You learn, you learn these words, but there is no sense! After a couple of days everything is forgotten.

Use a scientific approach to memorization! We present you three scientifically based methods that will allow you to quickly and permanently memorize foreign words.

HOW MANY WORDS SHOULD YOU KNOW?

To begin with, let's figure out how many words you need to learn in order to begin to understand most of the foreign speech, and to express your thoughts yourself. A five-year-old child living in an English-speaking country uses 4,000 - 5,000 words, and a university graduate uses about 20,000 words. However, a person who learns English as a foreign language has a vocabulary of only 5,000 words, despite several years of study.

But there is also good news.: a vocabulary of 2,000 words is enough to understand 80% of foreign speech. The researchers came to this conclusion based on the analysis of the Brown Corpus. A linguistic corpus is a collection of texts on various topics.

Interestingly, after you have learned 2,000 words, vocabulary replenishment for each subsequent 1,000 words allows you to increase the amount of text you understand by only 3-4%.

HOW TO REMEMBER A WORD QUICKLY?

The first question that interests everyone is how to quickly memorize foreign words?

Scientists have come to the conclusion that information is remembered faster, which has an emotional connotation. Accordingly, it is a good idea to learn words through games, riddles, movies. I liked the song - do not be too lazy to look at the translation of incomprehensible words. These words will forever be associated with the song you like, which means they will leave an emotional trace in your memory.

Excellent reception - mnemonics. Create colorful associations - this will allow you to remember even hard-to-pronounce words. Usage example: the word weather is similar to the Russian word wind, we build a wind-weather pair in our head, remember forever that weather translates to weather. There are special reference books where you can find various mnemonic techniques for memorizing English words. However, it is better to come up with such associations on your own, since our associations and emotions are strictly individual.

HOW CAN YOU NOT FORGET A WORD AS QUICKLY?

So, you learned a couple of hundred words, but after a week, about ten of them remained in your memory. What is the problem? This is due to the existence of short-term and long-term memory. The mechanisms of short-term memory allow you to store information for 15-30 minutes, then, noticing that this information is not used, the brain gets rid of it, as if it were something unnecessary. How can we make it clear to the brain that we really need these words? The answer is repetition. It's like with Pavlov's dog: the light bulb lights up - saliva is released. However, it is released only after 5-10 repetitions of the food + light chain. If food is not served when the light is turned on, the association of the light bulb with food in the dog's brain will be destroyed, and saliva will cease to be produced.

So how many times does a word need to be repeated in order for it to stably move from short-term to long-term memory?

German psychologist Hermann Ebbinghaus developed the Forgetting Curve, which characterizes the amount of information lost over time in the absence of repetition. During the first 20 minutes after learning the words, we will already remember 60%, and within 1 hour we will lose more than 50% of the information. Then, over time, more and more information will be erased, and by day 3, only 20% of the information will remain in memory. Thus, if you miss at least one day in repetition, you will not return the forgotten words.

The conclusion is obvious: without repetition, nowhere. Use words in speech, make up stories using new words, play flashcards on your smartphone for at least a couple of minutes a day - all this will help you save the learned words. Otherwise, the time spent on their initial study will simply be wasted.

We suggest using the following repetition schedule:

• 10-15 minutes after learning the words;
• After 50-60 minutes;
• The next day;
• After 1 day;
• After 2 days.

After that, most of the information will be fixed for life.

HOW TO EXPRESS THOUGHTS FASTER?

I really want foreign words to flow from my mouth without requiring excessive brain tension and several minutes to formulate a phrase. There is an opportunity to accelerate the formation of foreign speech - this is the development of muscle memory. By muscles here we mean the muscles of our articulatory apparatus. These muscles, like the muscles of the legs when riding a bicycle or the muscles of the fingers of a pianist, have a memory that allows you to perform automated movements almost unconsciously.

In order for muscle memory to form, it is important when learning words to pronounce them out loud, making movements with the tongue and lips. It is also useful to simultaneously present an image of the subject being studied. Over time, you will no longer think about what word to say - the muscles will do it automatically.

Thus, the correct organization of the work of the brain in the formation of short-term, long-term and muscle memory will allow you to quickly and permanently replenish your vocabulary.

Good luck with your learning!

When learning a foreign language, it is very important to constantly replenish your vocabulary - memorize new and new words in English. However, not everyone succeeds in doing this. We offer you seven tips to help you remember new words in English more effectively.

Build Associative Networks

Our brains take what we read and convert it into images, ideas, and feelings, and then form connections between the new information and what we already know. This is how memorization happens - the new is combined with the old.

Imagine a tree. Isn't it easier to see a large spreading tree with many branches and leaves than a small tree with a few branches? The same is true for the brain. When you connect a new word or concept with something you already know, it's easier for your brain to find it and remember it at the right time.

How to do it? Very simple. Draw a network of concepts. Take what you want to remember (word, idea, sentence) and write it in the center of the paper. Then draw lines from it in all directions, like a web.

At the end of each line, write down any English words or even draw pictures that come to your mind when you think of the word written in the center. It doesn't matter what the associations are, just write down whatever you come up with.

It will only take a couple of minutes, and now all the words or concepts will be interconnected in your brain. If you see or hear one of them, it will be easier for you to remember the others.

To make it work even better, say how this or that word in English is related to others. The more often you do this, the more connections are formed. And the more connections, the easier it is for your brain to “see” the word you want to remember.

Memorize phrases (phrases)

Remembering a word is important, but English, like any other language, is not just a set of concepts, it is a tool that people use to communicate and express their thoughts. Find examples of how a particular word is used in the text.

Write down not only the word itself, but also neighboring ones. For example, if you need to remember the English word "arrogant" (arrogant), you can write: "the tall, arrogant man" (tall arrogant man).

This will help you remember that "arrogant" is an adjective used to describe people. Then try three complete sentences to practice using it.

Use Pictures

Draw small pictures to remember the meaning of the word. Can't draw? Don't worry, it's even better. Our brain receives so much monotonous information that a strange picture is a kind of surprise, and we always remember surprises.

Our brain is better at reading visual information. Draw a funny picture illustrating the meaning of a word and you will remember it much faster.

Make up stories

English learners often complain that there are too many new words and they are hard to remember. There is one trick that you can use to quickly learn words. Make up any, even a ridiculous story, in which all the words in English are involved. Imagine it in detail.

We easily remember stories, especially strange ones, if we can recreate them in our imagination. Feel free to combine words in fun and awkward ways. Let's say you need to memorize the following 20 English words:

shoes, piano, tree, pencil, bird, bus, books, driver, dog, pizza, flower, door, TV set, spoons, chair, jump, dance, throw, computer, stone

(shoes, piano, wood, pencil, bird, bus, books, driver, dog, pizza, flower, door, TV, spoons, armchair, jump, dance, throw, computer, stone)

You can make up such an incredible story from them:

There is a piano wearing shoes and sitting in a tree. The tree is strange because someone has stuck a giant pencil through it. On the pencil a bird is sitting and watching a bus full of people reading books. Even the driver is reading a book which is bad because he isn't paying attention to driving. So, he hits a dog that is eating a pizza in the middle of the road and kills it. The driver digs a hole and buries the dog in it and then puts a flower on it. He notices that there is a door in the dog's grave and opens it. Inside he can see a TV set with 2 spoons for antennas on top of it. No-one is watching the TV set because they are all watching the chair. Why? - Because the chair is jumping and dancing and throwing stones at the computer.

The piano sits on a tree in shoes. The tree looks strange because someone pierced it with a huge pencil. A bird sits on a pencil and looks at a bus full of people reading books. Even the driver reads the book, which is bad because he doesn't pay attention to the road. So he hits a dog that was eating pizza in the middle of the road to death. The driver digs a hole and buries the dog, then places a flower on top. He notices that there is a door in the dog's grave and opens it. Inside, he sees a TV with two spoons on top that act as antennas. Nobody watches TV because everyone is looking at the armchair. Why? Because the chair is jumping and dancing and throwing rocks at the computer.

Try it. You will be surprised!

Remember opposites

Remember in pairs words with opposite meanings (antonyms) and words with similar meanings (synonyms). For example, remember the pairs angry/happy and angry/cross at the same time. We remember similar and opposite things faster, as the brain creates connections between them.

Parse the word by composition

Use roots, prefixes and suffixes to guess what a word means.

For example: even if you are unfamiliar with the word "microbiology", you can guess what it means. First, take a look at the "micro" prefix. "Micro" means something very small. You may know that the "-logy" part means science, the study of something.

So, we can already say that it is about learning something small. Also, you may remember that "bio" means life, living beings. Thus, we can conclude that "microbiology" is the science of microscopic living organisms.

Memory training
> How to memorize foreign words

One of the main conditions for good command of a foreign language is large vocabulary. A good level of knowledge of the language is considered to be the development of more than 15 thousand words, and the possession of 50 thousand words is already considered an excellent level.

There are a huge number of different methods for learning foreign languages, including those designed specifically for memorizing foreign words. We will deal with just this problem in this chapter. What can be reduced to the main recommendations for improving (increasing speed and strength) the memorization of foreign words?

MBBO Method

The first recommendation or the first method (the MVVO method) is especially important for those who want to become fluent in a new language. It is an indisputable fact that when there is a lively conversation going on (especially if more than two people are participating in the conversation at the same time), it is important to be close to thinking in this language, otherwise you and your interlocutors will feel uncomfortable, the conversation may drag out, etc. .

Being close to thinking in language means that, having a sufficient vocabulary, one must be able to automatically to compose phrases, which means that the time for remembering the words themselves is reduced to zero. If the words don't automatically pop up in your memory, you'll lose the spontaneous quality you need to communicate fluently in a foreign language. Of course, spontaneity can come (and will come) with a long experience of communication, but how can this process be accelerated?

First of all, remember that the main thing for this is NOT to memorize a foreign word as a translation of a native word. It is necessary to immediately associate a foreign word directly with the concept corresponding to it. That is, you don’t need to memorize by repeating many times, for example, butter - (bata) - butter, butter - butter, butter - butter ..., focusing on the English word, then on its translation (as most often the process learning foreign words). Instead, you need to visually present the image (picture) of the oil itself, and, holding it in front of your eyes, repeat only one foreign word: butter, butter, butter, butter ...

In this case, in your memory, the very concept of "oil" will be directly associated with the English "butter", denoting it. Thus, "butter" becomes a concept, and not just a translation, which, by the way, with ordinary mechanical memorization can easily be replaced by another - because in this case there is no so-called sensual, material basis for it, but only a set of letters. In other words, you only need translation to know what to represent.

It is even better if you not only visualize the image of the memorized word, but also connect other senses (hearing, touch, smell, etc.) to memorization. That is, you can apply sympathy method. It would be nice to remember something special from your personal, individual experience associated with this word.

In the case of "butter", I would suggest imagining how, for example, you run your index finger over a slightly melted piece of butter, feel its softness, temperature, see the path that remained on the piece of butter from your finger. Then you can imagine how you lick your finger, feel the taste of oil; you can imagine how you cut off a small piece of butter, again feeling its hardness or softness, eat this piece, while being aware of all your sensations. You can imagine an oil stain on your clothes or a towel.

You can try to hear how it sizzles in a pan or how it falls to the floor. After all, for sure at least once in your life it fell in your place or before your eyes, it is slippery. You can imagine porridge with a piece of butter that has not yet melted, or remember the wise remark that if a sandwich falls, then it will definitely fall with butter down, and smile. It would be nice to remember something from your life connected with oil, for example, how once it melted in your bag ... In short, imagine what is closer to you. At the same time, you should try to remember and feel as much as possible of what you have connected with this or that concept.

I deliberately listed for so long that one can imagine in connection with only one concept. It is important for me that you realize all the variety of how you can "feel" the word "butter" - (bata) (as, indeed, any other foreign word). In fact, visualization, the application of the method of co-sensation and autobiographical memories does not take much time, as it may seem, no more than 1.5-2 minutes, and the effect is tangible. The main thing with all this "procedure" is not to forget to repeat for a second and preferably out loud: butter, butter, butter ... The same operations are applicable for memorizing verbs, adjectives and other parts of speech, the main thing is to be able to highlight the essential aspects in memorable words.

Why is this method so effective? The fact is that it is similar to the scheme for the formation of concepts in the child's native language. Mom says to the child: "Take a chair." At the same time, she shows him her hand at him, explaining what exactly needs to be taken. After all, for the time being, for a child, the word "chair" is an empty place, a set of sounds. But then he takes it, carries it, feels its dimensions, weight, the material from which it is made, the smell of wood or fabric, sees its shape, etc. Then again there is a situation with a chair, mother asks: "Move the chair."

It may already be a completely different chair, and it is needed in order to get up on it and get something, and not sit down, but the mother again called this object a chair, and the baby learns more and more about the concept of "chair", get acquainted with its functional application. He compares the essential features and gradually there comes a moment when the concept of "chair" is already formed in the child. Now he no longer needs to point his hand at him, he himself knows what a chair is. (By analogy with this, in the situation of learning foreign words, when the concept is formed, you will no longer need to waste time remembering or looking into the dictionary.)

You can also imagine yourself as a child learning the world, and, getting acquainted with the next foreign word, do with it all the operations that I spoke about above, gradually achieving that this word turns into a concept for you. By memorizing words in this way, you will be able to have them automatically appear in your memory at the right time, that is, you will be close to thinking in a language. I call this method The method of interaction of all sensations, abbreviated MVVO.

*** Exercise 15.

Associate the sound of English words with their corresponding concepts using the MBVO method. How to do it? Let me remind you that it is necessary to associate a foreign word, for example, WINDOW - (window) not with its translation - the word "WINDOW", but with "window" as a concept, in other words, with the image of the window, moreover, with the image obtained by the interaction of all sensations .

So, without ceasing to repeat (and preferably out loud) window, window, window..., you must simultaneously imagine a window, try to remember and hear the ringing of a broken window or any other sound associated with it, for example, its rattling in a strong wind. Imagine yourself touching the window, be aware of your sensations from the touch. Remember some situation from your personal life related to the window, preferably pleasant or funny, etc. Do not forget to repeat the memorized foreign word with an interval of 3-5 seconds.

Here are the English words, their transcription and translation.
Try to apply MVVO to each of them.

SUGAR(SUGA) - SUGAR
STOMACH(STAMOK) - STOMACH
GRASS(GRAS) - GRASS
INK(INC) - INK
PILLOW(PILOW) - PILLOW
BENCH(BANCH) - BENCH, BENCH
MIRROW(MIRA) - MIRROR
MUSHROOM(MASHROOM) - MUSHROOM
CLOUD(CLUDD) - CLOUD
CURTAIN(KETN) - THE CURTAIN

In the literature devoted to the study of foreign languages, quite often you can find two more methods of memorizing words that have something in common with MVVO. And although they are significantly inferior to MVVO in terms of efficiency, we will nevertheless dwell on them briefly.

1. Surely you have already heard that it is useful to attach pieces of paper (a kind of tags) with words denoting them in the language being studied to all objects, as far as possible. (Wardrobe, table, shelf, glass, window, kettle, towel, hanger, lamp, calendar, wire, curtains, etc.) grasp them firmly.

The advantage of this method is that, using it, you also memorize a foreign word not as a translation of a native one, but immediately as an image-concept. But the limitations of this method are visible to the naked eye. How many items can you attach these tags to? By 100-200, no more. At your disposal will be only those objects that surround you at home and at work.

But what about the rest? A significant drawback of this method is that when using it, only vision works, and the interaction of all the senses does not have its positive effect. In addition, such a mechanism for learning new words is not fixed in children's experience. As you already know, concepts in the native language are formed in a child in a completely different way.

Although if you first apply the MVVO method to memorized words, and then attach tags to some objects, they may serve as a good reminder, a repetition of what has already been learned. Thus, it is rather not a method of memorizing foreign words, but a good method of repeating them.

2. Another widely used method of memorizing foreign words is the method of memorizing them with the help of pictures on which the main meanings of words are drawn. There are countless dictionaries in pictures, sets of cards of different sizes and different degrees of artistry. These dictionaries and cards are usually accompanied by various recommendations for their use.

This method is really popular all over the world. And he is popular for good reason. Its effectiveness in comparison with ordinary memorization of words is obvious. But it is not difficult to see that it is only the first part of the MVVO method described above, the part that can be conditionally called "visualization". That is, looking at a picture depicting the meaning of a word is a kind of analogue of the mental representation of a word in MVVO.

It is important to note that for those who cannot imagine the images of words mentally, cards with their image will even be needed. The card will help to form an internal mental image of the word. They can serve as a starting point for all further work to activate other sensations associated with the word. Cards (unlike dictionaries) are also convenient in that a large number of exercise options are possible with them.

And yet, one's own image of a memorized word is preferable to someone else's (in this case, the artist's), since the formation of the concept is more efficient, nevertheless, on the basis of personal experience, and your image of the subject may differ significantly from that of the artist. However, there are words whose visual image does not immediately appear in your mind. These can be abstract concepts, as well as words denoting objects that you have never seen - not only in reality, but also in the picture. In these cases, the artist's picture will help you in the formation of a visual image.

Another well-known recommendation for memorizing foreign words is that it is advisable to memorize words as part of phrases. Thus, in order to better remember the word, it must be included in the phrase. For example, for the word "butter" it is enough to compose the phrase "Don" t eat much butter!" (Dount um mach bate) (Don't eat a lot of butter!) or "I like bread with butter very much". mach). (I really love bread and butter.) Now make sure that the phrase is grammatically correct. After that, you need to say it out loud several times, imagine the situation described by the phrase. Singing the phrase to some well-known motive helps a lot in memorization.

The way to memorize in context is good because you not only learn a new word, but also once again repeat the words you already know that make up the sentence, as well as the grammatical rules used in it. It is also important that with the frequent use of this method, the fear of speaking in a foreign language decreases and an appropriate skill is developed, the skill of using familiar words in phrases is a necessary condition for free communication in the language being studied. (Surely you have met people who know many words of the language, but are afraid to speak this language, and often simply are not able to.)

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CHAPTER 0

I strongly recommend reading the entire article - it contains a lot of useful tips, examples, techniques for learning both English and any foreign words. But if you do not have the time or willpower (then your desire to learn a foreign language is called into question), then briefly about the highlight of all that is described below.

The cornerstone in the study of foreign words is mnemonic association method. It consists in the following sequence of actions: for the English word, first come up with a sound association in Russian, then come up with a scene, plot, story, phrase with this association and the correct translation, remember this story. Within 2 days, repeat 4 times - remember in a chain:

eng. word => sound association => story=> translate .

If a person knows for sure that he came up with a sound association for a given word or spied a sound association in our database, then it will not be difficult for him to reproduce this scheme. After 4 repetitions, the need for the chain will disappear, because. pair " eng. word => translation"will directly move to the long memory area of ​​\u200b\u200byour brain (the translation itself, during the very first repetitions, lived only half an hour in the fast memory of the brain). Up to this point, only a story could get into long memory, especially if it is bright and emotional. Sound association during repetition was invented in a new way, the story with her participation was remembered, and the correct translation was already in history.

1. There is an English word slave (slave, subordinate) and you need to learn it.
2. You come up with a Russian word that is consonant with English, for example, glory.
3. You come up with a short story or phrase in which both the association word and the translation appear: "Glory to the slaves - the builders of the Egyptian pyramids!"
4. You remember the story (not necessarily by heart, but the meaning with keywords), which is easier for our brain than remembering a direct translation.

And in your brain formed a chain of associations " slave=> glory => Glory to the slaves, the builders of the Egyptian pyramids! => slave ". More precisely: you try to remember only the story (if it is bright and emotional, then it's easy), and the sound association itself will pop up in your head when you need to translate the word, through the sound association you will remember the story, and through it - translation.

The method also works in the opposite direction. That is, if you need to remember how “slave” will be in English, then, knowing that you have a story with the word “slave”, you will quickly remember it, take from it the sound association “glory”, which will lead to English the word slave.

CHAPTER 1. Installation on technology

While potential polyglots do not know anything about the technique except its purpose, they show not a hefty interest in it and demonstrate their readiness to start an assault on a foreign language tomorrow. But as soon as the presentation of the essence of the most important principle begins in our story, the mystery instantly evaporates, and they disappointedly declare that they have known such a way of memorizing words for a long time without us (such a statement is made by 90 out of 100 who learned the language using this method). Therefore, at the first meeting, we always emphasize and frame that the success of language learning does not depend on the novelty of the principle, but on the ability to use it correctly.

To learn a language, you need to know not only the principle, but also the detailed TECHNOLOGY of its application.

The statement of the principle itself will take several lines. The rest of the work is devoted to describing the technology. In our opinion, if Russian pedagogical science paid more attention not to a scrupulous search in the works of the classics for evidence of the truth of their methods, but was engaged in a thorough development of technologies, then all other methods of learning foreign languages ​​(sleep learning, sublimation methods of memorization, rhythmic memorization, etc.) would be, if not better, then at least as effective as our method. By this we want to emphasize that the method for which you decided to spend a pathologically inconvertible currency, time, does not lie aside from psychological science. It differs only in proven technology.

CHAPTER 2

The question of why children remember well both their native and foreign languages ​​has not yet been unanimously resolved. The only thing psychologists have in common is the recognition illogical thinking of children. Only at the age of three can we say that the sun hides behind a cloud because it is very tired. At school, for such a statement, we will probably be given two points. We begin to think in cliches, hackneyed phrases and stereotypes. The evil spirit of illogical thinking is being deliberately cast out of us. And now, after all this, we try to learn a foreign language and are amazed why our cluttered head works worse than in childhood.

Imagine a two-year-old child who needs to remember for the first time a word in their native language, for example, a pencil, and a similar word from a quasi-foreign language, for example, "abdrapapupa" (in fact, this word was invented by a computer). For a child, it doesn't matter which one to remember. He is ready to capture in his memory even both words at once, since memorization occurs as a result of the formation of a conditional connection between these new words and the old ones that the child has already learned: "pencil - paper", "pencil - table", etc., " abdrapapupa - paper", "abdrapapupa - table", etc. These two connections compete because they have the same age and, therefore, strength; they don't erase each other. However, there is no rational explanation for these relationships. The child does not seek to form a logical chain between the old and the new, he simply puts them side by side.

Now let's go back from childhood and try to remember a list of foreign words. We usually do this in two ways. Either through a rational or mechanical connection. With the first method, we begin to consciously or unconsciously explain to ourselves that "abdrapapupa" is what is drawn on paper, trying in this way to form a rational connection between abdrapapupa and paper. But how do such attempts end in most cases? If we do not have a unique natural memory, then the most common forgetting occurs. At the same time, we work with the efficiency of a steam locomotive - 20%. The fact is that the connection abdrapapupa - paper, which we are trying to form, is easily replaced by the old, and therefore stronger connection in the native language, pencil - paper. This is the service rendered to us by our adult, serious logical thinking. If we try to memorize the translation mechanically, that is, force our memory to form a connection between abdrapapupa and a pencil (we learn from a list like at school), then due to the limited amount of our short-term memory, which can store from 2 to 26 units of information, it occurs rapid saturation, which leads to the cessation of memorization, fatigue and aversion to a foreign language. In addition, old connections still have a repressing effect. Thus, the logical features of memorization are more likely to lead to the emergence of a negative attitude towards languages ​​than to mastering them.

Now, after describing the two impasses in detail, our task is infinitely simplified. It only remains for us to find in the intricate labyrinth of all possible ways of memorizing a method that would be distinguished by the absence of the usual logic, but since the main task of the authors is to convince astute readers not of the novelty of the method, but of the need for strict adherence to certain rules, then on a long way to the basic principle of memorization they set Another obstacle is the chapter on memory.

CHAPTER 3. Memory

We would gladly omit this chapter. However, everyone is so tired of allegations about the excellent qualities of this or that phenomenon of our life that now for every pound of obvious fact we invariably demand a fat appendage from an objective theory. That is why, afraid to seem unproven to lovers of foreign languages, we present theoretical and empirical data identified by domestic and foreign psychologists in the field of memory.

At one time, psychology divided human memory into three blocks: sensory register, short-term and long-term memory.

The main function of the sensory register is to extend the duration of a short-term signal for its successful processing by the brain. For example, a prick of the finger with a needle lasts much longer than the direct impact of the needle. The sensory register is able to memorize very large amounts of information, much more than a person can analyze, that is, this type of memory does not have selectivity. Therefore, it is not of great interest to us.

For us, the next block is much more important - short term memory. It is she who takes upon herself the blows that pupils and students are exposed to in foreign language classes. It is she who is raped by a person, trying to mechanically remember huge amounts of information.

In 1954, Lloyd and Margaret Peterson conducted a very simple experiment, which, however, gave amazing results. They asked the subjects to remember just 3 letters, and after 18 seconds to reproduce them. This experiment seems completely insignificant.

Meanwhile, it turned out that the subjects could not remember these 3 letters. What's the matter? Everything is very simple: during these 18 seconds, the subjects were engaged in mental work: they had to count down at a fast pace in threes. In counting backwards in triplets, the subject begins with a randomly named, three-digit number, such as 487. Then he must say aloud the numbers obtained by subtracting 3 from the previous number, 487, 484, 481, 478, etc. But even such, in general, simple work prevented them from remembering three letters. This simple experiment illustrates the main property of short-term memory: it has a very small capacity (from 2 to 26 units, according to other experiments) and a very short life (from 20 to 30 seconds). But at the same time, it is little sensitive to the length of unity. We can memorize 7 letters or even 7 phrases with equal ease.

The described experiments lead us to the conclusion that:

1. The amount of information memorized at one time should be strictly limited. Even a small increase in it leads to partial or complete forgetting.
2. After the process of assimilation of information, there must be a pause, during which it is necessary to unload the brain from mental work as much as possible.
3. It is necessary to make a unit of information as long as possible; word-by-word memorization is an uneconomical use of our memory.

There are at least a dozen theories that explain the positive the effect of a pause on the memorization of information. The most successful, in our opinion, substantiation of Muller and Pilzeker (1900) is that during a pause, an unconscious repetition of the material occurs. If the repetition period is more than 20-30 seconds, that is, there is too much information, then after a while part of it is erased. It is the presence of such a process as unconscious repetition that significantly increases the lifetime of information in short-term memory (up to 24-30 hours). It is this process that makes it difficult to realize the extremely small capacity of this type of memory, as a result of which we ruthlessly load it beyond measure.

Remember! Unconscious repetition occurs only if the brain is not loaded with any more information..

This process is disrupted even if you keep repeating the newly learned words for the supposedly noble purpose of reinforcing them even more in your memory. No further consolidation occurs, since you are not able, with all your desire, to consciously repeat 10-15 words in 20 seconds for some time - the lifetime of short-term memory. With your repetition, you interrupt the natural cycle of memorization.

A quite natural question arises, what are the boundaries of the pause, during which the perception of any information with its subsequent processing is undesirable. At the same time, we repeat, it is undesirable to perceive even learned words!

In 1913, Pierron answered this question. He asked the subjects to memorize a series of 18 meaningless syllables (to eliminate the influence of past experience). He then examined how many times the subjects had to repeat the same series at various intervals in order to restore the forgotten syllables in their short-term memory. We present his data in the following table:

As you can see, if you start repeating a series of syllables 30 seconds after the first memorization, then you have 14! refer to its contents once before they are remembered again. But if repetitions are resumed after 10 minutes, during which we will not receive any information, then their number will be only 4 (it should be noted that these figures refer to meaningless material; when memorizing words that matter, the absolute number of their repetitions is less , but the proportions are roughly the same).

In the time interval from 10 minutes to 24 hours, the processes stabilize and the information in short-term memory ceases to depend on external factors. Therefore, during this period, both the study of new information and the repetition of old information are possible. After 24 hours, the number of required repetitions begins to increase and reaches 8 after 48 hours. This means that mnemonic processes begin to lose their energy. Therefore, every 24 hours it is necessary to repeat previously learned words (which, however, is known even without experiments).

Let's make a brief conclusion:

1. After memorizing the next portion of words, you need to pause for at least 10 minutes, during which your thoughts will not be burdened by serious mental work.
2. After 10 minutes, the words can be repeated again, and after 24 hours, the words must be repeated without fail. Otherwise, you will have to make twice as much effort to remember them again.

Of course, we understand that everything written hereinafter is known to most readers. But to our great regret, such knowledge does not in the least interfere with foreign language teachers of schools and universities. They act according to the principle to which our system of education obliges: let it be bad, but according to the program. As a result, we leave educational institutions programmed to the ends of our hair, and if foreign languages ​​do not yet cause nervous attacks in us, we begin to learn them on our own using the same methods that we adopted from older comrades.

Therefore, we have a big request: be sure to read this chapter to the end, so that in the future our technology does not seem absurd to you.

Pieron's experiments show how long we should rest, that is, with what frequency to repeat words. But they tell us absolutely nothing about how many such repetitions there must be that would allow us to translate words from short-term to long-term memory. Jost's experiments in 1987 show that with rote learning, the number of such repetitions reaches 20-30 times. In our case, the number of repetitions, distributed in a special way, for the average person is 4 times.

Now let's look at another phenomenon of short-term memory, well understood and known to all, but nevertheless ignored by the majority with Asian persistence.

Everyone knows very well that the more the elements of the memorized material are similar to each other, the more effort must be made to memorize them, the more homogeneous the elements, the more difficult they are to digest. So why do we all make lists of words, albeit different in meaning, but uniform in form, and teach, teach! What is the first thing that comes to your mind when you remember the translation of a word on the list? Naturally, the location of this word on a piece of paper. No need to be proud of it, it does not say anything about the positive features of your memory. She simply does not have the opportunity to cling to something more significant, more characteristic of this word. The list of words is too uniform. From this follows a global, like all the previous, conclusion:

Each word must have a distinct set of labels. It is necessary to deprive all the words of the list of monotony and then they will begin to be remembered involuntarily, without our participation. How to achieve this? We do not claim that we were able to achieve the ideal in our method, but we, perhaps, managed to get closer to this requirement.

Now let's move on to long-term memory. Despite the fact that the phenomenon of memory is studied in all domestic and foreign areas of psychology (psychotypes of activity, cognitive psychology, behaviorism, etc., etc.), a plausible explanation for the transfer of information from short-term memory to long-term memory has not yet been proposed. Things are even worse with the knowledge of this mechanism among lovers of foreign languages, since most of them are familiar with only one of the factors of such a transition - with periodic relentless repetition. Although we are sure that you personally do not belong to this majority, we nevertheless venture to draw your attention a little longer to some of the phenomena of long-term memory.

1. In 1973, Standing published the results of his, in general, simple experiments. The subjects were shown 11,000 slides, a month later they were presented with them mixed with others and asked to identify them. The subjects remembered the slides and gave correct answers in 73% of cases! This suggests that the images of the slides from the first presentation penetrated into long-term memory. Therefore, when memorizing words, it is necessary to use not only repetition, but also bright, colorful, interesting, plot pictures, which are best cut out of the Crocodile magazine. (Again, we understand that such a conclusion is not a discovery for anyone. But if you met at least one person who consciously used this principle in learning a language, we would be very surprised.

2. Probably, all of us, language lovers, are tirelessly looking for a method in which words would be remembered by themselves. One of the authors, at one time experiencing the enormous influence of such an illusory dream, hung in his office about 10 sheets of paper with large words written in the hope that they would constantly fall into the field of vision and (after all, a drop hammers a stone) involuntarily be remembered. Although the idea turned out to be hopelessly unpromising, the natural desire to make life easier for yourself when learning a language remained. So, is it possible to give the process of memorization a share of involuntariness and, consequently, to facilitate and accelerate it? Try to remember, if you have experience of self-learning the language, cases when some words were memorized without any effort on your part. Have you analyzed these situations? After all, if it were possible to isolate something common inherent in them, we could very effectively manage the processes of memorization, or at least not make mistakes like the one described above.

Involuntary memory means that there is some force that makes our brain work regardless of our desire. What generates this power? Can it be created artificially? The answer to these questions was found by Soviet psychologists Smirnov A.A., and Zinchenko P.I.

In 1945, Smirnov conducted a very simple study. He asked several subjects two hours after the start of the working day to remember their way from home to work. Let us give one such description as an example. “I remember, first of all, the moment of exiting the metro. What exactly? How I thought that I had to get out of the car so that I could quickly take the right position and go faster, because I was late. I was driving, I remember, in the last car. Therefore, I didn’t manage to jump out anywhere "I had to enter the crowd. Previously, the public, leaving, walked across the entire width of the platform. Now, to ensure the passage of the incoming people, people were placed, turning the crowd from the edge of the platform. The further path falls out. I remember absolutely nothing. There is only a vague memory of how I reached the gates of the university "I didn't notice anything. I don't remember what I was thinking. When I entered the gate, I noticed: someone was standing. Who exactly: a man or a woman, I don't remember. I don't remember anything else."

What is characteristic of this story and others like it? First of all, the subject's memories relate much more to what he did than to what he thought. Even in cases where thoughts are recalled, they are nevertheless associated with the actions of the subject. But the subjects perform many actions. Which of them is associated with involuntary memorization? With those that contribute to or hinder the achievement of the goal facing the subject. In 1945, everyone had one most important goal - to come to work on time, so they involuntarily remembered only what influenced the speed of moving along the street. It would seem that this extremely simple conclusion should in itself form the basis of learning a foreign language! But that doesn't happen. What was the teacher's goal in the classroom? Remember the word. But that's the goal! How can a word be remembered involuntarily in this case, if memorization itself is the goal?! The more we focus our efforts on remembering words, the less involuntariness, the more volitional effort, the more violence against our memory we commit.

Memorizing words should not be the goal in learning a foreign language.
Memorization should be only an action leading to the achievement of some goal.

Two questions immediately arise:

What should be this goal?
What should be the action?

We will answer the first question in the chapter on memory technology. The experiments of the Soviet psychologist P.I. Zienko gave the answer to the second question. In his experiments, distinguished like all others by seeming simplicity, the subjects were divided into two groups. The first of them was given pictures depicting various objects and was asked to classify them according to the first letters of their names (for example, I put pictures together with the letter A, then B, etc.). The second group received the same pictures, but classified them according to the meaning of the depicted objects (for example, they put together pictures with furniture first, then with animals, etc.).

After the experiment, both groups had to remember the pictures they had worked with. As you may have guessed, the second group showed higher results. This happened because in the first case, the meaning of the picture, despite the fact that it was understood and passed through the subjects' consciousness (after all, they had to highlight the first letter), was not included directly in the goal - in the classification. In the second case, the subjects were also clearly aware of both the sound composition of the name and the meaning of the picture, but only the meaning was directly included in the goal. This leads us to the idea that both the meaning of the word and its sound must be directly included in the goal.

To achieve the goal, which we will formulate a little later, it is necessary to manipulate both the meaning and pronunciation. This will lead to the fact that a foreign word will be remembered with a large degree of involuntary.

Unfortunately, at school and university, this principle is violated like traffic rules - by everyone and everywhere. Learning a language turns into painful, purposeful cramming.

3. Anyone familiar with psychology is familiar with the concept installations(not to be confused with party settings). This term refers to the readiness of a person to act in a very specific way. For example, graduates have a mindset to continue their studies or a mindset to work; you have a very strong mindset for a foreign language, etc. Installations make our lives easier. Thanks to them, we perform most of the actions automatically and do not waste time thinking. For example, in the morning we decided to wash ourselves: the corresponding setting, developed throughout our life, is turned on, and all actions begin to be performed automatically (we are little aware of them). As soon as washing is finished, the installation turns off and you make a new decision - to have breakfast. Another setting is turned on and the actions are performed automatically again (provided that the refrigerator has everything necessary to complete this act).

If you had a setting for morning exercises, then the latter would not have caused you a gloomy mood since the evening, but would have been performed automatically, like washing.

How are settings created? Unfortunately, the answer to this question is not known when it will appear. Therefore, we cannot give detailed explanations, despite the thick volumes written by psychologists. But in order to somehow mitigate the situation, we will describe an experiment that will allow us to realize a phenomenon that is very useful for learning a foreign language.

The subjects, as in the previous experiment, were divided into two groups. The same text was read to them, but the first group was told that they would test their knowledge the next day, and the other group was told that they would do the same in a week. In fact, the test of knowledge of the text was carried out only after two weeks in both groups. The subjects of the second group showed better results. In this experiment, we can clearly see the effect and influence of the set created in the subjects by the experimental situation.

Therefore, sitting down to study the next portion of words, try to convince yourself and sincerely believe that you are learning the language in order to remember all your life The command "I remember these words for a long time", given to myself before the start of classes, may seem insignificant even after describing the experiment with the installation. We fully admit this and do not insist that it will provide you with one hundred percent success. But we would like to remind you that earlier the function of setting up for any lesson (including school lessons) was performed by prayer. Warriors prayed before the battle not at all because they were obliged to do so by the dominant ideology. Prayer set them up for a feat. "Our Father", read before lunch or a lesson, calmed, pushed away all worries, contributed to a better assimilation of food and knowledge. Perhaps one should not read such a tuning prayer before studying a dozen or two words. But when it comes to thousands, then a trifle turns into a significant factor. If setting up the right mindset allows you to remember at least one more word for every ten words, then for every thousand you will make a profit of a hundred words. Don't miss out on the benefits.

4. We have to get acquainted with one more, rather well-known fact, and then nothing will prevent us from finding out how and in what method we can simultaneously take into account all the above requirements and observations.

This last fact is that our brain is not capable of perceiving static. Try to look closely at some object without moving your eyes or head. This simple task will become impossible after 2-3 minutes - the object will begin to "dissolve", leave your field of vision, you will no longer see it. The same thing happens with a monotonous sound (for example, the noise of the forest, the noise of cars, etc.). But if we cannot perceive non-dynamic phenomena, then what can we say about our memory, which is connected with the outside world through perception and sensations! Everything that is not able to move or is not associated with movement is instantly erased from our memory. To prove this fact, we, of course, have in store the results of a very simple experiment. The subjects were shown faces of a different nationality, filmed from the front on the movie screen (as is known, without the appropriate habit, representatives of another nation at first appear to have the same face). If the image was dynamic, that is, the person smiled, frowned, moved his eyes, sniffed, etc., then later his photograph was easily recognized by the subjects among others. If the person's face was motionless, then the number of correct answers dropped sharply. This suggests that a static, motionless image is very quickly "eroded" from memory. From this we will draw the last, but no less important than all the previous conclusions: all images used to memorize foreign words must be dynamic!

Everything must have movement.

This concludes the chapter on the peculiarities of our memory. We are fully aware that the memory model consisting of the 3 described systems is not the best and only possible one (we could start from the level model, from the sign theory of memory by L.S. Vygotsky, etc.), but in comparison with others, it is the most developed and technologically advanced.

Now we would like to express our gratitude to everyone for their patience and move on to a presentation of the technology of learning a foreign language, which will allow you to learn 20-30 (and with a strong desire, much more) words per hour. True, this does not mean that you will learn 480-600 words per day. Therefore, during the day it is advisable to learn (of course, if you have a lot of free time) no more than 100 words. In addition, we do not recommend immediately abruptly switching to this method. First, try to learn the language in your usual way, partially using ours as an aid in memorizing especially difficult words. Such a smooth transition will allow you to better understand the advantages and disadvantages of the method, more successfully adapt the technology for yourself.

CHAPTER 4. Structure of technology

In this chapter, we will describe the structure of the accelerated word learning technology. But it will seem unconvincing to you if you have not read the previous chapter. Before we try to collect all the requirements and observations described above in one method, let's recall them.

1. Success in learning languages ​​does not depend on the knowledge of a particular method, but on the ability to use the technology developed on its basis.
2. Do not torture your memory, do not learn the language mechanically.
3. Our memory is capable of receiving from 2 to 26 units of information in one sitting.
4. When learning a language, one should not rely on habit, on generally accepted logic, on a standard perception of the world.
5. Short-term memory exists for no more than 30 seconds.
6. Information is stored in short-term memory for much longer than 30 seconds due to our unconscious circulation.
7. After studying a portion of words, a 10-minute break is necessary.
8. You need to learn words only before the first playback (when you can repeat the entire list at least once). Don't waste time on unnecessary repetition.
9. You need to repeat the words once in the interval from 10 minutes to 24-30 hours.
10. The unit of memorized information should be as long as possible (a block of words or a phrase). Those who teach or force to learn single words should be punished for wasting time and memory on an especially large scale.
11. To deprive the list of words of monotony, it is necessary to give each word some kind of bright label.
12. The word is transferred to long-term memory not so much through repetition, but with the help of plot pictures.
13. We easily do what is done involuntarily, in addition to our participation. Words will be remembered involuntarily if memorization is not the goal of our activity. Mental operations with the meaning and pronunciation of the word must be directly included in the goal.
14. Before remembering, you need to tune in to the lesson. Our psyche has inertia. She cannot change her mind from cooking meatballs to learning the language in an instant.
15. Memorized information should contain dynamic elements or be associated with them. Otherwise, it is erased without a trace.

Now that we have everything in front of our eyes, we can think carefully about the thesis " Memorization shouldn't be the goal". In some methods, this requirement is met. For example, in the rhythmic method, the main goal is not to remember the word, but to repeat it in a certain rhythm to the melody (remember, especially those who are fond of foreign bands, how easy it is to remember the words of songs when they are completely misunderstood). In the sublimation method, in which a person is affected with an above-threshold speed of perception, the goal is also not to memorize, but to be able to focus on reproduction, etc. (all these and other methods can be found in specialized literature). - but they are distinguished by the complexity of equipment and technologies that cannot yet be used independently at home (We hope that in the near future our academic science and practice will finally pay serious attention to them).Memorization as a goal is absent in the method based on imitation for example, students are given the task of setting the table and given a dictionary of necessary words. The general imitation that occurs under the influence of the target makes it possible to memorize words very effectively. But this method requires a high pedagogical skill of the teacher, his rich imagination. In addition, the method does not have a rigid structure.

We propose mental manipulation of words as a goal: to match a foreign word with a Russian word similar in sound. For example: sleeve (sleeve, English) - plum, etc. But in this case we operate only with the sound of the word, and its meaning, translation, should be directly included in the goal. To fulfill this requirement, let's add another translation to the formed pair of words:

sleeve - plum - sleeve
tongue - dance - tongue

and think about how we can now formulate the goal so that it does not coincide with memorizing words. Remember the experiment that proves that the image (picture) is located in long-term memory in most cases? So you need to work with images. But we have images only in the words of our native language. The meaning of a foreign word gets an image only through its analogue in Russian (or in your native language). This leads us to the idea that when memorizing, you need to use only the words of your native language, that is, plum - sleeve, tsunami - language. As a goal, we will choose the solution of the problem of finding a possible relationship between the words in each pair. But before solving this problem, let's remember two more requirements: the absence of generally accepted logic and the presence of dynamics in the elements of information. This suggests that the relationship between the words of the pair must be unusual, illogical, firstly, and dynamic, that is, contain movement, secondly. In our case, this is very easy to do. We imagine how in a store a saleswoman, having weighed plums, shifts them into an empty sleeve. Pay attention to the word "represent". The attitude should not just be spoken out (at later stages, pronunciation generally becomes redundant), but it should be represented, since this allows you to bypass short-term unreliable memory and work immediately in long-term memory.

Speaking, according to some experimental data of cognitive psychology, is primarily associated with short-term memory, so we use it only at the initial stages, if figurative thinking is not sufficiently developed.

In addition, once again pay attention to the dynamics: the saleswoman weighs and pours. It is necessary to imagine how the plums roll into the sleeve, how you take it from the hands of the saleswoman, etc. It would be a big mistake to try to limit ourselves to the idea of ​​plums lying motionless in the hand. With the formation of several thousand such non-dynamic structures, our static one will disappear like smoke.

An unusual relationship between words is a very bright emotional label. Each word in the list becomes individual, distinct from the others.

Although the dynamic structure is stored in memory in an almost unlimited time, we need it like a hammer when hammering a nail for a picture. We hammered a nail into the wall (memorized the association of two words) and put the hammer aside. Now let's do what we did all this work for (in the future, associating as skills develop, it will take you no more than 3-5 seconds). We tried to remember the word sleev. Thanks to the similar sound, we quickly move from this word to the Russian "plum". This connection is stored in short-term memory and is the weakest link in the chain. The number of these connections as units of information should not exceed 26 units in a portion of words (the number of structures can be unlimited; this discrepancy is further taken into account in the technology). The word "plum" due to the rigidity of the invented structure will lead us to the translation - "sleeve". Thus, our main efforts are not focused on memorizing words, but on creating a structure. You can see for yourself how effectively involuntary memorization begins to work in our case.

As the classes conducted with students of a foreign language have shown, all such operations cause difficulties at the first stages, aggravated by seeming far-fetchedness, frivolity, etc. Many in the process of associating begin to experience discomfort from the fact that others are attentively listening to their "nonsense". In fact, the ability to quickly compose such "stupidity" speaks of your non-standard, creative mind. This method is good if only because even if you fail to learn a language with it (which is unlikely), your creative thinking will improve significantly. You will begin to see things in a new light for you. Many subjects become caustic and snide, because they suddenly discover the ambiguity of our speech. This method is especially useful for inventors and scientists (as well as purchas- ers) as an exercise in mental flexibility.

Association is a creative process. That is why we strongly insisted on pre-tuning. Unfortunately, the majority understands the setting as the formation of an order (not without reason M.M. Zhvatetsky said that our life is also a soldier's). In fact, it is better to start with phrases of this form:

"I really want to learn the language. I will try. I will try very hard. I want to remember the words. My thinking is very flexible..." etc.

And it is better not to use such phrases-orders as "I must learn the language" and others. Our whole psyche is already exhausted by demands and orders. It immediately creates an unconscious opposition to us. This is especially necessary to remember if you are setting up students or schoolchildren who, even without your instructions, have long been repulsed by the desire to learn foreign languages. It would be very useful to start associating in the same environment, with the same actions. Try to start some unobtrusive traditions. Remember how in the pre-revolutionary school, children often read prayer lessons. There is no need to deny their experience. It wasn't all that bad back then.

So, we came up with a structure for a foreign word. They made it unusual, dynamic, imaginative. But when studying, especially at first, one figurative representation, as a rule, is not enough. We have been taught to control our speech more than our images. (Remember the contemptuous "Dreamers!"). Therefore, after some time, which is clearly not enough for the structure to fulfill its function and only after that it disappears, the images begin to merge, erase, and become contaminated. This happens because the image of a particular word, as a rule, does not have any binding. The word can be used with different connotations, in different contexts. It is influenced by other words and changes its meaning depending on the environment. Therefore, at first words are best combined in groups of 7-10 pieces in each on the basis of one content Pictures with concentrated meaning. We can also find pictures in school textbooks. But all of them do not have a concentrated meaning. For example, a pioneer stands in front of a school. This picture does not have a definite, clearly expressed, memorable meaning. Therefore, she easily merges with others like her. It is best to take pictures from humorous magazines. If there are words under the picture (the speech of the participants or the name), then they must be left with the picture in order to maintain a single meaning and meaning.

The cut out picture is best pasted on a punched card or in a notebook. Next to it, write a triad of words (foreign - similar in sound - translation). Images and structure are easy to remember, so they should not be recorded in writing. Images, provided that they have a clear extraordinary meaning, immediately penetrate into long-term memory in most cases. Thanks to this, even after a few years, we can mentally examine it with all the details and remember those 7-10 words that we learned with its help. Such a block storage system allows you to avoid? swimming? words in different contexts. In addition, the block of words contained in the picture represents one unit of information. Consequently, in one sitting (in one lesson) it is possible to assimilate from 2 to 26 pictures without damage to memory, as a result of which we condense information by 7-10 times, that is, we increase the natural capabilities of our memory by 7-10 times! In the future, when the basis of a foreign language is studied, words can be studied directly from the dictionary. You open the first page, take a word, form a structure, make a mark with a pencil (you write down a word that sounds similar; this is necessary for safety net, since there is little hope for short-term memory) and the word remains in your head until the end of life. However, with this method, the density of information drops and you can remember no more than 25 words in one lesson. But this disadvantage can be compensated by increasing the number of lessons, which should follow each other with a break of at least 10-15 minutes.

Learning a language with pictures also has the advantage that you don't have to spend time repeating it, as you can do it on the way to work or home, in line, on the bus, etc. It is enough just to remember the picture and "select" all the words with structures from it. Agree that this is absolutely impossible if the words are in a list. You will wrinkle your forehead intensely and remember which word you should have remembered, but you will never do it until you look at the list. There is only one way out - learn with pictures!

Studying the first 3-4 thousand words, you will be forced to repeat them several times in order to fix them in pre-term memory and get rid of the structure that performed its function. At the fifth thousand, as a rule, there is a special feeling - confidence in one's memory, and the word with the help of this method begins to be remembered from the first presentation. But do not despair, if this does not happen in the sixth or tenth thousand, it is not connected with intellectual abilities. At first repetition better organized like this:

The first time - after 10-20 minutes (but it is quite possible after two or three hours and even after 12 hours) after the mental creation of structures; at the same time, you need to look either at the Russian translation or at the foreign word and reproduce the entire structure, even if it seems to you that you can already do without it; in the future, the first repetition can be omitted and go immediately to the second after 24 hours.

The second time - the next day after 24-30 hours; if it was not possible to reproduce all the structures created by you or the teacher, then they are repeated again the next day; when repeating, it is better to look only at the picture, looking for the necessary words on it.

If it was not possible to remember and repeat all the structures for the third time, they should be postponed until the final repetition of all the structures of a given portion of words, which is carried out after 1-5 months (optimally 2-3 months). There is no need to be afraid of such a period. You will be able to remember the words in one or two years, even if you have never met them during this period. This is one of the essential advantages of the method: when studying a language, we can not be afraid that it will be completely forgotten from long disuse.

The last repetition is the main and decisive one. All your great work will be in vain if you don't take this last step. In most cases, after 1-6 months, students remember the structures very vaguely if they did not encounter the corresponding foundations during this period. This is due to the interference of structures, due to the natural processes of forgetting, exacerbated by non-compliance with the described technology, even in small things (dynamic, illogical, imagery, periods of rest and memorization, settings, etc.). Therefore, it is better to break the last repetition into two parts: the first day - we remember according to our structure records; on the second day - we repeat them, looking only at the pictures (and if according to the dictionary we look only at the translation or a foreign word).

If at the last repetition you immediately remembered the translation of the word, then you do not need to restore the entire structure. She did her job and died. In general, you should have a new feeling for you, when from the depths of your consciousness, even against your will, in response to a word of your native language, its translation will “emerge”. This is accompanied by a feeling of slight confusion, confusion, insecurity. But after you make sure that only the right word "pops up" and not a random one, it will pass.

If a lot of time has passed between learning a language (7-8 thousand words are enough for this) and its active use (from one year to 3-4 years), then the words can again be forgotten. But this forgetting is fundamentally different from forgetting during mechanical (school) memorization, when words are erased without a trace. In our case, words do not disappear from memory forever, but, as it were, pass into the subconscious (“conserved”), from which we can very quickly extract them by looking at the records. For such a repetition, for every thousand words without much effort, about a day is spent (including breaks). Agree that there is hardly any other method that allows you to restore knowledge at such a speed.

On average, at the initial stage, for all operations of memorizing one word, including all repetitions, creating a structure, searching for equivalents, writing in a dictionary or in a notebook, etc. takes 2-3 minutes. In the future (especially when learning a second language), the time will be reduced to 30-60 seconds. If you have a teacher who knows a foreign language and this method well, then the speed easily increases to 100 words per hour (all figures are experimentally verified). The optimal composition of the group with a teacher is 10-12 people.

If you have a distrust of these figures, then, before throwing the methodology aside, conduct an experiment: learn 10-20 words in this way and draw final conclusions no earlier than in a month.

CHAPTER 5 Examples

Here we give examples and features of technology found in practice.

Let's try to learn three words in English:

chess - (to scratch) - chess
beard - (berdanka) - beard
nose - (sock) - nose

1. chess. Imagine flea-sized chess pieces running fast all over your body. Naturally, you start to itch. It is necessary to present this situation as detailed as possible (at first it is better to close your eyes; if you are working with schoolchildren, it is recommended to give them the command: "Close your eyes and imagine that ..."). Note. The educated structure is dynamic and does not coincide with our previous experience. At first glance, one could come up with the following structure: you take a chess piece and use it to scratch the place, for example, of a bite. But this situation does not contradict our experience at all. Therefore, if there are several dozens of similar structures, it will be erased.

2. beard. Imagine a gun of the Berdan system, in which, instead of a stock, a black-black thick beard flutters in the wind (and not just sticks out !!!).

3. nose. Very often there are words that are similar in their sound to the translation. Do not hope that such a coincidence will allow you to remember effectively. In most cases, the fact of a similar sound disappears from your head and you are left without a clue. It is necessary to choose an intermediate word. In our case, "sock". Imagine that one of your acquaintances suddenly began to grow a dirty, unpleasantly smelling sock instead of a nose. In 99 cases out of 100, you will surely remember this structure.

We must strive to ensure that each object used in the structure receives as many epithets and colorful characteristics as possible. This once again makes the structure different from others. It also avoids the "horse name" effect. The fact is that we understand the meaning of a thing through generalization, reduction to a more general one.

For example, what is a jacket? We can say that these are sleeves, pockets, lapels, etc. But such an understanding will be similar to the feeling of an elephant by the blind, i.e., it will be fragmentary and far from the truth. Therefore, in our thinking, a jacket is reduced to several classes: men's clothing, light clothing, business clothing, etc., that is, the concept of a jacket is generalized. This leads to the fact that a word that does not have bright characteristics can be unconsciously replaced by a wider class, our brain, against our will, will carry out a generalization operation. Many students, having insufficiently worked out the image, remember very well that, for example, some type of clothing grows instead of a nose, but they cannot remember which one at all. This leads us to the conclusion that in the structure it is necessary to use not the first word that comes across (meaning a word that is similar in sound), but the one that you have a good idea of, which you often use, the shades of which you know. Unfortunately, only specific nouns (and far from all) and some part of verbs (for example, scratch, bite, draw, etc.) have this property. Abstract nouns, adjectives, adverbs, etc. do not have in most cases a figurative representation. At the first stages, this causes difficulties, which often lead to disappointment in the methodology. This can be avoided by creatively using the techniques described below.

1. How to include an abstract noun in the structure, for example, the word "gamble" (gamble)? The problem is that it does not evoke specific images in most students. As an intermediate word (similar in sound) we use the word "Hamlet" (the first 3 and last 2 letters match). In the word "adventure" we select the first 4 letters "avan", we add "s". It turns out "advance". This word already has a well-defined image: a queue near the cash register, the rustle of money (recently printed), the accountant's voice: "Sign here," and so on. Therefore, our memory is quite able to cope with such a simple task as compiling and memorizing the structure of the two words "Hamlet" and "advance". It probably already happened to you. Imagine Hamlet, who received an advance payment of 70 Soviet rubles for reading his monologue "To be or not to be..." on the stage.
When we are presented with the word gamble, our memory will automatically associate it with "Hamlet", and it, in turn, with "advance", which will lead us to "adventure". There is no need to be afraid of this apparent bulkiness. You don't know your brain. He is able to quickly learn more complex operations.
Thus, the technique consists in the transition from an abstract word to a concrete one on a phonetic basis.

2. Another way to move to a specific word from an abstract one is to try to replace one or two letters in it. For example, swindle is a scam. We know perfectly well what a scam is, but it is difficult to imagine its specific image. Let's change the first letter "a" to "c". Get a "sphere". Swindle resembles a "pig" (4 letters match, that's enough). Imagine how small glass spheres are placed in the pig's feeder, which she "cracks" with great appetite. The word swindle could also be replaced by the word "windsurfing". Try to make structures out of this word and "sphere" on your own.

3. If the described techniques did not help, then you can mentally create a plot picture that does not coincide with our experience. For example: disgrace - disgrace.
Disgrace is like combining two words at once: "disk" and "grace". So that these two words do not fall apart in our memory, imagine a gramophone on which a black disk spins rapidly. Out of breath Leontiev runs along the disk in the direction opposite to the rotation and gaspingly shouts: "Signorita Grazia!"
Most likely, you do not have a specific image of "disgrace" (although the whole world around you can act as it). Imagine this picture: a large red carrot with long tops says to a small carrot standing in front of it and downcast, with tops cut in the latest fashion: "Disgrace!" Play this scene over and over in your mind. Put yourself in the place of one or the other, and the word "disgrace" will be strongly associated with the word "carrot".
Now imagine that Leontiev not only runs across the disk, but also jumps over barriers formed by large carrots.
We again want to ask you not to fall into despair from the "impenetrable stupidity" that you, perhaps, see here. Despite all the frivolity, this method works. In addition, learning a language on your own or in a class turns into an entertaining process. In a class or student group, there is usually incessant laughter, which in itself contributes to memorization.

4. In English (and other) languages, verbs with postverbal particles are common. A limited small number of these particles form a huge number of meanings of the same verb. This leads to monotony and confusion in the head.
To avoid this, a specific word similar in sound is assigned to each particle.
For example:

out - spider
up - trap
to - ax

Imagine that we need to remember the verb bring ur - to educate. Вring resembles a "brigantine". All verbs, if possible, are translated into the corresponding nouns. "Educate" will turn into "educator", which, probably, has a specific image for everyone. This is a man with a stern face who threatens everyone with his finger.
Now let's build the structure. Imagine a brigantine sailing away from the pier, with a huge trap hanging instead of a snow-white sail. Between the teeth of the trap with the last of his strength, clenching his jaw like an atlas, stands the educator. He keeps shaking his finger at you.

5. Similarly, adjectives and adverbs are translated into nouns. If this fails, then you can try to use stereotypical phrases. For example: convincing - convincing.
Сonvincing resembles two words: "horse" and "wine". So that the words do not fall apart, we combine them in a structure. Imagine a horse with bottles of wine sticking out instead of ears, and he moves them when flies gnaw on them.
"Convincing" is hard-coded into the phrase "convincing example". Now imagine how the horse stands at the blackboard, solves an example and scratches with a hoof behind a bottle ear.

6. In the previous example, another example was used at the same time - a play on words. An example can be understood in two ways - as behavior and as a mathematical problem. Use the game as often as possible. To do this, you can use an explanatory dictionary, which indicates all the possible meanings of words in various contexts.
However, there is another version of the play on words. For example: tire - get bored. The word tire resembles a dash. The verb "to get bored" can be understood not only in the generally accepted sense, but also as "to collect something in a heap", "to pile up a heap", etc. Therefore, it can be easily translated into the noun "heap", which has an image. Imagine picking up scattered dashes from the field (short sticks that fell out of the lines of a book when you took it carelessly from a shelf) and folded or swept them into a pile.
We have described to you only a small part of the techniques. When you start learning a language on your own, you can easily expand their list, choose the most effective ones in your opinion.

In conclusion, we would like to dwell on the time factor. With large amounts of stored information, every saved second becomes significant. You can win significant amounts of time if you discard unnecessary repetitions. Remember that the repetition of words that began immediately after they were memorized (after 30-60 seconds) leads to a deterioration in memorization and to unnecessary waste of time. You can also save time at the stage of creating the structure. Some students cannot concentrate, set themselves up, and spend ten minutes thinking about finding the right word and connection. This greatly slows down the creative process, erases previously learned words, as the unconscious cycle of short-term memory is interrupted. The lesson is a sprint distance, it cannot be run with breaks and heavy thoughts. First, try to come up with structures in a competitive situation: which of the two or more people who undertook to learn a language with you will come up with more such structures in the same time. Downtime should be avoided at all costs.
If you still have an insurmountable difficulty, then it is better to skip the word and return to it a little later (in one or two days).

As a rule, in this case, the right words are found immediately. Before starting classes, it is useful to tune in with a few phrases: "I have little time. I want to think very quickly. Finding the right words and associations will not cause me any difficulties." Another setting option is that the person you are holding is waiting for you in the next room. But you can talk to him only after you have learned the planned lesson. Try this and you will see that this contrived situation really makes you work harder. It is also useful to time your mental actions. Make sure that one word out of 20 on the list takes no more than 3 minutes on average, including all types of repetition. Strive to constantly compress this time. If you are a teacher, then getting students, that is, another person, to work quickly is much more difficult than yourself. In this case, it is useful to force future polyglots to do some kind of quick work before the lesson, for example, quickly-quickly squat (but this can be tiring) or quickly copy the teacher’s actions that are not physically difficult. For this, a simulator is very useful, consisting of 10 light bulbs, which the teacher lights in random order at a fast pace. The task of the students is to have time to touch the tanned light bulb. Fast movements that do not cause fatigue bring our entire body at the physiological and mental level to a state where all operations begin to be performed at an increased speed. You can activate activity in the tuning process with the help of another exercise that directly works on memorizing words. Students become in a situation of competition: they are asked as quickly as possible (who is faster) to name the translation of the word proposed by the teacher. However, this exercise does not lead to physical activity.

Another effective way to save time is to simultaneously study all the synonyms of a given word in a foreign language.
For example: recruit - recruit, enlist
Let's turn "recruit" into the word "willow."
Recruit resembles "recreation", enlist - "broom, leaf".
Imagine that the entrance to the recreation is littered with willow branches. You take a broom made from sheets of paper, wave it, and willow branches fly apart.
The number of synonyms, of course, can significantly exceed the number two. The more synonyms of a foreign language you include in one structure, the higher the density of information, the greater the amount of memory provided, the greater the likelihood that none of them will be forgotten, the higher the memorization speed.

This concludes the presentation of the methodology. We would like to emphasize once again that we do not seek to ascribe to ourselves the authorship of this method. You have probably heard and read about it. The only thing we see as our merit is a detailed presentation of the technology and an attempt to convince you that it is quite possible to learn a language in a few months, even in the absence of the corresponding abilities. We wish us successful studies!

APPENDIX 1

0 things you should remember when learning a foreign language by the structural method:

1. Remember that only the dynamic structure is remembered well.
2. The main objects in the structure must be in a relationship that does not coincide with your past experience.
3. The main objects of the structure, as well as the connection between them, should have a colorful rich image, unlike other secondary objects of this structure.
4. Remember that the possibilities of our memory are limited: at a time (one lesson) you can learn no more than 20-25 words, and when condensing information, no more than 100 words. The number of lessons per day is limited by the necessary rest periods of our memory.
5. Consolidate information: use pictures and blocks of synonyms.
6. Translate abstract nouns, verbs, adverbs and adjectives into concrete images.
7. Do not forget that 50% of success lies in the ability to set yourself up.
8. Remember that you can not load your head with any thoughts immediately after completing the study of words.
9. Use a rational system of repetitions. Save time.
10. Do not rush from a place to a gallop: start with five words a day.
11. Don't lose your notes, you will need them.
12. Use the structural method along with the classical methods of memorization, this will allow you to identify its advantages and disadvantages for yourself.
13. Remember, the function of the method is to expand the possibilities of your memory, and not to create in you a steady desire to learn a foreign language. Desire is your problem.

These and others mnemonic associations in our database. Add your associations, use others!

Modern teaching methods offer to learn a language as quickly as possible, where the main indicator of the quality of knowledge is the richness of vocabulary. Each person has his own type of thinking and memory. Some just need to look at a new word to memorize it, others have to stubbornly sit and memorize it, as once in childhood - the multiplication table.

Method of interaction of sensations

A useful method that is extremely useful to use in parallel with other memorization techniques. Its essence boils down to the fact that each foreign concept should not just be memorized, but felt, imagining that it is from the native language. This rule will allow you to communicate as freely as possible in a foreign language and “not go into your pocket for a word”, thinking about the answer for a long time. Thanks to this method, the necessary associations themselves will pop up in the head at the right time.
Example: when memorizing the English cup, you need to imagine a cup and repeat this word to yourself in a foreign language.
By the way, if the meaning itself flies out of your head, cup can be remembered as an image: a cup into which water is dripping from a tap with the sound "drip". Thus, the method of associations will help to remember the word, and the method of interaction will fix it in the subconscious.

Storytelling

This memorization method suggests composing a short story in order to better consolidate. The main rule here is not to strain too much imagining - the story may be simple and ridiculous, but vivid and memorable.

For example, almost ("almost") can be represented as follows: once upon a time there was a girl Alla, who once wanted to throw herself off the bridge, but a passer-by prevented her, grabbing her leg. So she almost succeeded in accomplishing her plan. Before you is an absurd story that will definitely not let you forget a word or its meaning. If you repeat the story several times at different times to yourself, it will be easy to remember. This method is suitable for words to which it is not possible to find a simple association.

Phonetic association method

It is known that in all languages ​​of the world there are words or their parts that coincide in sound. From the point of view of the method of phonetic associations, memorization of words with different meanings can be made convenient. To remember a word that is similar in meaning to another, it is enough to link these two meanings together. This technique will help you remember the most complex values ​​in the shortest possible time, the main thing is to repeat associations from time to time. And, of course, write down what you have learned in a special dictionary.

For example, you need to remember the English plumber (plumber, plumber). You need to imagine a plumber, and imagine it very brightly - in his blue overalls, with a yellow helmet. The word plumber, upon some consideration, may seem like a Russian "plombir". Next, you should very vividly imagine a plumber who greedily eats a melted ice cream flowing through his hands. Ready! A vivid association is chosen and will certainly not fly out of memory.

Stickers

Pasting stickers around the surrounding space will help you better immerse yourself in the language environment and get used to the language more quickly.

This is an interesting and unusual way for creative people whose family will not mind if all the items in the house are pasted over with stickers with strange inscriptions. This method is based on the pattern that most people on earth are visuals who remember visual information better.

Working with hearing

As it has recently become clear from the practice of English-Russian schools, for some reason the biggest problem for Russian-speaking students is the perception of foreign speech by ear.

One of the methods to eliminate this feature is the independent dictation of the studied text or individual words on the recorder and their subsequent listening. In this case, special attention should be paid to the correct pronunciation. If it is not clear how a word is pronounced, refer to connoisseurs and competent sources, because the distortion of one sound can change the meaning of the entire phrase.

Smart cards

The method suggests using brainstorming. First you need to take a generalized concept - for example, fruits - and list all the fruits in this language, writing them out. The more time you can spend on one such enumeration, the better these words will be deposited in your head.

All “sorted” concepts should be written out and saved in order to review in a free minute, repeating. This is a good way to translate several concepts at once into an active vocabulary.

Mobile applications

Easy way to repeat and learn words - applications for mobile phone, smartphone or tablet. An important advantage is that applications can be used at any convenient time: on the road or during a break at work.

Google Translator- a good dictionary that knows 90 languages. To work with it, you need to enter a word in a foreign language. The translator will give several translation options that you can listen to if you wish. All translated materials can be saved and synchronized with other gadgets.

Yandex translate- a handy dictionary from Yandex developers. The application allows you to translate individual words, phrases, sentences and texts online and offline. Offline mode means offline work with six languages, and using the Internet, more than 90 languages ​​will be available. Everything is free.

Memrise– will help to learn a foreign word both online and offline. The mobile application allows you to learn not only new words, but also various terms, capitals. There are free and paid versions.

Find an accomplice

Find a friend who has studied or is studying the same language and start practicing learning with him. A friend who can correct the pronunciation, the construction of phrases is almost a personal tutor.

If there are none among your friends, you can find special communities on the Internet that practice a similar method of learning a language. Even if informal meetings of those wishing to speak a foreign language do not take place in your city, the Internet will help to expand the boundaries and, for example, via Skype. Learning a language in this lively way is not only extremely rewarding, but also fun!

Habit building is the key to ensuring that precious knowledge doesn't get lost and stays in the place it was put in years ago. There are several important points that should be observed in order to learn the language in the most effective way.

mother of learning

Replenishing your vocabulary, like a piggy bank - with coins, you should not forget that if you do not practice repeating the language, words are forgotten over time. It's one thing to remember, another thing to hold in your head for a long time. For this, there are simple but mandatory rules that everyone who wants to memorize new words needs to follow: repeat them an hour later, before going to bed and the next morning, and flip through your personal dictionary at least once a month.

Regularity and focus

Practice shows that the most effective method of learning foreign languages ​​is regularity. You should not make yourself the “learn 100 in a day” setting - it’s better to gradually, every day, get acquainted with 10 new foreign concepts and memorize them reliably. You should not spray on several languages ​​at the same time, especially if you need knowledge in perfection. Constantly switching to another language is not prohibited, but remember that this will reduce the effectiveness of classes.