Everything needs hard work, especially learning English words. In fact, English learning itself is a process of memorizing, practicing and using again and again. How to effectively remember words, I have always been confused, and I have used some methods. In the teaching process, I slowly summed up the following points:
1, the main sounds, forms and meanings should be recorded together, but not separately, and read aloud. When reciting words, you should have a sound so that you can hear it. When someone recites, the effect is not as obvious as the sound. A remarkable feature of Crazy English is reading, which means reading loudly, quickly and crazily. In this way, people are excited, the cerebral cortex is in an active state, and it is easier to remember. This method is really useful. Give it a try.
2. Words should be memorized in sentences and articles. A word is a boring Chinese explanation, which is difficult to remember. For example, the word right can be interpreted as power in the form of nouns, right can be interpreted as adjectives, right can be interpreted as adverbs, right can be interpreted as adverbs, the phrase on the (one's) right on the (one's) right, short word all right has many solutions, right away immediately, the compound adjective right-hand is right-handed (as opposed to left-handed), right truly and so on.
In the article, there is more overall content to express. Moreover, through a lot of reading, you can use the words you have learned repeatedly. In this way, the words memorized will not be forgotten, and the learning results will be consolidated. Moreover, English reading can enrich our knowledge, understand western culture, broaden our horizons and cultivate our interests. In addition, memory words can be classified, such as "get", and we can have get, attend, reach and reach. We can remember from affixes that some verbs add a suffix to become nouns, which adjectives ending in T turn T into ce into nouns, which adjectives add ly to become adverbs, which adjectives ending in ly are adjectives or adjectives, and so on.
Section 2 Memory of Language Units at Different Levels
Language materials contain different levels of language units. Words, sentences and paragraphs should be the most important units at all levels. Different levels of language units have different memory characteristics. This section will make a necessary analysis of these three levels of memory.
First, vocabulary memory.
A word is a unit of language and the smallest unit that can be used alone to form a sentence or discourse. Learning any language requires mastering a large number of words. Vocabulary memory is undoubtedly a very important aspect of learning a foreign language. However, in the practice of foreign language teaching and learning, many learners who only recite vocabularies often get twice the result with half the effort and rarely succeed in learning. Therefore, there are always different opinions on whether to organize vocabulary teaching and how to learn vocabulary in foreign language teaching. Now it seems that it is wrong to emphasize memorizing words blindly and think that you can master a language by memorizing some words, but it is also wrong to emphasize sentence-based learning and completely ignore vocabulary mastery. Because the former is difficult to remember words in isolation, even if it remembers some words, it is difficult to use them in speech; Of course, the latter can master words in sentence learning, but the complete learning of words does not have a deep understanding of words and the memory is relatively weak. In fact, in the process of speech use, it is required to fill the gap in the replacement frame quickly with words. Moreover, a word can also be a sentence in many cases. The simple answer in a conversation is often a sentence. There is no doubt that memorizing words is very important for mastering the language. All levels should emphasize memorizing language materials, paying attention to sentence teaching and word teaching. Therefore, when learning a foreign language, we must attach great importance to vocabulary memory. We should understand the principles and methods of memorizing vocabulary effectively, so that foreign language teaching and learning can get twice the result with half the effort, not the other way around.
As mentioned above, there are two forms of memory recovery: recognition and reproduction. For memorizing vocabulary, we should pay great attention to the characteristics of these two recovery forms. Every foreign language learner remembers many foreign language words in different ways. These memorized words can generally be used to understand foreign materials. Of course, the first thing to remember here is to have a correct understanding of the words you remember. As for expression, as for its application in speech, it is often only a small part of the words that are memorized. This is the different levels of mastery we mentioned earlier. Comprehension and mastery always precede the reuse and flexible mastery of language materials. Understanding is the prominent symbol of comprehensibility mastery, and only the memorized materials need to be recognized again, that is, when the original stimulus is presented again, it can be recognized again; Reuse and flexible mastery emphasize expression and use, which requires that the memorized materials can be reproduced, that is, they can be recalled when the original stimulus does not exist. Although these are two stages in the complete process of mastering a language, because people's conditions and requirements for learning a foreign language are not exactly the same, the level of different stages can also become the learning purpose of different learners. Different methods can also be used for different purposes. So when we talk about vocabulary memory, we might as well analyze it from two aspects: recognition and reproduction.
(A) that the Lord
In the "rethinking-oriented" teaching activities, we should first help students understand the meaning of new words. Learners should know that if there are several new words in a material, sometimes it does not hinder the understanding of the material. Conversely, after understanding the whole material, they can guess the meaning of individual new words. Learners must also make it clear that they can't and don't need to remember all the meanings of any word at once, but only the general meaning of the word first. It is always necessary to contact many times in various contexts to gradually get familiar with the various meanings and usages of a word. Different types of words have different memory effects. Generally speaking, concrete notional words have clear images and are the easiest to remember. Although the use of function words is complicated, it is not difficult to master because of its limited quantity and high frequency. The problem is those words that are difficult to form images, namely nouns, verbs, adjectives and adverbs with abstract concepts. These words have enough content and are necessary for a correct understanding of the material. However, some words are too abstract and appear too infrequently to remember. So the biggest problem of vocabulary memory is focused on these words.
Secondly, in vocabulary memory, form may be more important than meaning. We rely on the form of words to derive the meaning of words, because we always see or hear a specific "form" first, and then try to remember the meaning of that form. Therefore, in the teaching based on understanding, form should be the main channel leading to meaning. As for production, on the contrary, in a specific situation, from the meaning to the appropriate form. The study of memory shows that words are stored and memorized in associative networks. These associations can be of various types and linked with various channels. For example, the words in our internal vocabulary are not only in terms of meaning, form and pronunciation, but also in terms of vision. We connect similar shapes in the visual field of the mind so that other parts are related to each other under the background of learning and experience. Understanding the meaning of a word becomes a task of understanding the association with other words. Therefore, in order to teach words effectively, we must present what we want to teach on Lenovo.
Words.
The research also shows that psychological activities have a strong influence on memory, and "cognitive depth" is closely related to retention. This means that the more actively you solve problems, the more information can be stored permanently. So it is very helpful to organize various forms of vocabulary practice. Moreover, in order to consolidate the vocabulary learned, learners should also be encouraged to use appropriate memory methods to help them remember vocabulary.
1. Geographical location This is the oldest and most well-known memory method, which is mainly based on people's operation of "cognitive schema". Cognitive schema is a common visual image sequence, which is easy to reproduce. These images (locations) can usually be in the passage convenient for travel, but they can also be objects in familiar rooms, events in famous stories or any other similar familiar sequence. To remember a word, we can form its visual image and put it in a position in the imaginary picture. When recalling the whole picture, the recovery of these words will be effortless. For example, a group of words representing body organs, which organs are in the face and which organs are in the chest and abdomen, is obviously much better than memorizing a word by combining the positions of various organs. Tom is an active actor. He takes an active part in social activities. An experiment is valid only if the expert is insolvar. Learners should not only memorize vocabulary, but also understand and memorize it in the context of sentences or texts.
7. Multiple reinforcement information can only be firmly maintained in memory after multiple reinforcement. But reinforcement is not a simple mechanical repetition. Reading a lot can help you identify the words you have learned in the context; Various forms of practice also have the function of consolidating vocabulary. I remember that a "circular memory method" was introduced in the early 1950s. What I did at that time was to recite words repeatedly every once in a while. It is meaningful to consider the law of forgetting and arrange repeated memory time, but it is difficult to improve the memory effect simply by memorizing vocabulary. The failure of circular memory method lies not in the necessity of "multiple reinforcement", but in the deficiency and impropriety of reinforcement method.
8. Multi-channel input each word has its shape, sound, meaning and certain changes, including structural changes, phonetic changes and semantic changes. Hearing senses the pronunciation of a word without seeing its form or even knowing its meaning at all, and has not yet understood the degree of cognition. Mastering words always requires the cooperation of vision, hearing and kinesis. For this reason, many useful teaching methods have been created, and there have been many debates. The focus of the debate seems to be mostly on the order of watching and listening. Practice has proved that each other's practices are not incompatible, and the effect will not be too different. Each method has trained excellent foreign language talents. The problem is that we must adopt different learning methods according to different learning conditions and different learning goals. Due to the rapid development of contemporary science and technology, it may be necessary for advanced technologies such as recording and video recording to enter the teaching field.
Learning conditions to help study. The form, sound and meaning of words can be presented at the same time, and multi-channel input can be organized, so that learners can quickly establish various contacts and accurately grasp all aspects of words, which is conducive to understanding and maintenance.
(2) Reproduce the subject
In the expression-oriented teaching activities, it is more important for learners to use the newly stored language materials as soon as possible without difficulty, rather than waiting for them to master all the vocabulary accurately (or master grammar perfectly). Even if their expression is not up to the standard, they should actively participate in the conversation to some extent and strive for more opportunities to use the language. Some people advocate that learners should be encouraged to use Pidgin foreign language at the early stage of learning. It is intended to make learners dare to say that they are not afraid of mistakes. When using a language in learning, mistakes are inevitable. If you are afraid of making mistakes, you dare not speak. If you dare not speak, you will lose the opportunity to practice, and you will not be able to master the language materials actively. In order to avoid mistakes, efforts should be made in providing language materials and learning methods. For example, in the early days, we used more notional words, more concrete nouns, more noun verbs without morphological changes, and so on. The storage of information does not guarantee recovery, so we must consider how to increase the possibility of effectively using recovery clues. First of all, we need to focus on the method of word meaning, because we must find the meaning suitable for the specific situation when expressing it. Therefore, the most effective associative backbone needed for expression is related to words and their meanings. Here are some ways to condense words according to their meanings.
1. Situational sequence Situational sequence is a cohesive chain of lexical relations in a text, which is a word group associated with the theme, purpose or structure in the text; Are words related to specific situations. For example, the dialogue about department stores is likely to include words such as enterprise (price), floor (floor price), sales (auction), fees (charges), clothes, etc.
2. Semantic sequence Semantic sequence contains words connected by various inferences. Like situational sequences, semantic sequences also concentrate related words to make these inferences and associations more obvious. Words can be divided into synonyms, (sofa, sofa), antonyms (wide and narrow), homonyms (oak, elm oak, elm), superordinate words (wolf, beast wolf, animal), hyponyms (fruit, pear, pear) and so on. All these categories can be further subdivided by synonyms. Such as formal and informal synonyms (child child, child slang); Affirmation and negation synonyms (frugality and meanness), core and reinforcement words (madness and rage). Another semantic sequence is stimulus-response duality, such as accidents and cars; Baby (baby), mother (mother). People's reactions to some stimulus words seem to be very consistent, and this feature should be used to organize materials to help learners form more effective associations.
3. Metaphor sequence to understand something according to some concrete or familiar things is often abstract or mysterious metaphor, which can have a strong influence on our thinking and action methods. For example, compare an argument to a war.
4. Some words in collocation language are customarily required to be collocated and cannot be misused. In English, such as heavy rain, heavy rain and heavy rain match, not heavy rain; When it is convenient (the right time), but you can't use the right person. Each word has a certain collocation range, which limits the meaning and usage of the word. Generally speaking, collocation has two important characteristics. First, the meaning of a word has a lot to do with the related words. These associations not only help learners to remember, but also help to determine the semantic range of words and help learners infer the meaning from the context. Secondly, collocation makes people know what words they expect to find. People can always predict what information will follow from the previous words, and often guess its meaning after hearing the first part of the familiar collocation. This is another manifestation of understanding lexical chunks. Generally speaking, these fixed collocations can often be memorized as a whole, which is not only helpful for memorizing vocabulary, but also convenient for expression and application in speech.
5. Prefabricated chunks From the perspective of chunks, it can be considered that the language materials stored in people's memory are not only individual morphemes and words, but also prefabricated chunks, that is, a prefabricated chunk. Prefabricated speech is conducive to more effective recovery, and it is also conducive to the speaker to focus on the larger structure of speech, rather than narrowly focusing on a single word. Pre-made speeches include:
The meaning of (1) fixed phrases cannot be analyzed by normal grammatical rules. This phrase can often be replaced by words. Idioms (such as kicking a bucket to death), euphemisms (such as powder room ladies' room), slang (such as a better wife), compound verbs (such as putting it on), etc.
(2) Phrases with a fairly fixed phrase frame contain some changeable positions, and most of them have no standardized form (overthrowing the king and overthrowing the emperor a year ago): hello (hello); See you later; Sigh (ok? Don't be serious! You can't take it seriously! Insult (you mean useless guy)
(3) Indicative idioms, which consist of clauses or sentences, are the basic means of adjustment. Its purpose is to express attitudes, expectations, concessions, challenges, protection, support and retreat (as far as I know, don? Don't you think, if I were you, at this point, frankly speaking, I mean, I mean, etc. It can also be used to regulate social behavior (hey, wait a minute, look now, look here, shut up, and then what? )
(4) Complete quotations with different lengths and little changes are often used directly as idioms, with memorized sequences (numbers, letters, sundays), aphorisms (without a few forgeries in public), proverbs (rolling stones gather no moss, gathering wealth gathers no moss) and all the chunks that are considered to be effective as a unit. Some are general units that everyone can use in verbal communication, while others involve personal unique styles and hobbies.
Recite words subconsciously (mixed reading)
What are the difficulties in memorizing English words? Is it our poor memory? Definitely not. According to scientific data, the human brain can accommodate dozens of foreign languages. So, why do most people find it very difficult to remember thousands of words? Studies have shown that this is a kind of bad psychological influence a bit like anorexia. Because most people force their attention when learning a foreign language, they produce subconscious disgust, which paralyzes their attention and memory. This common mistake makes the process of foreign language learning a process in which learners' confidence and endurance are hit. Every learner has repeatedly proved that he has a bad memory. So is there a shortcut to memorizing English words? According to the Science and Technology Daily, psychologists have found that what they see in the subconscious will have a long-term impact on the brain. Therefore, scientists believe that the human brain subconsciously receives all kinds of useful information without special attention. The American magazine Nature reported that Japanese scientist Watanabe and his colleagues who work in Boston University found that subconscious training helps to improve people's ability to see moving points. When something that is not particularly obvious keeps appearing in front of your eyes, it will leave a deep impression on your brain. Sun Yixian, a Japanese scientist who studies visual function at Harvard University, told Niigata.
Now it's explained that we can't concentrate on everything around us. Things keep passing, and the brain unconsciously records their characteristics. This kind of study is effortless but effective. Watanabe also believes that some information in the surrounding environment is constantly happening, but it is of great significance. This subconscious learning method can help people combine this information and store it in memory.