DIRECT STRATEGIES ONTEN Memory Strategies A Cognitive Strategies

DIRECT STRATEGIES

ONTEN Memory Strategies A Cognitive Strategies B Compensation C Strategies Summary D 1. Creating mental linkages 2. Applying images and sounds 3. Reviewing well 4. Employing action

Memory Strategies A If you think you have a poor memory, it has nothing to do with luck; it is your own fault because memory is a skill and its performance depends on application, practice, and regular training. B C D

Memory Strategies A Oxford (1990) B Applying images and sounds C Reviewing well Employing action D

Memory Strategies A • Match the memory strategies with their definitions. i Grouping a. e Associating/Elaborating b. g Placing new words into a context c. f Using imagery j Semantic mapping h Using keywords c Representing sounds in memory d Structured reviewing b Using physical response a Using mechanical techniques d. e. f. g. h. i. j. Using creative but tangible techniques, especially involving moving or changing something which is concrete Physically acting out an expression or meaningfully relating a new expression to a physical feeling Remembering new language information according to its sound Reviewing in carefully spaced intervals Relating one piece of information to another to create associations in memory Relating new language information to concepts in memory by means of meaningful visual imagery Placing a word or phrase in a meaningful sentence, conversation, or story Remembering a new word by using auditory and visual links Classifying and reclassifying language material into meaningful units Making an arrangement of words into a picture, which has a concept at the center or at the top, and related words and concepts linked with the key concept by means of lines or arrows. Task 1 B C D

Memory Strategies A l Provide at least one example of each strategy. l Put a number in the right column to indicate how often you use these strategies. 10 means most often, 1 means least often, and 0 means you have never used this strategy before. Memories Strategy Examples B How often do you use it (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) C D Task 1

Memory Strategies A l Explain why you use certain strategies more often than others. l Are there any strategies that you have never used before? If there are, would you like to try using them? Why or why not? B C D Task 1

Memory Strategies l Spend one minute reading the list, concentrating briefly for a few seconds on each word. eraser banana pencil red orange fly apple crayon sit blue eat sleep stand purple pineapple grape pink paper shout pen l Write as many words as you can remember without looking at the list. l Compare with your classmates. Who can recall more words? l Share strategies. What did you do to help you remember as many as you could? Task 2 A B C D Creating mental linkages

Memory Strategies l Stare at the letters below for 15 seconds. Then look away from the page and write them down in the correct sequence and groupings. l Check your results. Did you get all the letters in the correct sequence and groupings? Let’s try again. l How did you do this time? Compare the two lists of letters. What do you learn about memory strategies? The only difference is that the letters in the second list are grouped in a way that allows past experience to help working memory process and hold items. Task 3 A B C D Creating mental linkages

Memory Strategies l Try this test, and see how good you are at visualizing. First, read this extract from a thriller. Then, cover up the story, and answer the five questions that follow, without looking back at what you read. The questions will ask you about the details that the story doesn’t provide. You have to say how clearly you can see them in your mind. The killer moved stealthily towards the bed where his victim lay asleep. Was it always so easy to kill somebody? The dagger rose and fell, glinting in the moonlight. On the bed, a sudden movement, and a slow red patch spreading on the sheet. Very clear Hazy Very unclear □ □ □ Which side of the bed was the killer standing on? □ are, and□the easier □ you’ll find it l The higher your score, the more of a visual thinker you □ □ □ to. What color hair did the victim have? use memory techniques to learn vocabulary. Where was the window relative to the bed? □ □ □ Where was the victim stabbed? □ □ □ A B C What was the killer wearing? Task 4 D Applying images and sounds

Memory Strategies l Make three vocabulary cards, Card A, Card B, and Card C. On each card, write 10 words you have learned recently. Try to choose words of similar familiarity and difficulty. Then put them away but remember to review the 10 words on Card A within 24 hours, Card B in a week, and Card C in a month. When you have completed this experiment, form pairs and discuss the following questions. A B 1) How many words do you still remember? 2) What does this experiment tell you about structured reviewing? 3) Why have you remembered certain words but forgotten others? card review time (please specify) number of words still remembered A _______________ out of 10 B _______________ out of 10 C _______________ out of 10 Task 5 C D Reviewing well

Memory Strategies A Using physical response or sensation l Work in groups. One student acts out one word from the list and the other members guess. Take turns. B C D Task 6 Employing action

Memory Strategies A Using mechanical techniques Use as many senses as you can, because the use of more senses than sight and thinking helps you store the information in a variety of additional sections in your brain. l Make 10 to 15 cards to help you remember newly learned English words. B C D Task 7 Employing action

Memory Strategies A l Apply the following strategies to help you get the most benefit. l Compare this method with the ones you habitually use. What advantages do you think flashcards have? Do you find using flashcards useful for you? (1) Use both sides of a card when appropriate. (2) Use flashcards in several different colors. (3) Illustrate the cards. (4) Don't put too much information on any one card. (5) Carry your cards with you. (6) Change the order of the cards frequently. (7) Look at and read your cards. (8) Speak out loud. (9) Listen to yourself while speaking out loud. (10) Touch the words, definitions, examples, and translation on the cards. (11) Walk or pace the floor as you review. (12) Move the cards from one pile to another depending on how well you know them. Task 7 B C D Employing action

ONTEN Memory Strategies Cognitive Strategies A B Compensation C Strategies Summary D 1. Practicing 2. Receiving and sending messages 3. Analyzing and reasoning 4. Creating structure for input and output

Cognitive Strategies A The four sets of cognitive strategies B Receiving & sending messages Analyzing and reasoning Creating structure for input & output. C D

Cognitive Strategies Learning any language takes lots of A practice! This set contains five strategies: 1. repeating, 2. formally practicing with sounds and writing systems, 3. recognizing and using formulas and patterns, 4. recombining, 5. practicing naturalistically. B l Xiao Ming describes how he learns English. Can you identify the practice strategies that he uses? Tick the box before the strategy he mentions and write the number of times he mentions that strategy after it. C D Task 8 Practicing

Cognitive Strategies A B C D Task 8 Practicing

Cognitive Strategies Repeating 2 (“read the words several times”, “read some passages more than once”) Formally practicing with sounds and writing systems 2 (“using flash cards”; “write the words I have read until I feel sure about how to spell them”. ) Recognizing and using formulas and patterns 1 (“notice that some words are always used together so I treat them as a whole rather than several separate words. ”) Recombining 1 (“make up funny stories using the words I have learned. ”) Practicing naturalistically 2 (“communicate with other speakers”, “chat online with friends in English”. ) Work in pairs and describe for your partner what you do every day in order to learn English better. Task 8 A B C D Practicing

Cognitive Strategies A l Hold a conversation in English on any topic with a classmate for five minutes. When you finish, list all the strategies that you have used to understand what was said as well as strategies used to make yourself understood. Conversation topic: _________ Conversation partner: _________ Time: _________ Place: _________ Strategies used to understand what was said (1) (2) (3) (4) (5) Strategies used to make myself understood (1) (2) (3) (4) (5) Task 9 B C D Receiving and sending messages

Cognitive Strategies A l How well can you spot patterns in a language you don’t know? Take the test to find out! It is a language some people have made up to illustrate some points about grammar. Read the sentences carefully, and try to work out which bits mean what. ek kum chuchu ek namas chuchu nek kum niva chuchu ek moris ek flup trakibas ek tichi moris ek bast trakibas nek niva bast moris nek niva flup trakibas ek bast trakibas akid ek stop chuchu nek stop niva chuchu The train is coming The train is very big The train isn’t coming It’s a train It’s a car There isn’t any room in the bus The car is very small The bus has broken down The car hasn’t broken down There’s lots of room in the bus Has the bus broken down? The train has stopped The train hasn’t stopped • Ordinary sentences begin with ek. • What the sentence is about (the subject) usually comes at the end of the sentence. • Questions are formed by adding akid to the end of an ordinary sentence. • Negative sentences always contain nek and niva. • Bast, flup, tichi and namas always come after niva. • Stop and kum always come between nek and niva. Task 10 B C D Analyzing and reasoning

Cognitive Strategies A l Translate the following sentences into this made-up language. (1) It’s a bus (2) The bus is very small (3) The train is full (4) The car has broken down (5) Is the train coming? (6) Isn’t the bus full? (7) The car is very big (8) Has the car stopped? (9) Isn’t the car coming? (10) Is the bus full? (1) ek trakibas (2) ek tichi trakibas (3) ek flup chuchu (4) ek bast moris (5) ek kum chuchu akid (6) nek niva flup trakibas akid (7) ek namas moris (8) ek stop moris akid (9) nek kum niva moris akid (10) ek flup trakibas akid Task 10 B C D Analyzing and reasoning

Cognitive Strategies A l Make up five other sentences with the words you know. (1) (2) (3) (4) (5) B C D Task 10 Analyzing and reasoning

Cognitive Strategies A l Below are statements about taking notes. Do you agree? Why or why not? (1) Developing note-taking skills can begin at very early stages of learning. (2) The focus of taking notes should be on understanding. (3) The focus of taking notes should be on writing. (4) You can only use English when you take notes. (5) You can allow a mixture of English and Chinese when you take notes. (6) Notes should be taken word for word. (7) We should take notes on only the key points. B C D Task 11 Creating structure for input and output

ONTEN Memory Strategies A Cognitive Strategies B Compensation C Strategies Summary D 1. Guessing intelligently 2. Overcoming limitations in speaking and writing

Compensation Strategies Compensation strategies are intended to make up for an inadequate repertoire of grammar and especially, of vocabulary. Bob quickly entered the didot and cleaned the various misturaes he had been using to repair the wuipit. He had often thought that this job was extremely yullning. However, he had to admit that this time things seemed to be a bit easier. When he finished, he put on his redick and went back to the study to relax. He took out his favorite pipe and settled into the beautiful new pogtry. What a fantastic schnappy he had made when he had bought the pogtry. Only 300 yagmas! word guessed meaning 1. Didot 2. Misturaes 3. Wuipit 4. Yullning 5. Redick 6. Pogtry 7. Schnappy 8. Yagmas Task 12 clue(s) that helped you guess A B C D Guessing intelligently

Compensation Strategies l Follow the directions and observe your classmates talk in English and notice the strategies they use. 1. Choose two classmates to observe and put their names in the space provided. 2. Tick the compensation strategies they use as they speak. 3. Note down the strategies that they used but which are not listed below. 4. Indicate which strategies are used most often and least often. 5. Interview one or both classmates to find out more about their use of compensation strategies. Some questions are given below to get you started. a. Were you aware of the compensation strategies you used? b. Why did you use them? c. How did you feel when you used them? A B C D Task 13 Overcoming limitations in speaking and writing

Compensation Strategies A Compensation strategies 1. Asking for help 2. Using a word that means the same thing 3. Avoiding specific expressions 4. Using gestures 5. Switching to Chinese 6. Making up a word (coining words) 7. Avoiding certain topics 8. Using description 9. Avoiding specific expressions 10. Choosing a familiar topic 11. Abandoning communication in mid-utterance 12. Omitting certain items of information 13. ____________________ 14. ____________________ 15. ____________________ Task 13 Classmate A Classmate B Overcoming limitations in speaking and writing B C D

ONTEN Memory Strategies A Cognitive Strategies B Compensation C Strategies Summary D What strategies have we learned in this unit? What are the details? What do you think of them? Will you use them in your future English study? If you will, how?

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