Deliberate Language Learning and Phrases

A word in your first language that sounds similar to the foreign word you are learning, or the start of that word.

The process of using a keyword to learn a new word in another language involving four steps.

The first step in the keyword technique, it involves finding the new L2 word you want to learn.

The second step in the keyword technique, it involves choosing a keyword in your native language that sounds similar to the L2 word.

The third step in the keyword technique, it involves creating an image that connects the keyword to the L2 word's meaning.

The fourth and final step in the keyword technique, it involves linking the new L2 word to the image and its meaning.

It's a method to learn the meaning of a word in another language by connecting it to a related word in your own language.

It's a method to learn the pronunciation of a word in another language by connecting it to a related word in your own language.

Practicing a difficult sound in common words, phrases, and short sentences. Avoid tongue twisters as they are challenging even for native speakers.

A computer-based audio editor that allows you to slow down speech, promoting better pronunciation practice.

The principle that emphasizes four essential aspects of learning: input, output, deliberate learning, and fluency development.

Learning grammar by encountering grammatical constructions repeatedly in reading and listening, without conscious effort.

Learning grammar by actively using the language through speaking and writing.

The process of actively studying grammatical rules, analyzing constructions, and correcting errors.

Learning grammatical structures by observing how words are used together in phrases.

The ability to communicate fluently and spontaneously in a language.

A method of reading a text multiple times, focusing on different aspects each time. This helps learners gain a deeper understanding of the language and its use.

Words that are commonly used together in a specific language, like "look forward to" or "take advantage of".

Words that are essential for grammar and structure, such as prepositions, articles, and conjunctions.

A reading activity where learners read a short text, try to memorize a few words, and then write them down without looking back.

This activity aims to improve memory for phrases and handwriting skills by requiring learners to remember and write down sections of text.

Focusing on the meaning of a text and understanding its content words.

Paying attention to how language is used to convey messages, focusing on grammar, vocabulary, and sentence structure.

Practicing writing in a language that uses a different writing system from your first language.

Noticing gaps in our knowledge while speaking or writing can lead to better attention to those gaps during listening and reading, ultimately improving learning.

Trying out new phrases and constructions to see how they work, drawing on patterns from your native language. It might lead to errors but is crucial for learning.

Concentrated study of grammar rules, memorizing phrases and sentences. It should represent a small portion of your language learning time.

Using tools like substitution tables, getting feedback on your speech and writing, and doing dictation exercises.

Learning grammar incidentally through fluency development exercises. These exercises help you practice speaking and writing more fluidly and naturally.

Meaning-focused input, meaning-focused output, language-focused learning, and fluency development. This principle applies to all aspects of language learning, including vocabulary.

Activities that prioritize understanding and producing messages, like conversations, presentations, and writing tasks. These activities should be challenging but manageable.

This is the level of difficulty that best suits your current language skills, allowing you to learn effectively without being overwhelmed.

Learning words that are closely related, like synonyms, antonyms, or words from the same category (days of the week, colors), can make learning more difficult, potentially requiring double the repetitions compared to learning unrelated words.

Items that are similar in shape, such as apple and orange, are more likely to cause confusion during learning than items that are different in shape, like banana and orange.

Learning words that are related in a story-like way (e.g., frog, pond, green, slimy, hop, croak) is easier and involves less interference than learning random or unrelated words.

Words with similar beginnings or endings are more likely to be confused during learning. For example, 'Tuesday' and 'Thursday' are more easily mixed up than 'Tuesday' and 'Sunday'.

To reduce interference, it's best to learn similar or potentially interfering items at separate times rather than together.

A learning activity that involves listening to a short spoken text multiple times while trying to write it down.

Reading a text slowly and carefully, focusing on language features and using a dictionary to understand unfamiliar words.

Deliberate learning strategies, like transcription or intensive reading, can significantly improve language skills by enhancing listening and comprehension.

The more you use a word, the stronger the connection between its form and meaning. Repeated exposure helps you remember the word better, unlike simply seeing the word and definition together.

Start with small sets of cards (around 15-20 words) and gradually increase the size as you progress. This helps you focus on a manageable number of words and ensure effective learning.

Spacing out repetitions over time is better than cramming. This method allows for deeper processing and creates longer-lasting memories. Example: Review words a few minutes after studying, then an hour later, the next day, a week later, and so on.

For challenging words, utilize techniques like the keyword method, which involves creating associations and connections with existing knowledge. Think about the word in different scenarios to build deeper understanding.

Avoid studying similar-looking or meaning words together. This can create confusion and hinder your learning. Example: Don't study all the days of the week at once.

Change the order of words within your flashcards to prevent relying on the order to remember. This forces you to remember the individual words.

Saying words out loud helps encode them into long-term memory. The act of speaking activates different areas of the brain involved in language processing and retrieval.

Writing phrases or sentences containing the words on the card can deepen your understanding of their usage and meaning. This method is particularly helpful for verbs.