Topic: English vocabulary learning strategies (English vocabulary learning strategies)

Mathematicians who study languages and have strong computing power are building an English language database. These databases can be used for machine language translation, formulas for permutation and collocation, lists of the most commonly used priority words, word grouping trends and other linguistic studies.

These frequency-based word lists contain the most commonly used words in English. Frequency-based vocabulary can help you lock in specific English words by pointing out which words you should learn first.

Lexical analysis and summary from "Brown Corpus 1990".

Table 1

Words-the percentage of words in the average text

86,74 1 - 99.99%

43,83 1 - 99.0%

15,85 1 - 97.8%

6,000 - 89.9%

5,000 - 88.6%

4,000 - 86.7%

3,000 - 84.0%

2,000 - 79.7%

1,000 - 72.0%

10 - 23.7%

The table 1 shows us that in most written English, only a few word types account for most English words in any text. Ten words account for 23.7% of the words on any page, and only 1000 word family accounts for more than 70% of the words used.

The ESL English immersion summer camp in Canada experimented with 1000 word lists and used them as the core vocabulary in spelling, poetry writing and public speaking competitions. Constantly strengthening and repeating the changeable context is quickly absorbed by beginners, which greatly increases their confidence in speaking or writing.

The error rate of Babelfish or Google by Systran machine translation in Altavista is 20% to 30%. The high error rate is due to the fact that the meaning of a word changes with the context. For example, "the heart is willing but unable" is translated from English to Russian and then back, but the result is "vodka is good, but the meat has rotted." Up to now, Babelfish has 19 available language pairs, and it has taken decades to develop language-p air rules for each of 9900 language word pairs.

Some observations on language students and language teachers are that the average translation volume is 9900 words. The biggest variable is context, which means that a word can take many forms: "formal, industry-specific jargon, slang, idioms, which play different parts of speech and perform different functions in a specific sense." If each word has an average of five context variables, then students really have to learn 50,000 items.

The final conclusion is that learning a second language takes time and effort. If you are willing to spend seven to nine years mastering it, there should be a lot of translation work in the next 20 years.

In the following example, the word "weather" can be used in about eight different contexts to represent, define or explain about thirty different situations or conditions. In order to learn vocabulary properly, students need background information and context.

"weather"

As a noun

Definition 1. The atmospheric state at a specific time and place, characterized by sunlight, humidity, temperature, precipitation and other variables.

Similar words: element, climate

Definition 2. Unpleasant, chaotic or violent atmospheric conditions.

We need shelter from the rain.

Similar words: gale, element, blow, storm, storm.

As a transitive verb

Deformation form: weathering, weathering, weathering

Definition 1. Dry, season or decorate by exposure to the weather.

Similar words: season, dry

Definition 2. Discoloration, deterioration or damage due to exposure to the weather.

Similar words wash, rot, erode, deteriorate

Definition 3. Get through the finish line of; Survival.

Their marriage went through a difficult period.

Synonym: endure, survive, stand, endure, endure, and get through it safely

Similar words: overcome, surpass, live long, maintain and be brave.

As an intransitive verb

Definition 1. To resist deterioration when exposed to the weather.

This color has withstood strong sunlight.

Definition 2. Displays the effect of exposure (color deterioration or change)

Similar words: rot, corrosion, fading, deterioration

As part of idioms

A phrase used as an idiom: "Not feeling well"

Sample 2:

Topic: Learning Vocal Music by Keyword Method (Key Memory Learning Method)

Keyword memorization is undoubtedly an effective means to learn foreign words.

Your memory ability depends on how well you learn, not whether you have learned words by keyword memorization, rote memorization or other methods.

Even if you use keyword memorization, you still need to rehearse the information you want to learn.

Keyword memorization is not always the best way to learn specific words.

For particularly difficult words, skilled learners had better use keyword mnemonics selectively.

Keyword mnemonics need separate instruction and practice before they can be used effectively.

Using language (sentence) links is at least as effective as pictures, and it is easier for many people.

Whether using a sentence or an image, the key factor is the interaction between keywords and words defined or in their own language.

Sample 3:

Topic: Experience in learning phonetics and grammar (English vocabulary and grammar learning experience)

I can say that I was taught to concentrate on deduction. In junior high school, my teacher listed the key rules of each lesson and filled in the blanks in class. Because I am not a quick-thinking person, all I can do is imitate the examples given by the teacher. This means that I don't know "why" I should make sentences like this.

Days went to high school, and the teaching mode hasn't changed much. The teacher also points out important rules, but he doesn't do much practice in class. Within the scope of vocabulary teaching, he just reads through words and examples.

You must be curious, how do I keep my interest in learning English under this teaching method? I think what motivates me to keep learning is my highly positive attitude. Because I like this language and its culture, I will try my best to learn it well through self-study. Although in some ways, the teacher's inspiration is essential, but the attitude of learners will be the driving force to maintain lifelong learning.

I don't like the way I was taught, because I learned the rules by rote. As a matter of fact, I'm not against rote learning. However, it should be under the condition of meaningful practice, so that I know that the "why" rule should be used in this way. As for how I will teach in the future, I am still trying to explore my answer. In any case, I will put more emphasis on learner-centered aspects and inductive teaching.