Also, there was no systematic approach to the data. The typological method of comparing languages has undoubtedly some advantages. It consists that do not need to carry out reconstruction of the phonological system, and a comparison is carried out through other languages, that allows you to quickly and more easily make an assessment of the genetic relationships of languages. And a positive answer to this question, you can proceed to the consideration of the similarity of languages at other levels. Thus, both languages are 100% agglutinating in them there is a ban on prefixes and word-form languages are Altai model, in both languages, there is no change in numbers of verbs and vocabulary, and those forms of language are similar in structure.
If you take the forms of verbs, the majority of them are produced in both languages, from the basics, which in Korean language – two and a Japanese – five. There is also a similar algorithm for the formation of verbs by changing the endings. In Korean and Japanese are only two major times – present-future tense and past tense. Relationship Japanese and Korean languages studied for nearly three centuries. However, up to 45-year of the twentieth century the issue in Japan were engaged in fairly small due to the fact that the ruling circles of the country supported the theory of "Divine origin" of the nation and denied such a possibility, as family connections with some other nation. In the early twentieth century in Japan conducted research on relationships of Korean and Japanese languages, Japanese claimed that the Korean language is descended from Japanese, rather than vice versa, which corresponded to policies pursued by Japan towards Korea.
Every parent wants his child to be the best, including the knowledge of foreign languages. But before determining a child to school, you must decide how to teach the kid and who will do it. Parents should inquire about the qualifications of teachers who will teach your child language. And those parents who believe that the power to self-help in learning the language, are sadly mistaken. At an early age, when learning a foreign language should adhere to this principle: "Do no harm", and the wrong choice of a teacher or lack of it may be lamentable impact on the knowledge of the child. As has been said that when choosing a teacher should be paid attention to the training of teachers. Because it depends on how and by what methods it will act in the classroom. Because to them you will not be present, so find out all your details before upcoming sessions.
Teacher should own methods of teaching a foreign language just for preschoolers. If he would have a teacher-education preschoolers and foreign languages, this variant will be for your child the most correct and optimal, because it is such individuals who own languages, knowing the techniques employed, will give the student a good base. He is perfectly familiar with the peculiarities of perception material in primary school and preschool age. Choosing a teacher, ask what he will emphasize in teaching. It would be correct if the teacher uses the communicative approach, aimed at development of the technique correctly speaking (in terms of pronunciation), understanding a foreign language and the correct answers to questions.
Do you understand morality of the above? If you ask now: "What does this history to the study of foreign language and for everything that you were going to tell in this article?", Then the answer is: "The most direct!" If you're sitting in front of a textbook, begin to yawn and suffer from fatigue, have been read and a couple of paragraphs, you like that monk, squatting by the roadside to rest, not having run and the mile, not guilty of that science "does not go into your head." You should not blame yourself in idleness, and to engage in self-flagellation. This is a normal reaction of the human psyche. After all, in other words, language is only a means for you on the path to the goal. Of course, you can read and not one paragraph, but in that nelly is necessary that you were interested in text itself and its contents. By itself, the language can not be interesting. Just as during the reading of the text in the book – the language is the goal, while the contents of the book – the means. In other words, do not scold yourself for not desire to read a text and learn some words – this is not the manifestations of laziness – a defense of our psyche, in response to your desire to break her and bend to his will. There are another example.
Imagine that you – a teacher and in front of you is a group of students. Your task is to make sure that a particular man, stood up and walked across the room in a given direction. You can, of course, turned to him to ask him to got up and paced the room. And, naturally, he will fulfill your request, but in such a nelly, it will feel awkward, and his movements are uncertain that the overall impact on his gait. But you can also ask him that he, for example, got up, opened the door. The result will be the same – people would get up and pass through the audience, but to feel and behave, he will be quite relaxed. In other words, in this case the door open to a view, then While the "stand up and walk" – will be a means to achieve it. Whereas in the first case of "get up and walk" from the purpose of turning into an end in itself, depriving this action is meaningless.