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| | Esperanto and Language Awareness |
 | | The idea of a planned international language was not a new one, but Zamenhof contributed the crucial insight that it must develop through collective use; accordingly, he restricted his initial proposal to a minimalist grammatical sketch, a vocabulary of some 900 words, some samples of poetry and prose, and a persuasive introductory essay. |
 | | For second language learners in a non-immersion setting, according to Piron's analysis, language learning occurs through a lengthy process of cognitive and motor deconditioning and reconditioning, in which the student's urge to generalize from limited data is constantly frustrated. |
 | | Esperanto, because of the extreme productiveness of a small number of rules and morphemes, allows students to freely employ both convergent and divergent forms of reasoning, and thereby stimulates linguistic confidence and linguistic creativity, with all that these may entail for language learning and language use in general. |
| esperantic.org /~mfettes/aware.htm (3432 words) |
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