When you learn a new word do you

Honestly, I just look up the definition real quick, maybe mumble the word to myself like a crazy hobo, and then just keep pushing ahead. Seems like I need to encounter a new word somewhere between 5~10 times for it to really stick, more if I’m in the first 150 hours of a new language. Doesn’t mean I can use the word comfortably in a sentence then, just means if I encounter it again while reading, I won’t need to look it up, though I may need to stop and think for a quick second for the next dozen encounters. (Once you know the building blocks, things stick a lot easier). I’m pretty early into Russian right now, and I’ve been using readlang to keep lookups fast. It tracks your stats, and I probably average 300 lookups an hour as I plug along.

Also, some people might claim that you don’t encounter infrequent words often enough to learn them this way… I call bull on that. I started German about 2 years ago, and while I still have a lot to improve on (especially with active production) my reading is very comfortable, even with relatively complex texts. I still encounter new words of course, but I’ve noticed I’ve learned words still after 5~10 encounters, even if it’s just once every 3rd book. It all still sticks eventually, easier than ever in fact if I’m only seeing one new word per page. The less new stuff you see, the easier your brain latches on and retains the new stuff in front of you I guess. For reading, I’d say 10,000 pages seems to be a good number to expect relative fluency by, depending on the language.

This method also works even if you’re seeing a ton of new stuff per page. I started my first Russian book after maybe 10 hours with the language… I was using readlang to look up every other word (maybe more) but I’m about 500 pages in now, and without doing anything else than that, my reading comprehension has jumped up quite a bit. I see whole sentences here and there now that I understand right away, and there’s a lot of words I’m recognizing… cool to see it all come together. I don’t know that I’d recommend anyone learn this way since it can be kind of frustrating if you don’t enjoy the process, but… it does work, for whatever that’s worth.

As far as some things being harder and some things being easier… verbs are the hardest for me, I’m not sure why. I tend to need to encounter them maybe twice as many times for it to stick, and even then it takes quite a while for the full nuance to really sink in.

Also, words stick easier in languages without a lot of declension and conjugation. If a word is in dictionary form every time you see it (洞窟, die Höhle) it’s going to stick much easier than if it changes depending on plurality, case, etc (пещера, urvas). So… if you’re learning Russian, be ready for it to take longer to recognize words reliably, that’s just how it’s going to be. Maybe that’s part of why verbs are harder? If I ever get back to mandarin and go past A1 this time, I guess I’ll find that out.

I don’t know that I like saying when I’ve ‘learned’ a word either, it really is a spectrum. First it’s brand new, then you recognize it but can’t remember what it means, then it’s full meaning starts to set in, then it’s color (‘moist’ is a kind of gross, vaguely sexual word in English, when compared to ‘wet’, but you’d have to see that word many, many times in many contexts to start to get the flavor of the word). Somewhere in there you’ll start being able to recall the word in specific circumstances, eventually the word will come to mind without you looking for it even, it’ll just come straight to the surface when needed. Even farther, it’ll start fitting in naturally to rhyming schemes, puns… it won’t just be part of your knowledge base, it’ll be part of the playground you have full command over. If that farthest reach of comfort is what you call ‘learned’, then even my English vocabulary is pretty poor… there are many words I ‘know’ and can even use in a sentence when pressed, but that I’d never think to use, and I’d never see if I was solving anagrams or playing scrabble or whatever.

So… yeah, there’s my experience at least.

I go to school on Tuesday again. One of the students asks a question that is interesting for me. She asks, “What is the best way to learn new words?”

Our teacher says, “There are many things you can do to learn new words. I will tell you what is statistically the most effective way for learning new words. It is reading.

When people read when they learn a new language, they learn twice as fast as people who don’t read. It is good to read for at least 30 minutes every day.I want to show you what you should do if you want to get the maximum gains from reading.

First, it is very important that the book or text which you read is interesting for you. It is important that you enjoy reading. The book can be a nice story or it can have some useful information for your job or your hobby. Don’t read a text that isn’t interesting for you.

It is also good to read a text in which you know most of the words. When you don’t know many words, you can get frustrated. You always want to enjoy everything you do while using English. It is good to choose a text which is interesting and also suitable for your level.

When you read the text and you see a word that you don’t understand, you get a dictionary and you look up the word. Then you continue reading.

You don’t have to write the word anywhere. You don’t have to make a list of new words. You don’t have to try to remember the word. You only focus on understanding the text. When it is clear to you what the word means, you continue reading. Any time there is a new word for you, you do the same.

Reading also has another great advantage. When you read, you learn new words and you also learn how every word is connected to other words in the sentence. Then you can see how to link the words correctly.

This way of learning new words is very effective. Give it a try and you will see how fast you can learn new words.”

Then we continue with the lesson. We speak about the situation in England and about the best jobs for students. This is good for me because I want to have a job. I want to do something after my class.

I ask other students if they know where I can find a job. They tell me that I should go to a job centre. The job centre offers a lot of jobs for students. This is good for me and I am happy that I know where I can find a job.

When my day at school is finished, I go to the job centre. I don’t know what jobs I can do, so I ask the lady at the job centre what the best job for a student is. The lady tells me that they have some good jobs for students. She tells me that I can be a cleaner or a waiter in a café.

I tell the lady I have no experience doing these jobs. She tells me that my English is good enough to work at the café. The training is not difficult and I can have more chances to speak English than being a cleaner.

She tells me that I can start my job on Thursday. It is all good for me. I’m happy that I have a job where I can practise English.

When you want to learn new words effectively, read for 30 minutes every day.

Have you ever learned a new word, one that you swear you’ve never heard before, only to find it popping up throughout your daily life for a few days after? It’s like the word is haunting you, or that the word didn’t exist at all before you learned it. Well, turns out that’s called the Baader-Meinhof phenomenon, and it all comes down to your brain playing tricks on you.

The Baader-Meinhof phenomenon is actually a term for ‘frequency illusion’, a type of cognitive bias your mind creates. To understand this, you need to know a little about cognitive bias as a whole. Though there’s a whole lot of nuisances caused by cognitive bias, in short, it’s when your mind deviates from normal, rational thought and starts to make up patterns based off of nonsense. 

John Donovan from Mother Nature Network summarises this elegantly:

«Example: Hindsight bias (also known as the «I knew it all along» bias) is the tendency to think that, looking back on an event, we should have seen it coming — even though there may be no rational reason that we actually should have known what was going to happen.»

So what about frequency illusion? Well, the term was coined in 2006 by Arnold Zwicky, a linguist from Stanford University, who claims that frequency illusion is, in fact, two different processes happening at the same time: selective attention and confirmation bias.

The first process, selective attention, comes about when you learn anything new. Basically, when you learn something new, it stays fresh in your mind — you’re paying more attention to it than other things. Because of this, you see it more often when going about your daily life.

However, this very simple, logical process is amped up by confirmation bias, which is a cognitive bias that makes you «search for or interpret information in a way that confirms one’s preconceptions, leading to statistical errors», reports ScienceDaily.

This means that your mind is on the look-out for newly learned information because it’s still super fresh and interesting to you. At the same time, your mind sees these new words everywhere, thinks that it’s weird, and tries to make it fit into some rational system.

In other words, because the information is new, you suddenly force yourself to believe that it’s new to everyone and has suddenly popped up, when in reality, you’ve just stopped ignoring it.

The name Baader-Meinhof phenomenon actually started as a meme in 1994. Since frequency illusion was coined in 2006, people sort of just came up with a term to describe the weird feeling without having the science behind it. According to Pacific Standard:

«Baader-Meinhof phenomenon was invented in 1994 by a commenter on the St. Paul Pioneer Press’ online discussion board, who came up with it after hearing the name of the ultra-left-wing German terrorist group twice in 24 hours. The phrase became a meme on the newspaper’s boards, where it still pops up regularly, and has since spread to the wider Internet.»

So there you have it. You actually see new words more often and believe there’s some weird pattern at work because your mind is trying to make sense of new information. It just so happens that most of it is made up.

Vocabulary acquisition is crucial for second and foreign language learning, as emphasized in our last article. We need to grow and cultivate our vocabulary to progress in our language studies, but how does it actually happen? When can you say you have successfully learned a new word? This article will examine these questions, which are worthy of consideration – not just in a theoretical sense, but because a basic understanding of the vocabulary acquisition process is highly important for establishing efficient vocabulary instruction, assessment and learning strategies.

At first glance, vocabulary acquisition might seem likea simple matter: you either know a certain word or you do not. However, as with so many other language learning related issues, we are actually dealing with a rather complex process. The linguist Norbert Schmitt describes this complexity by stating in his 224-page book that “(A)n adequate answer to the single question ‘What does it mean to know a word?’ would require a book much thicker than this one”. However – in spite of the complicated nature of vocabulary learning and the fact that its mechanics still remain somewhat mysterious – there is one thing we can be sure of: at least when it comes to adult language learners, words are not learned instantaneously. Instead, they are gradually acquired over a period of time through numerous exposures. (1)

Five steps can be identified in this process (2):

(1) First encounter with a new word
(2) A clear image of the form of the new word – either visual, auditory or both
(3) Learning the meaning of the word
(4) Making a strong memory connection between the form and the meaning
(5) Using the word

In order to move from not knowing the word to being able to use the word correctly, a language learner must successfully go through all of these steps. It is not possible to use the word accurately if the spelling, pronunciation and meaning(s) of the word are not properly learned. On the other hand, if a learner fails in making a long-lasting memory connection between the form and the meaning (step 4), the efforts made in the first three stages will be useless. Therefore, it is important to keep in mind that, to make this process as efficient as possible, a learner should receive instruction and choose learning strategies that are pedagogically designed and optimized to meet the specific needs of each of these stages.

The same gradualness can also be examined by dividing the vocabulary knowledge into receptive and productive knowledge (3). Receptive vocabulary knowledge is commonly defined as the ability to recognize the form and recall the meaning in listening and reading, while productive knowledge refers to the ability to retrieve and produce the correct spoken or written form of a word in the target foreign language (4). The learning of the word usually progresses from knowing the word receptively to knowing the word productively (5): normally we learn to recognize and understand a word first, and only afterwards how to use it. Although this causality can be debated (6), it is difficult not to agree that “a word that can be correctly used should also be understood by the user, when heard, seen or both” (5).

While acquiring productive knowledge with WordDive, you will also learn plenty of other words in a receptive manner (the words in examples and descriptions forming context for the words in focus). On the other hand, learning words receptively does not necessarily lead to productive knowledge. Therefore, we encourage you to focus on the productive aspect of vocabulary learning – having the words in your long term memory and being able to use them when speaking or writing. This is the fastest way to learn to use a new language as well as to learn more while using it.

Lastly, besides the quantitative dimension of vocabulary, there are qualitative factors that should be considered: it is not only the size of the vocabulary (the number of words known) that matters, but also its depth (how well a particular word is known). Most researchers agree that vocabulary knowledge is not all-or-nothing phenomenon, but involves degrees of knowledge (5), and should be seen as an incremental process: a continuum from not knowing to rich knowledge of a word’s different meanings, its relationship to other words, and its extension to metaphorical uses (7).

Next month we will continue to explore the word learning process, but this time from a cognitive point of view. As acquiring new vocabulary is not just about learning, but also about remembering, we will concentrate on the role of memory in vocabulary acquisition.

Happy language learning, everyone!

Timo-Pekka
WordDive team

References and Further Reading:

(1) Schmitt, Norbert (2000). Vocabulary in Language Teaching. Cambridge University Press.
(2) Hatch, Evelyn & Cheryl Brown (1995). Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press.
(3) See e.g.: Mondria, Jan-Arjen & Boukje Wiersma (2004): Receptive, productive and receptive + productive L2 vocabulary learning: What difference does it make? − Vocabulary in a Second Language; 79−100.
Pinner, Richard S. (2009). Understanding Meaning: Defining expectations in vocabulary teaching. King´s College London.
Zhong, Hua (2011). Learning a Word: From Receptive to Productive Vocabulary Use. University of Sydney.
(4) Nation, Paul (1990). Teaching and Learning Vocabulary. Newbury House, New York.
(5) Laufer, Batia (1998). The development of passive and active vocabulary in a second language: same or different? Applied Linguistics, 19(2), 255-271.
(6) E.g., Warning, Rob (2002). Scales of Vocabulary Knowledge in Second Language Vocabulary Assessment. Appeared in Kiyo, The occasional papers of Notre Dame Seishin University.
(7) Beck, Isabel & Margaret McKeown (1991). Conditions of vocabulary acquisition. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, 789-814. New York: Longman.

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Introduction

Every day people use thousand words in their speech and they don`t pay attention to the grammar category of the words. Meantime speakers use different parts of speech to make their sentences more expressive and clear: nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, interjections. When we study English we have to study all the parts of speech too. When you learn a foreign language it is very important to constantly replenish your vocabulary – to remember new words in English. However, not everyone is able to do it successfully. Learning a language is impossible without memorizing new words. It is also an inevitable thing when we are busy preparing to take an exam in English. So far as we are often pressed for time we need to learn a lot of words in a short time. We decided to find out what are the most effective methods to learn a new vocabulary. This fact determines the relevance of the question.

The object of the exploration is learning foreign words.

The subject of the work is a set of methods of learning new words.

The aim of the research is to find out the most effective way to memorize English words.

The following tasks were set:

1. to study the concept of memory;

2. to study the usual ways to learn words by heart;

3. to reveal the most popular way of learning with the students from the school №7;

4. to reveal a University teacher`s opinion ;

5. to present a video “ 5 ways to learn English words” .

Hypothesis: we assume that there is one method, which let us to study effectively.

Methods of the research work: theoretical analysis, surveys, observation.

The theoretical significance consists in generalization of the material on this topic.

The practical significance: the results can be used in English lessons and learning English in general.

Chapter I. Learning words as a mental process

I.1 Characteristics of Memory

Memory is an integrated mental reflection of the past human interaction with reality, the information fund of his life. The main property of the brain is the ability to store information and selectively update it, use it to regulate behavior. It provides the interaction of the individual with the environment. Memory integrates life experience, provides continuous development of human culture and individual life. On the basis of memory a person is guided in the present and anticipates the future [7, c.146].

Depending on the characteristics of the memorized material, there are special ways of its codification, archiving and extraction. The spatial organization of the environment is encoded in the form of schematic formations of semantic reference points that characterize our physical and social environment.

Consistently advancing phenomena are imprinted in the linear structures of memory. Formally organized structures are imprinted by associative mechanisms of memory, providing grouping of phenomena and objects on certain grounds. All meanings are categorized and refer to different groups of concepts that are in hierarchical interdependence [7, c.435].

The possibility of a rapid updating, extraction depends on the organization of the material in the memory. The information is reproduced in the context in which it was originally formed.

Many people complain of a bad memory, but they do not complain of a bad mind. Meanwhile, the mind, the ability to make relationships is the basic things of the memory.

Extraction of the learnt material from memory to use it, remembering, and recollection is called actualization. The necessary material we are looking for in the memory in the same way as the necessary thing in the pantry: the items in the neighborhood. Figuratively speaking, in the Fund of our memory everything is hung «on the hooks» of associations. The secret of a good memory is in establishing strong associations. That is why people remember best what is associated with their everyday concerns, professional interests. Encyclopedic erudition in one area of life can be combined with ignorance in other areas. Some facts are held up in our minds by the power of other well-known facts. Mechanical cramming is the most ineffective way of memorizing [14].

I.2 Usual ways to learn words by heart

There are several traditional methods of memorizing new words and expressions. Some of them are often used by students, but the most part of these methods are forgotten. We chose five of them.

Yartsev Method. This way is perfect for pupils who are visuals and can easily remember images. They write down new words in small notebooks with the translations. They add examples, synonyms, and antonyms opposite each word. It is necessary to read them regularly and add other new words but not to try to cram.

Cards. This method is popular enough. It is very effective at the beginning of the study. Small cards are used. They have an English word on one side and its translation on the other side. A student should read them time after time.

Half a page. It look likes a dictionary. The main drawback of the method is considered to be the memorization of a certain order, which is very difficult to unlearn.

Interior. They put stickers with foreign names on each piece of furniture. Names will always be in front of the eyes, it will be easier to remember. The only drawback is that over time the brain will learn to ignore stickers.

Chain. They make a little story from the words that they want to learn. It enables to remember not a few words, but sentences. Most teachers prefer to use these methods because creativity can turn it into an exciting, interesting activity that helps to learn faster [9].

Conclusions to chapter I

We studied the material on this topic. So we can make a conclusion that the human memory is a complex thing. It also has got a great possibility to be developed. A person can achieve wonderful results if he trains hard memory.

A lot of traditional methods of learning a new vocabulary exist. We considered some of them.

At the next stage of our work we will reveal the most popular ways of memorizing new words with the students from school №7. We will try different unusual methods and choose the most effective ones.

Chapter II. Unusual methods to learn English words

In the practical part of the researching work we followed the plan:

Consideration of methods used by students from school №7 to memorize the vocabulary.

Interview a University teacher.

Experience of trying unusual methods.

Making the video «5 ways to learn English words».

II.1 Methods used by students from school №7 to memorize the vocabulary

The next stage of our work was to carry out a survey among the students of the 9^th form in order to determine their favorite methods of learning words. We proposed five traditional methods: Yartsev method, cards, half a page method, interior and the method with a chain. They had to memorize 20 words during a day. We worked with 100 students. It was revealed that the most of the pupils are visuals. That`s why they prefer using cards and half a page methods. It makes 30 % and 45% correspondingly. Yartsev method has got 11%. 9 % of respondents chose the way using a chain and 5% tried the interior method. The result of the survey is presented in a diagram. (Appendix 1).

II.2 The University teacher`s recommendations

On the 4^th of November we interviewed Gusel Salavatovna Sadrieva who works as a university lecturer at Department of Translation and Cross-cultural Issues, M. Akmullah Bashkir State Pedagogical University. We asked her about the importance of learning new words among students of the Department of Translation and Cross-cultural Issues. She explained us that being an English teacher at university and dealing with freshmen and sophomores, whose majors are Linguistics and English, and the program itself was dedicated to translation and translation science, it was safe to say that expanding vocabulary and even its upgrading was the essential idea in foreign language studying. She added that there were a lot ways and methods both for students and teachers. Gusel Salavatovna tries to combine them in order to get a result. She named the most popular among them:

Using different flashcards (digital via different gadgets);

Learning new vocabulary in context (the second, the third, etc. … foreign languages are learnt in the same way);

Studying word parts in order to be ready to form a new word or even to predict the main idea of the unfamiliar word for you when it is necessary;

Working on mnemonics to keep in mind a huge amount of words;

Making your brain work hard all time solving different puzzles or logical tasks;

Keeping a dictionary (it’s a great thing for school students and even for freshmen to review the vocabulary before writing tests or passing credits);

Using the vocabulary in practice.

At the end of the interview she said that only practice makes perfect. (Appendix 2).

II.3 Practical relevance of the methods

At this stage of the work we presented our own experience of memorizing new vocabulary. We started with watching movies. We decided to do it because it is more fun than studying with a textbook. We realized that books are good for grammar and watching British and American films gives a chance to listen to native speakers. There are a lot of interesting dialogues in films. They provide examples of words changing in speech [21].

We consulted some sites and chose three films: an animated cartoon “Toy Story”, “The King`s speech”, “The Theory of everything”. After watching them we concluded that animated cartoons are the best things for beginners as they are for children and the vocabulary isn`t difficult. The second one is good to improve our pronunciation, because they speak correctly during the film. The characters of the third film have clear British accents as the story takes place at Cambridge University. (Appendix 3 ).

We also took a part in the international scientific and practical seminar, which was set at the linguistic school on the 3^rd of November. There were several teachers from M. Akmullah Bashkir State Pedagogical University and a young teacher from the USA, Sean Hall. He told us about online language learning (OLL). We learnt a lot of useful information from his speech. He named some sites which can also be used to improve our skills: italki, duolingo. (Appendix 4).

Italki is the most preferred platform for learning foreign languages, bringing together students and teachers from all over the world, where you can take individual lessons. It gives a great possibility to talk to native speakers.

Duolingo is for Basic English. (Appendix 5 ).

II.4 The video «5 ways to learn English words»

As the result of the researching work we have made a video. It contains some advice for students who are interested in expanding their vocabulary and improving their language skills.

Conclusions to chapter II

After completing the practical part of the work we can make a conclusion that there is a great number of methods of learning words.

After analyzing the results of the survey, we came to the conclusion that most students have a predominant visual memory and use traditional «cramming» to memorize English words. Only some students replied that when memorizing new words they use the method of «stickers», play games with their parents and learn words in a playful way.

Conclusion

The aim of our research was to identify and suggest the most effective methods of memorizing English words for students.

In the theoretical part we got acquainted with the literature on the subject and found out that the human memory is a complex thing. It also has got a great possibility to be developed. A person can achieve wonderful results if he trains hard memory.

In the practical part of our work we conducted a survey among the students and got a result which proved that the most of the pupils were visuals. They learn words using traditional methods.

We talked to Gusel Salavatovna Sadrieva who works as a university lecturer at Department of Translation and Cross-cultural Issues, M. Akmullah Bashkir State Pedagogical University. She gave us some recommendations based upon her experience.

We practiced some unusual ways of learning new words and it was a great pleasure. We liked watching movies in original most of all.

After the study, our hypothesis was not fully confirmed: there are really a large number of interesting and effective methods of learning English words, but everyone should choose the ones that suit him, given the type of his memory. Moreover, you should to repeat and revise the words systematically to fix them in memory. Whichever method you choose, success will depend only on your desire and perseverance. The best way to learn English words correctly is to learn them with pleasure!

Literature

1. Ефремова Т.Е. Новый словарь русского языка. –М.: Рипол Классик, 2005.– 400 с.

2. Конышева А. В. Современные методы обучения английскому языку; ТетраСистемс — Москва, 2011. — 304 c.

3.Кулиш В. Г. Способы запоминания английских слов.– Д.: Сталкер, 2003.-304с

4.Маркова С.Д. 25 способов запоминания иностранных слов // Современные научные исследования и инновации. 2015. №11

5.Новый англо-русский словарь.- М.: Русский язык, 1999 г.

6.Популярный словарь иностранных слов – М.: Рипол Классик, 2002. – 800 с.

7. Рубинштейн С.Л. Основы общей психологии. С.-П.,2002.-720 с.

8.Longman Active Study Dictionary 3^rd Edition. Pearson Longman, 2002.

Интернетресурсы:

9.enjoyeng.ru/

10.dictionary.cambridge.org/grammar

11.https://www.adme.ru/zhizn-nauka/

12.https://englex.ru/

13.http://www.englishspeak.com/ru/english-lessons

14.http://depils.com/protsessy-pamyati-zapominanie-i-zauchivanie/

15.https://www.italki.com/home

16.https://www.duolingo.com/

17.https://videouroki.net/

18.thefreedictionary.com/

19.https://www.wikipedia.org/

20.https://www.ldoceonline.com/

21.https://onlineteachersuk.com/learn—english—movies—films/

Thesaurus

Actualization-making real or giving the appearance of reality.

Codification — anarrangement of laws, principles, facts etc in a system.

Cram — to prepare yourself for an examination by learning a lot of information quickly.

Extraction- the process of removing or obtaining something from something else.

Freshman — a student in the first year of high school or university.

Interaction —a process by which two or more things affect each other.

Hierarchical — if a system, organization etc is hierarchical, people or things are divided into levels of importance.

Memory — 1. The mental faculty of retaining and recalling past experience.

2. The act or an instance of remembering; recollection.

3. All that a person can remember.

4. Something that is remembered.

5. The fact of being remembered; remembrance.

6. The period of time covered by the remembrance or recollection of a person or group of persons.

Reflection — 1. An image that you can see in a mirror, glass, or water. 

2. Careful thought, or an idea or opinion based on this. 

3.  Something that shows what something else is like or that is a sign of a particular situation.

Sophomore — a student who is in their second year of study at a college or high school.

Appendix 1

Methods used by students from school №7 to memorize the vocabulary

Appendix 2

A University teacher`s recommendations

Being an English teacher at university and dealing with freshmen and sophomores, whose majors are Linguistics and English, and the program itself is dedicated to Translation and translation science, it is safe to say that expanding vocabulary and even its upgrading is the essential idea in foreign language studying. There are a lot ways and methods… where there’s a will there’s a way, both for students and teachers.

As for me, I try to combine them in order to get a result. Most popular among them are following. They are:

Use different flashcards (digital via different gadgets, DIY paper);

Learn new vocabulary in context (the second, the third, etc. … foreign languages are learnt in the same way);

Study word parts in order to be ready to form a new word or even to predict the main idea of the unfamiliar word for you when it is necessary;

Work on mnemonics to keep in mind a huge amount of words;

Make your brain work hard all time solving different puzzles or logical tasks;

Keep a dictionary (it’s a great thing for school students and even for freshmen to review the vocabulary before writing tests or passing credits);

Use the vocabulary in practice as only PRACTICE MAKES PERFECT.

Gusel Sadrieva

University Lecturer

Department of Translation and Cross-cultural Issues,

M. Akmullah Bashkir State Pedagogical University

Appendix 3

Top 10 best films to learn English

“A toy story” (1995)

“The King`s speech” (2010)

“Harry Potter” (2001-2011)

“The Shawshank Redemption” (1994)

“Love Actually” (2003)

“Forrest Gump” (1994)

“The Theory of Everything” (2014)

“Alone” (2014) – a short film

“The Queen” (2006)

“Jurassic Park” (1993)

The dialogue from the film “The King`s speech”

King George VI: Listen to me. Listen to me!
Lionel Logue: Listen to you? By what right?
King George VI: By divine right, if you must. I am your King.
Lionel Logue: No you’re not. You told me so yourself. You said you didn’t want it. Why should I waste my time listening?
King George VI: Because I have a right to be heard! I have a voice!
Lionel Logue: Yes, you do. You have such perseverance, Bertie. You’re the bravest man I know. You’ll make a bloody good King.

Appendix 4

The international scientific and practical seminar

Appendix 5

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When I arrived in Buenos Aires in the beginning of 2010, I could barely order food in a local restaurant. Two years later, I calmly explained the mechanics of Russian grammar to a Guatemalan friend… in her native Spanish.

Today, I’m conversationally fluent in both Spanish and Brazilian Portuguese, and low conversational in Russian.

I’m not going to blow smoke up your ass and tell you it was easy or that there’s some shortcut or hack. I practiced my ass off. Honestly, I’ve seen the supposed “hacks” for learning a foreign language, and none of them worked for me. It took hours of study combined with stumbling through many, many conversations.

Here are 25 tips I’ve gathered over the past few years: