]
Publication Date:2009-03-00
Pages: 11
Pub Types:Journal Articles; Reports - Descriptive
Abstract:A brief narrative description of the journal article, document, or resource. The new field of Mind, Brain, and Education (MBE)--sometimes called educational neuroscience--is posited as a mediator between neuroscience and education. Several foundational concerns, however, can be raised about this emerging field. The differences between neuroscience and education are many, including differences in their histories, philosophies, and epistemologies. Historically, science and education have demonstrated separate, but interwoven, influences on society; philosophically, the values by which they operate are often in opposition; and epistemologically, the fields have relied on different conceptualizations of knowledge. Discussion about these differences has been largely absent in attempts to promote MBE. Two steps are proposed to respond to this omission. First, encouraging discussion about disciplinary differences and assumptions may enable better understanding between disciplines and facilitate the establishment of a more collaborative research community. Second, a "transdisciplinary" framework that focuses on salient issues of interest across disciplines should be considered. Transdisciplinarity aims for the creation of an inclusive research environment that transcends traditional disciplinary approaches to complex problems. This article initiates an exploration of disciplinary differences and proposes commitment to transdisciplinarity as a guiding principle that may increase the viability of MBE as a mediating field between neuroscience and education.

ولو تحقق ذلك لفقد المترجمون وظائفهم وأصبحت مهنة الترجمة مجرد تاريخ قديم.

تخيلوا يالمترجمين!!!! يالله

البعض يدعي إمكانية منح المتعلم القدرة على التحدث بطلاقة بلغة ما بمساعدة البرمجة اللغوية العصبية أو Neuro Linguistic Programming - NLP

اذا الموضوع صدق اتعلم لي كم لغة زيادة...

يصيرون ينادوني ام 10 السن!!!

يا حركات يا مدى

Our Language Learning hypnosis session will help free you from your frustration and unleash your linguistic abilities. In less than an hour you'll begin to feel the benefits, as your mind relaxes and you stop trying to force yourself to learn.

ياناس حدثوا العاقل بما يعقل

ام 10 السن

الله يستر

حياك الله أختي مدى

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(: