Back-chaining - Wikipedia, the free encyclopedia

[Jay Bazuzi]

I haven't seen this in LH before, but I think we want to add it in.

http://en.m.wikipedia.org/wiki/Back-chaining

[Stefan]

Pimsleur does this, I have been doing it too sometimes. My idea why it works is that it separates the syllables from the preprocessor, so the students can actually perceive the syllable "as it is". Similar to reading a text backwards when checking for typos.

However, I've been doing this only if a student repeatedly has problems with a word.

I haven't seen it for whole sentences, definitely worth a try :) Thanks for the link!

On Thu, Nov 21, 2013 at 2:49 PM, Jay Bazuzi <j...@bazuzi.com> wrote:

I haven't seen this in LH before, but I think we want to add it in.

http://en.m.wikipedia.org/wiki/Back-chaining

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[Jay Bazuzi]

I'm imaging a conversation structured like the house that jack built. http://www3.amherst.edu/~rjyanco94/literature/mothergoose/rhymes/thisisthehousethatjackbuilt.html

We normally go the other way (Start at the beginning), which has a lot of value. I don't want to break that.

-J on a phone.

[Willem Larsen]

Huh. I've never heard of this before. Fascinating! It does seem part of the toolbox you pull out when something is suddenly very tough for the players. Normally bite- sized pieces should prevent this from happening (a struggle with a new complex word or sentence).  But every once in a whole I run what I call a "glitch game" where we drill the the tiny piece that keeps twisting up folks tongues. This would fit right in there.  

-Willem

[Benjamin Barrett]

I recognize it from Pimsleur, too. I don't recognize it from any schoolroom language course that I can recall, though, which seems odd because it's an easy way to bring beginners up to speed.

I vaguely recall learning that infants pay attention to the beginning and end of utterances and then fill in the middle, which goes along with mumbling if you can't say it.

Ben Barrett

Seattle, WA

Learn Ainu! https://sites.google.com/site/aynuitak1/videos

[Jay Bazuzi]

" I vaguely recall learning that infants pay attention to the beginning and end of utterances and then fill in the middle,"

This seems to be the key to fast finger spelling in ASL.

-J

[Anna Van Sant]

This technique reminds me of my classical flute days. If there was a tough passage my teacher would have me practice the end of the passage first (work on making the end as confident or more confident than the beginning), change up the rhythm, articulation, etc. This was pretty effective at removing whatever block I had with the passage.

(Hello everyone, by the way! New to the group after attending this past Irish immersion weekend!)

[DianaLarsen]

Welcome to the group, Anna! 

And thanks for this note. After years of noodling around, I'm determined to learn to play piano for real and hearing about how your teacher used this technique for learning the harder bits will help me too. Along with "How Fascinating!" of course. 

Diana