When we learn a new language it is necessary that we enter our information in the stable memory, and not in that "work".
Regression
I believe that having information that is usually given to teachers is necessary in our work as students to learn to learn. And that is why today I dwell on a topic that I like but that some of you may find boring: the memory.
Why don't I remember what I studied?
Often the information that I think I am collecting is stored in the working memory, very limited in time and when I say limited I am serious, I mean a couple of seconds.
If I have to commit to learning a new language, I have to find meaningful strategies. In short, the information must be usable even after a couple of seconds.
A useful recommendation is to organize the information in chunks, that is, fragments that are significant to me. They must become from unity of words "unity of meaning".
This in the hope that from the "working memory”Fall headlong into short-term memory, still a surface texture. Short-term memory, as the word itself says, is short-lived and accommodates information based on what it already has.
This trat may present contraindications especially for pronunciation: in short, if we have to pronounce the English word "bin ", we remember it with the Italian pronunciation of our "i".
In my opinion, however, already having this information in itself is a step forward.
In fact, we are aware of the interference and the problems that can arise from it: once we know where problems could arise, we can intervene to prevent them.
From the point of view of a teacher (who I have been and still am) the memory trace presents a problem. This must be addressed not only for the case of the single word. When learning a new language you have to set up a new language system.
It would be good to do this job in a workmanlike manner right away: in short, prevention is better than cure.
In any case, both the teacher and the student must aim at long-term memory, the third level, which is divided into encyclopedic memory (the world) and semantic memory (connected with the language as you can guess from the terminology used.
Semantic memory interprets and stores language.
The tricks to remember come to us from Ancient Greece: the famous philosopher Aristotle argued that one remembers by associations.
A hint of philosophy… here… - I confess - I stuck it in this post because this branch of studies was my first love. I must say here that besides Aristotle my grandmother also maintained the same: "associate and remember!" (I'll spare you the examples, even if they are funny).
In short, according to Aristotle and my grandmother, she remembers by association and contrast and I agree. At least it's a technique I use a lot.
Language teaching says something more specific though. Associations are good if there is an active effort on the part of the student to remember.
In a nutshell, we have to work hard to memorize.
It didn't take language teaching to tell us.
This discipline, however, specifies how we must strive: learning must be a project, that is, we must want to remember.
So it takes a reflection on what we learn.
The less we parrots, the greater the reflection and the greater the change.
The lexicon goes into semantic memory but we don't learn a list of words without context. To remind us, words must be seen in context, which can be of various types: situational, the terms related to food are memorized within the context of the meal, that is, within a specific situation, then there is the cultural context.
And on this concept I have to spend a few words. You surely know that the tomato is a fruit and not a vegetable. Well, I learned it in old age, because the Italian cultural context considers it a vegetable.
And since I discovered that it is a type of fruit, I gladly accept pineapple pizza. Let us remember, says the Californian scholar Krashen, if there is not an "affective filter" to prevent us.
In a nutshell, let us remember if we are not in an unpleasant situation. Also a challenging situation that prevents us from remembering.
Anxiety and fear cause us to release steroids due to a glandular struggle that slows activity in the neo-frontal area of the brain.
In short, when there is stress we do not learn: so if we see that the atmosphere in class is unwelcoming, perhaps it would be convenient and more fruitful to change course.
When we acquire new information we have to accommodate them in an already existing network and this costs effort: on a biological level, a real redesign of the synapses takes place. To this we cannot add also a struggle between glands that frustrates all our work.
To learn it takes effort and effort and therefore we need strategies that help us on our path.
First of all, there is the model egodynamic, the name really says it all. Each person has a project of himself and, if learning a language is part of this life planning, everything should be easier.
There is, however, another point to consider: the results. If the initial results are disappointing and the costs to be paid are too high, then the life plan is a mustache! In other words, the egodynamic model is in trouble. What should we do in this case, never aim too high: one step at a time leads us to the goal.
Those who have studied marketing may be familiar with the tripolar model.
There are three causes that govern human action, or rather that can play with the levels of motivation.
Let's start from duty.
Pain causes information to remain in the medium-term memory. It causes an affective filter, that is, things are not done with pleasure but with stress.
If duty turns into a sense of duty, one is motivated and acquired. The second factor in the tripolar model is need, linked to the left hemisphere of the brain. Then to the rational and analytical part. The need is certainly motivating and you learn when it becomes the main thrust of our actions, but the needs change and therefore also the motivations.
The main factor is pleasure!
We learn languages when we like to study them even for reasons that we may find futile "there and then", like a teacher who builds lessons in a fun way.
Furthermore, the activities must be pleasant to finish, meaning neither too difficult nor too easy, but at the right level of difficulty. In fact, when a task is too difficult it fails and the sorrow causes a steep drop in motivation.
This is not to say that one should not go wrong, but the error must be presented not as a divine punishment but as part of the process of learning.
The error has to be studied so you understand where you can improve. In addition, the pleasure is also given by the variety. In short, those classes where the same things are done every day, the same types of exercises are super boring and certainly do not create motivation.
Then it takes a little movement, a captivating unexpected, not the flatness that certain courses give.
The challenge is a point in itself. It takes a little while, especially if it's against yourself. And in this case it is better to prepare exercises that the student can correct himself such as the cloze (sentences or texts with missing words usually).
Or the interlocking exercises so that there is no confrontation with the teacher who may not always be nice. There is also the pleasure of systematization, understand how things work on a linguistic level and arrange them in our mental departments. It works a lot with me: it's the same pleasure I feel in arranging drawers when I have all the nice things to order.
In any case, already with Krashen's thought, it is clear to us that emotions play a fundamental role in the moment of learning. Therefore, we must not neglect them.
As a parent I would try to understand how my son found himself at school, if he likes the teacher or not and if it creates a peaceful atmosphere for the class. Schuman, another language teaching, says that we value and appreciate at the same time and this process should not be underestimated.
Is called appraisal in English.
After theappraisal, we select what we want and we allocate pleasure and therefore motivation to our study.
As for children, psychological safety must never be forgotten. If children do not feel safe (on the other hand like adults) they do not learn.
Well, I'm done for today too.
I hope you find my posts interesting and above all useful.
Whether you are a parent or a grandparent or are in the process of or in the midst of language learning.
Article written by Barbara Gabrielli Renzi, writer, painter, teacher and therapist specialized in Cognitive Behavioral Therapy.
Author for the Blog of Women who Emigrate Abroad.
If you want to read more of his articles, this is it his page.
