How to memorize English words Many students say that English learning is a very difficult bone to gnaw, and the most difficult joint is to memorize words, how to memorize English words? Everyone will say, memorize. How to memorize? Look at the words and spend time memorizing. I have found that many students are indeed determined to memorize without fear of hard work! But in many cases, the effect is not very obvious, and they soon forget and do not use them practically. It takes effort to do everything, and this is especially true for learning English words. In fact, learning English is a process of memorizing, practicing and using words over and over again. How to effectively memorize words, I have been confused, but also used some methods, in the teaching process, slowly summarized the following points: 1, to sound, shape, meaning put together to remember, rather than separate, to read aloud. When you memorize words, you need to have sound, so that you can hear yourself. Some people memorize silently, the effect is not as obvious as out loud. Crazy English has a significant feature is to read, to read loud, read fast, read crazy, so that people are excited, the cerebral cortex is in an active state, easier to memorize. This method is indeed useful, try it. 2、Words should be memorized in sentences and articles. A single word is a dull and boring Chinese explanation, which is hard to memorize. For example, the word right, it can be used as a noun to explain the power, right, as an adjective meaning right, as well as adverbs meaning properly, on the right, and the phrase on the (one`s) right in ...... the right, all right this short word and have a lot of solutions, right away right away, and the compound adjective right-right. , and the compound adjective right-handed with the right hand (as opposed to left-handed), rightly indeed, etc. ...... There is more overall content to be expressed in the text. Also, by reading a lot, you can keep reusing the words you have learned. In this way, the memorized words will not be forgotten and the learning results will be consolidated. Moreover, reading in English can enrich our knowledge, understand western culture, broaden our horizons and cultivate our interests. In addition, memorizing words can be categorized, for example, "to obtain", we can have get, attain, reach, achi eve. You can memorize from the affixes, some verbs add certain suffixes to become nouns, which adjectives ending in t change t to ce to become nouns, which adjectives add ly to become adverbs, and which adjectives end in t to become adverbs, and which adjectives end in t to become adverbs. become adverbs, and which ones ending in ly remain adjectives, etc . Language materials contain language units at different levels. Words, sentences and paragraphs should be the most important units in all levels. Different levels of language units have different memorization characteristics. This section will analyze the memory of these three levels as necessary. I. Memorization of Vocabulary Words are a unit of language, the smallest unit that can be used individually to form a sentence or a discourse. Learning any language requires the mastery of a large vocabulary. Vocabulary memorization is undoubtedly a very important aspect in learning a foreign language. However, in the practice of foreign language teaching and learning, many learners who simply memorize lists of vocabulary often get half the result with twice the effort, and seldom succeed in learning. As a result, there have been different opinions on whether to organize vocabulary teaching and how to learn vocabulary in foreign language teaching. Now it seems that the idea of emphasizing the memorization of words and thinking that a language can be mastered simply by remembering some words is of course wrong, while the idea of emphasizing the learning of sentences as the basic unit and neglecting the mastery of vocabulary is equally wrong. It is also wrong to neglect vocabulary mastery, because it is not easy for the former to memorize words in isolation, and it is difficult to use them in speech even if they are memorized; while the latter can certainly master words in sentence learning, but they do not have a deep understanding of the words and do not have a firm memory of them, and the use of speech actually requires that the empty spaces in the frame of a substitution be filled up quickly with words. Not only that, but a word can be a sentence in many cases. A simple answer in a conversation is also often a word. The importance of word memorization for language acquisition is indisputable. It is necessary to emphasize the memorization of language materials at all levels, and to focus on the teaching of sentences as well as words. Therefore, it is necessary to pay much attention to the memorization of vocabulary in learning a foreign language. The principles and methods of effective vocabulary memorization should be understood in order to make the teaching and learning of a foreign language twice as effective as possible, not the other way around. As mentioned earlier, there are two forms of memory recovery: recollection and reproduction. For memorizing vocabulary, it is very important to pay attention to the characteristics of these two forms of recovery. Every foreign language learner has memorized a lot of foreign words in various ways. These memorized words are usually used to understand the foreign language material. Of course, what is meant by memorization here is, first of all, a correct understanding of the words remembered. As far as expression is concerned, as far as use in speech is concerned, it is often only a very small part of the words memorized. This is where the different degrees of mastery we mentioned earlier come in. Comprehending mastery always precedes the reusing and using mastery of the language material. Appreciative mastery is marked by comprehension, which requires only the ability to recognize the memorized material, i.e., to recognize the original stimulus when it is re-presented, whereas repetitive and active mastery is marked by expression and use, which requires the ability to reproduce the memorized material, i.e., to recall the original stimulus when it is not present. Although these are two stages of a complete language mastery process, since people's conditions and requirements for learning a foreign language are not exactly the same, the levels of the different stages can also be the respective learning purposes of different learners. Different purposes can also take different methods. Therefore, when we talk about vocabulary memorization, we might as well analyze the two aspects of re-cognition and reproduction. (i) Recognition as the main focus In the teaching and learning activities that focus on recognition, the first thing that should be done is to help the students understand the meaning of the words. Learners should know that the presence of a small number of vocabulary words in a piece of material sometimes does not hinder their understanding of the material. On the contrary, they may be able to guess the meaning of individual words after they have understood the whole piece of material. Learners must also be aware that it is not possible or necessary for them to memorize all the meanings of any one word at once, but only the general meanings of words. It is always necessary to familiarize themselves with the many meanings and uses of a word through repeated exposure in a variety of contexts. Different types of words are memorized differently. Generally speaking, the more concrete real words, with definite images, are the easiest to memorize. Imaginary words, though more complex in use, are limited in number and appear frequently, so they are not difficult to grasp. The problem is with words that do not easily form images, i.e. nouns, verbs, adjectives and adverbs with abstract concepts. These words have enough content to be necessary for correct understanding of the material, but some are too abstract and occur too infrequently to be memorized. It is on these words that the greatest problems in vocabulary memorization center. Secondly, form may be more important than meaning in the memorization of vocabulary. We rely on the form of a word to lead us to the meaning of the word, because we always see or hear a particular "form" first, and then try to memorize the meaning of that form. Therefore, in comprehension-oriented teaching, form should be the main gateway to meaning. The opposite is true for production, where meaning leads to the appropriate form in a given context. Research on memory shows that words are stored and memorized in networks of associations. These associations can be of many types and are connected to many channels. For example, the words in our internal vocabulary are interconnected with each other not only in terms of meaning, form, and phonology, but also visually-we associate similar shapes in the mind's eye view-and with other parts of the context in which they are learned and experienced. Connections. Understanding the meaning of words becomes a task of understanding the associations with other words. Thus, to teach words effectively, it is necessary to present the words to be taught within a network of associations. Research has also shown that mental activity has a powerful effect on memory, and that "cognitive depth" is strongly linked to retention. This means that the more actively one solves problems, the more information is stored. Therefore, it is helpful to organize various forms of vocabulary practice. In addition to this, learners should be encouraged to use appropriate mnemonic methods to help them memorize vocabulary in order to reinforce what they have already learned. This is the oldest and most familiar method of memorization and is based on the fact that people operate on "cognitive schemas". "Cognitive schemas are familiar sequences of visual images that are easy to reproduce. These images (locations) can usually be in a passageway that is easy to travel, but they can also be objects in a familiar room, events in a famous story, or any other such familiar sequence. To memorize a word, form a visual image of it and place it in a position in an imaginary picture. When this whole picture is recalled, the words are recovered effortlessly. For example, a group of words that represent the organs of the body, what are the organs of the face, what are the organs of the chest and abdomen, combined with the location of the various organs to memorize, it is obvious that the effect will be much better than remembering a list of words. For example, Tom is an active actor, who acts in social activities actively. An experiment is valid only insofar as the experimenter learners can't just read and memorize the word list, but must also combine the sentence or discourse in context to understand and memorize. The learner must also understand and memorize the words in the context of the sentence or discourse. Information must be reinforced many times before it can be retained in memory. Reinforcement is not mechanical repetition. A lot of reading can help to recognize learned vocabulary in context; various forms of practice also have the function of consolidating vocabulary. I remember that in the early fifties, we introduced a "cyclic memorization method". At that time, the method was to recite word lists at regular intervals. Considering the law of forgetting and arranging the time for repeated memorization is not without significance, but after all, it is difficult to improve the effect of memorization by simply reciting word lists. The failure of the cyclic memorization method does not lie in the necessity of "multiple reinforcement", but in the inadequacy of the reinforcement method. Every word has its shape, sound, meaning and certain changes, including structural changes, phonetic changes and semantic changes. Hearing the pronunciation of a word without seeing the form of the word, or even without knowing the meaning of the word, does not lead to understanding to the extent of cognition. The mastery of words always requires the concerted efforts of the visual, auditory and kinesthetic senses. Many useful teaching methods have been created for this purpose, and there have been many debates. Most of the arguments seem to focus on the sequence of visual and auditory. Practice has shown that the two approaches are not incompatible, and that the results are not too dissimilar. Each method has produced outstanding foreign language learners. The problem is that different learning methods must be adopted according to different learning conditions and objectives. Thanks to the rapid development of contemporary science and technology, advanced technologies such as audio and video recording have been introduced into the field of teaching and learning, making it possible to create the necessary learning conditions to assist learning. The shape, sound and meaning of words can be presented at the same time, and multi-channel input can be organized, so that learners can quickly establish connections and accurately grasp all aspects of words, which is conducive to understanding and retention. (ii) Reproduction-based In expression-based teaching activities, it is more important for learners to use the newly stored language material as quickly and effortlessly as possible, rather than waiting to master all the vocabulary accurately (or to master the grammar perfectly). Even if their expressions are not yet standardized, they should actively participate in conversations at some level of fluency to gain more opportunities to use the language. It has been argued that learners should be encouraged to use a 'pidgin' foreign language in the early stages of learning. The idea is that learners should be brave enough to speak and not be afraid of making mistakes. Mistakes are inevitable when using a language during the learning period. If you are afraid of making mistakes, you will be afraid to speak, and if you are afraid to speak, you will lose the opportunity to practice, and you will not be able to master the language material positively. In order to avoid mistakes, efforts should be made in terms of the language materials provided and the learning method. For example, in the early stages, use more real words, more concrete nouns, more nouns and verbs with no morphological changes, and so on. The storage of information does not guarantee recovery, and it is important to consider ways to increase the likelihood of effective use of recovery cues. Firstly, there is a need to focus on lexical approaches, since expression must find the meaning that is appropriate to a given situation. Thus, the most effective associative backbone required for expression is linked to words and their meanings. The following are a few ways to focus vocabulary by meaning. 1. Contextual Sequence A contextual sequence is a cohesive chain of lexical relations in a discourse, a group of words that are associated because of the subject matter of the discourse, its purpose, or its structure; it is a number of words that are related to a particular situation. For example, a conversation about a department store is likely to contain words like prise, floor, sales, charge, clothes, etc. Semantic Sequences Semantic sequences contain words linked by various inferential relations. Like contextual sequences, semantic sequences group related words together to make these inferential associations more obvious. Words can be categorized as synonyms, (sofa, couch sofa bench), antonyms (wide wide, narrow narrow), homographs (oak, elm oak, elm), superordinates (wolf, animal wolf, animal), subordinates (fruit, pear fruit, pear), and so on. All these categories can be further subdivided by synonyms. For example, there are formal and informal synonyms (child, child in slang), positive and negative synonyms (thrifty, stingy), and core and intensive words (mad, furious). Another type of semantic sequence is the stimulus-response dyad, e.g. accident, car, baby, mother. There seems to be a great deal of consistency in people's responses to certain stimulus words, and this feature should be exploited to organize the material to help learners form more effective associations. 3. Metaphorical Sequences The metaphor of understanding something often abstract or mysterious in the light of something more concrete or familiar can exert a powerful influence on the way we think and act. For example, the argument is a metaphor for war. 4. collocation Some words in the language are customarily required to collocate with words, and cannot be used indiscriminately. In English, for example, heavy rain (大雨), heavy and rain collocation, do not use big and rain collocation; convenient time (合适的时间), but can not use convenientperson (合适的人). Each word has a certain range of collocations which limit the meaning and usage of the word. Generally speaking, there are two important characteristics of collocation. One is that the meaning of a word is very much related to the words with which it has *** associations. These associations not only help learners to memorize, they also help to determine the semantic range of the word and can help learners to infer meaning from context. Secondly, collocations enable people to know what kind of word they are expecting to find. People are always able to anticipate what information is to follow from the previous word and can often guess the meaning of a familiar collocation from the first part of hearing it. This is another indication of comprehension of chunks. Generally speaking, since these fixed collocations can be memorized as a whole, they not only help to memorize vocabulary, but also make it easier to express and use them in speech. From the viewpoint of chunking, it can be argued that the linguistic materials stored in people's memory are not only individual morphemes and words, but often prefabricated chunks, that is, a kind of prefabricated speech. Prefabricated speech facilitates more effective recovery and helps speakers to focus on larger structures in the discourse rather than narrowly focusing on individual words. Prefabricated speech includes: (1) Fixed phrases whose meaning often cannot be analyzed by the normal rules of grammar. Such phrases can often be replaced by words. Idioms (e.g., kick the bucket dead), euphemisms (e.g., powder room), slang (e.g., better half wife), compound verbs (e.g., put up) and so on belong to it. (2) Phraseological Frames Quite fixed phrases contain certain transformations that can be localized, most of which do not have a standardized form (a year ago a year ago, down with theking down with the emperor): greetings (how do you do hello); respectively (see you later); exclamations (you can′t be serious! You can′t be serious!) Insult (you creep useless guy). (3) Indicative idiom This idiom consists of adverbs or sentences and is the basic means of regulation. Its purpose is to express attitude, expectation, concession, challenge, protection, support, retreat (as far as I know, don′t you think you don′t think, if I were you if I were you, for that matte in this regard, frankly, I mean to say honestly, I mean to say) and so on. It can also be used to regulate social actions (hey, wait a minute hey, wait a minute, nowlook now you see, see here see here, shut up shut up, and then what and then what). (4) Quotations Complete discourses of varying lengths and with few variations, often used directly as idiomatic chunks, such as mnemonic sequences (numbers, alphabet, Sundays), mottos (Thepublic seldom forgives twice), proverbs (A rolling stonegathers no moss) and all those groupings of blocks that are considered valid for storage as units. Some of these are general units that everyone can use in verbal communication, while others relate to personal unique styles and preferences. Subliminal Word Memorization (Mixed Readings) What exactly is the difficulty in memorizing English words? Is it our poor memory? No, it's not. Scientific data shows that the human brain can accommodate dozens of foreign languages. So why do most people find it so difficult to memorize thousands of words? Research has shown that this is an adverse psychological effect, somewhat like anorexia, because most people force their attention during foreign language learning, resulting in subconscious aversion, which paralyzes both attention and memory. This is a common practice that makes the process of learning a foreign language a process of confidence and endurance. Every learner proves over and over again that his or her memory is not working. So is there a shortcut to memorizing English words? ------ Science and Technology Daily reported: Psychologists have found that things seen in the subconscious mind have a long-lasting effect on the brain. As a result, scientists believe that the human brain subconsciously receives all kinds of useful information without special attention. The U.S. "Nature" magazine reported, working in the United States Boston University, Japanese scientists Watanabe and his colleagues in the study found that subconscious training helps to improve people's ability to look at the moving point. When something that is not particularly noticeable is constantly in front of the eyes, it makes a deep impression on the brain. Japanese scientist Nakayama, who studies visual function at Harvard University, explains the discovery by saying that we can't be fully absorbed in everything around us, but when things keep passing in front of us, the brain unconsciously registers their characteristics, making learning effortless but effective. Watanabe also believes that there are constantly occurring but significant information in the surrounding environment, and that this subconscious learning helps people to combine this information and store it in their memories. In addition, "three feet of ice is not cold in a day", English learning is about accumulation, thick and thin. We must pay attention to, from the usual class listening, pre-study before class, review after class, the text must be read well, because it will develop our sense of language, I should say, this is another key point of learning English learning, I think we must pay attention to! That is to say, English learning should not only have a good method, but also have good habits, and only in this way, plus perseverance, you will be able to learn well! To summarize and summarize, we need to pay more attention when we study. Each student should have a set of appropriate English learning methods, this method is our own thinking in the process of English learning, figuring out, or to others to learn from, rather than from the sky down.