Improving memory for foreign language vocabulary
文章来源: 文章作者: 发布时间:2009-03-12 00:08 字体: [ ]  进入论坛
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One of the most frequent questions received during my time teaching English would have been, "How can I try and improve my memory for new English words?" With one of the most commonly heard ailments1 being expressed, "I always seem to forget words I'd learnt".

I can fully2 appreciate the pain and frustration3 students feel regarding this. For some reason I am able to remember words in Japanese, which I haven't used for 10 years, far easier than if I am asked to remember the Chinese word that I practiced last week in class. It makes me 'bakka' – which is the Japanese word for 'fengzi' - or crazy.

I remember my old girlfriend's phone number from 18 years ago – yet still have problems remembering my own current phone number. To get to the heart of the matter, I think it is a good idea to look at the work of a "brain expert", an English fellow by the name of Tony Buzan.

According to Buzan our brain and its capacity is virtually limitless allowing us to remember all sorts of things. What is important is the ability to make connections, to make memory bridges, from past known knowledge to presently being learned knowledge.

Buzan uses the metaphor4 of a jungle to describe the brain and the cutting of plants to make a walking path to describe something that is learnt successfully. Our memory is like this path, with the more we use information – the better cleared the path and the less likely it will be forgotten. Whereas like in the jungle, if you don't cut the trees often enough the path gets lost amid the trees, so too with our memory – it needs to be constantly used.

For language learning he states our ability to make connections – to join one jungle path to the next - is the key to its improvement. He has adopted what he calls mind maps to assist with memory and creativity whereby one idea or word is then expanded to its next idea or word and on and on until the picture resembles something like a red eye that has lots of other lines coming out from the center.

My wife who is Chinese and has taught English for several years and now works as a translator for government has a good ability to remember new words and when I asked for her advice she said first she likes to learn the sound of the word, the phonetics, then she likes to learn the components5 of the word, the root, prefix6 and suffix7 (e.g. 'dis' and 'ease' for 'disease') and then she likes to connect these words to other words she has previously8 learnt (e.g. a serious disease, heart disease etc).

The beauty of Buzan is his belief and optimism in the brain's potential. A common myth, which he challenges as false, is the idea that as we get old our memory gets worse. A complaint post graduates often make saying that the English they studied as an undergrad has now been lost. Buzan however says this knowledge has just not been exercised – that it is still present just that the connections; the brain paths have not been cleared as frequently as they should have been.

I think when it comes to learning vocabulary – the key is actually frequent use and exposure. Be it via flash cards, writing it down a hundred times, screaming it out at the top of your lungs like Li Yang's Crazy English – ideally what will occur is a connection made between a previously learnt word, or emotion to the new word that is sought to be learnt. Then ideally a connection from that new word just learnt to an even newer word – and so the jungle path gets more expansive.

I noticed once I started using mind maps in my language classes' students' ability to retell a lesson, using the just learnt vocabulary, was certainly enhanced. In particular the learning was more organic and exploratory – rather than linear – and replicated9 the very brain structure that Buzan suggests.

Likewise when it came to reviewing the previous lesson, by incorporating the mind map, students were able to recall and build and reach back into their memory much more effectively than if I was just to give them a word test numbered from one to ten.

It is a fascinating field and one he has written many books about. Go online and check it out or browse10 through any foreign language bookshop for books by Tony Buzan.



点击收听单词发音收听单词发音  

1 ailments 6ba3bf93bc9d97e7fdc2b1b65b3e69d6     
疾病(尤指慢性病),不适( ailment的名词复数 )
参考例句:
  • His ailments include a mild heart attack and arthritis. 他患有轻度心脏病和关节炎。
  • He hospitalizes patients for minor ailments. 他把只有小病的患者也送进医院。
2 fully Gfuzd     
adv.完全地,全部地,彻底地;充分地
参考例句:
  • The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气,然后全部呼出。
  • They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。
3 frustration 4hTxj     
n.挫折,失败,失效,落空
参考例句:
  • He had to fight back tears of frustration.他不得不强忍住失意的泪水。
  • He beat his hands on the steering wheel in frustration.他沮丧地用手打了几下方向盘。
4 metaphor o78zD     
n.隐喻,暗喻
参考例句:
  • Using metaphor,we say that computers have senses and a memory.打个比方,我们可以说计算机有感觉和记忆力。
  • In poetry the rose is often a metaphor for love.玫瑰在诗中通常作为爱的象征。
5 components 4725dcf446a342f1473a8228e42dfa48     
(机器、设备等的)构成要素,零件,成分; 成分( component的名词复数 ); [物理化学]组分; [数学]分量; (混合物的)组成部分
参考例句:
  • the components of a machine 机器部件
  • Our chemistry teacher often reduces a compound to its components in lab. 在实验室中化学老师常把化合物分解为各种成分。
6 prefix 1lizVl     
n.前缀;vt.加…作为前缀;置于前面
参考例句:
  • We prefix "Mr."to a man's name.我们在男士的姓名前加“先生”。
  • In the word "unimportant ","un-" is a prefix.在单词“unimportant”中“un”是前缀。
7 suffix AhMzMc     
n.后缀;vt.添后缀
参考例句:
  • We add the suffix "ly" to make the adjective "quick" into the adverb " quickly ".我们在形容词“ quick”后加“ly” 构成副词“quickly”。
  • It described the meaning of suffix array and also how to built it.它描述的含义,后缀数组以及如何建立它。
8 previously bkzzzC     
adv.以前,先前(地)
参考例句:
  • The bicycle tyre blew out at a previously damaged point.自行车胎在以前损坏过的地方又爆开了。
  • Let me digress for a moment and explain what had happened previously.让我岔开一会儿,解释原先发生了什么。
9 replicated 08069c56938bbf6ddcc01ee2fd848af5     
复制( replicate的过去式和过去分词 ); 重复; 再造; 再生
参考例句:
  • Later outplant the seedlings in a replicated permanent test plantation. 以后苗木出圃栽植成重复的永久性试验林。
  • The phage has replicated and the donor cells have lysed. 噬菌体已复制和给体细胞已发生裂解。
10 browse GSWye     
vi.随意翻阅,浏览;(牛、羊等)吃草
参考例句:
  • I had a browse through the books on her shelf.我浏览了一下她书架上的书。
  • It is a good idea to browse through it first.最好先通篇浏览一遍。
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