In most My Tranny GF situations a large vocabulary load in the early stages of learning is usually a hindrance. It is more important to ensure the learning of the grammatical system. The dating with tranny criteria by which the vocabulary content of learning is selected are not strictly speaking linguistic. They relate to the eventual usefulness of lexical items to the learner or their value to the teacher and his techniques. Learning vocabulary is learning how words relate to external reality and how they relate to one another. Every language interprets the physical world in its own way and intralinguistic relations vary from language to language too. So complex is the semantic structure of a language that it can be acquired only through wide exposure and this in turn can probably only be provided by extensive reading. In fact neither of these points need be seen as a serious drawback. First, learners do sometimes remember and subsequently use an item which they did not repeat at the time they first heard it ; and secondly, it is a wholly undesirable restriction on the learner to require that he should be unable to understand any more than he is able to produce. This would put him at a considerable disadvantage in My Tranny GF comparison with the native speaker who has a far larger 'passive' than 'active' vocabulary. It would be unnatural, therefore, to limit the foreign learner to a purely 'active' vocabulary. It is perfectly proper that we should use texts in which some of the lexical content is intended for comprehension only. It is no argument against extensive reading to say that the learner may misunderstand or even fail to place any meaning at all on some of the lexical items. It is in any case an experience for which he needs to be prepared, since he will meet it as soon as he is exposed to the language outside the teaching situation.

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