爬了几天帖，有个意见，不好意思开主体帖，先比附在这里的36楼。
这个想法也盘旋了一些日子了，愣是不成体系。这样说好了，是有关“皮姆斯勒(Pimsleur)语言学习系统”的。维基百科上有介绍，估计可能有人不熟悉，转贴如下：
皮姆斯勒(Pimsleur)语言学习系统是一套语言学习方法，由保罗·皮姆斯勒博士研创，依据四个原则而成：
* 预期(Anticipation)
* 分级间歇回想(Graduated interval recall)
* 有机学习(Organic learning)
* 像小孩般学习（模仿别人）
运作方法
* 学生聆听一段录音，由当地讲者用外语和教学语言说出富文化色彩的语句。（现有的课程大都以英文作教学语言，但这方法不受限于任一语言。）
* 在精确的时间间隔（分级间隔），要求学生重说讲者已说的语句。
* 教授学生新的语句，并解释意思（新鲜感）。
* 重说了几次后，要求学生重说旧语句，但加入新语句的字词和意思（回想和构造）。
* 教授更多新语句，旧语句则随机提问（预期）。随机回想使得学生保持专注，令他们内心把字词和意思关连起来。
出处链接 外部链接 *皮姆斯勒语言学习网站（英文） 这个中文维基条目似从英文的节译而来，也把英文的转一转：
The Pimsleur language learning system is a language acquisition method developed by Paul Pimsleur. According to its website, the system is based on four main ideas: anticipation, graduated interval recall, core vocabulary, and organic learning.[1] The Pimsleur method is an audio-based system, in which the listener constructs phrases or repeats from memory along with a recording. The student learns through active participation and not passive "listen and repeat only" rote memorization. A series of audiobooks based on the Pimsleur method has been developed by publishing company Simon ; Schuster. The system, as currently packaged by Simon ; Schuster, is made up of multiple thirty-minute lessons delivered on tapes, CDs, SD-Cards, and as digital downloads. The Pimsleur website claims that because the lessons repeat themselves and add new material,[1] they do not demand 100% mastery before moving on. Pimsleur courses focus on proficiency in speaking as well as reading proficiency.
Contents
* 1 Methodology
* 2 Pimsleur learning principles
* 3 References
* 4 External links
Methodology
* The student listens to a recording on which native speakers speak phrases in both the foreign language and the language used for teaching (usually English).
* At varying intervals, the student is prompted to repeat a phrase after the speaker finishes it
* The student is then introduced to a new phrase and the meaning is explained.
* After repeating several times, the student is asked to repeat a previous phrase, along with integrating vocabulary from the new one.
* More new phrases are introduced, while old phrases are prompted at ever-increasing intervals.
Pimsleur learning principles
Pimsleur developed his system using four principles he regarded as important to forming memory associations and language recall.
1. Anticipation
Language courses commonly require a student to repeat after an instructor, which Pimsleur argued was a passive way of learning. Pimsleur developed a "challenge and response" technique, where a student was prompted to translate a phrase into the target language, which was then confirmed. This technique is intended to be a more active way of learning, requiring the student to think before responding. Pimsleur said the principle of anticipation reflected real-life conversations in which a speaker must recall a phrase quickly.[citation needed]
2. Graduated-interval recall
Graduated interval recall is a method of reviewing learned vocabulary at increasingly longer intervals. It is a version of retention through spaced repetition. For example, if a student learns the word deux (French for two), then deux is tested every few seconds in the beginning, then every few minutes, then every few hours, and then every few days. The goal of this spaced recall is to help the student move vocabulary into long-term memory.
Pimsleur's 1967 memory schedule was as follows: 5 seconds, 25 seconds, 2 minutes, 10 minutes, 1 hour, 5 hours, 1 day, 5 days, 25 days, 4 months, 2 years.[2]
3. Core vocabulary
The Pimsleur method focuses on teaching commonly used words in order to build up understanding of a "core vocabulary". In the typical Simon ; Schuster 60 cassette/CD course (four modules of 15 cassette/CDs each) this does not provide a large breadth of vocabulary. Word-frequency text analyses indicate that a relatively small core vocabulary accounts for the majority of words spoken in a particular language. For example, in English, a set of 2000 words composes about 80% of the total printed words.[3][4] In other words, an understanding of these 2000 words would lead to approximately an 80% word comprehension rate. Even the most advanced Pimsleur courses fall well short of this, with an average of around 600 words.
The Pimsleur method never teaches grammar explicitly, instead leaving the student to infer the grammar through common patterns and phrases repeated over and over. Pimsleur claimed this inductive method is precisely how native speakers learn grammar when they are children; only in schools is it "taught" on the blackboard.
4. Organic learning
The program uses an audio format because Pimsleur argued that the majority of students wanted first and foremost to learn to speak and understand. He suggested that this auditory skill, learned through their ears and mouths, is a very different skill to the visual one of reading and writing and believed that audition and vision should not be confused. He referred to his auditory system as "organic learning," which entails studying grammar, vocabulary, and pronunciation simultaneously.[5] Learning by listening is also intended to teach the proper accent.
References
1. ^ a b Pimsleur-Language.com | The Pimsleur Method[dead link]
2. ^ Pimsleur, P. (1967). A memory schedule. Modern Language Journal, 51, 73-75.
3. ^ Review of Paul Nation (2001), Learning vocabulary in another language
4. ^ http://www1.harenet.ne.jp/~waring/papers/cup.html
5. ^ Pimsleur Design paper by Charles A.S. Heinle, co-founder of Pimsleur Language Programs
剪剪贴贴，就花了半小时。
闲话休提，言归正传。
想法是：以相等的方法，为第一语为中文的广大群众而设的外语习得课程。
从y学习法语的经验看，声同应该也有不少同志知道其有效性的。就不知道有没有干这样的山寨版的能力。
