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#Esperanto is extremely regular<ref>example, to make the plural form of a word the ending -j is used, and this rule has no exceptions as, example, the English tooth-teeth, the Italian ''ginocchio-ginocchia''</ref> and transparent.<ref>verbs, adverbs, nouns, adjectives are marked by a particular ending</ref> I. e. all adjectives finish by -a and all nouns finish by -o. So the difference between those two parts of speech are passively learned by the student; when he will learn another language, will be easier to explain him what is an adjective and what is a noun. In addition, Esperanto is an [[agglutinative language]], and this involves the student in active use of the lexicon.
#Teaching this language, that is the '''whole''' grammar of a language in a short time, one give the possibility to students to make a comparison between their mother tongue and Esperanto. This comparison can be used consciously or unconsciously when learning a more complex language. This can be compared to observing a model engine for
#The grammar is minimal, so that children can start to use it actively (speaking and writing) pretty soon, and this allows them to keep their initial enthusiasm that is usually lost after the first impact with a foreign language that needs to be studied for many years before to be able to express non basic sentences. This would give self-confidence and when a new language study is started, it is seen as something easily achievable as it was for Esperanto.
#On the other side, a failure in learning a foreign language or the difficulties experienced during the first impact with it (as any other subject) can cause a small shock that reduces the self-confidence on the student's language skills. It is possible to create simple sentences since the first lessons of Esperanto, avoiding this shock.
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