EA012756B1 - Method of accelerating teaching new languages - Google Patents

Abstract

The invention presents a new method of teaching and learning new languages including foreign languages. It is based on visual and sound representation of teaching material. The chief aim of the method is to optimize, accelerate and simplify the process of learning a new language. The method presents words and phrases as composite images. During the whole lesson students see, hear and pronounce words and phrases only in the studied language. The learning process combines frequent repetition of the teaching material with high speed of representation of new composite images. The monitor used during the learning process shows a video-image of an object and simultaneously in the left visibility zone displays the word (in the studied language) denoting this object. Thus the image of the word is processed mainly by the right cerebral hemisphere, specializing on quick memorization and discerning of integral composite images and compound situations. The first words to be taught in the prime of the learning process are the prepositions of causal relations, pronouns and other auxiliary words that occupy the first 20-30 places in any frequency dictionary and form internal basis (or internal system) of the language. These words are learned in causal relations with other words: with already familiar as well as with new. The choice of words to be taught in the learning process totally corresponds with frequency dictionary.

Description

The invention relates to methods of teaching new languages, including foreign, with visual and sound demonstrations of the material to be studied.

The level of technology

There is a method of teaching and learning foreign languages in the patent of the Russian Federation No. 2223550 (2003, IPC SW 19/06, SW 5/06) with the representation of the words of the language and their combinations in a complex figurative form. The students who know the letters of the foreign language being studied and the sounds they designate offer to undergo three cycles of training, each on average from 1 to 2 years. It is argued that the method provides a quick and high-quality study of a foreign language, allows you to achieve free reading and translation by ear. However, the limitation of the method is the relative duration and complexity of learning a new language.

DISCLOSURE OF INVENTION

The objective of the invention is to accelerate and simplify the learning of any new language.

To achieve the result, the proposed method of teaching a new language contains a representation of the words of the language and their combinations in a complex figurative form: visual, sound, symbolic, multimedia using computer tools. Throughout the entire class (mostly 1.5–3 hours), the student is offered to see, hear and pronounce words only in a new language. Moreover, learning takes place with multiple repetitions (the number of repetitions is selected individually by the trainee) and at high speed (the time the image is flashed to repeat the word out loud is determined by the duration of the sample) the presentation of complex images. At the same time, on the screen of the training monitor, simultaneously with the video image of the object in the vision zone of the left eye, an image of the word designating it is exposed in a new language, i.e. images of a word with an object on the screen of a training monitor fall into the student's left visual field for appropriate projection into his right brain, specializing in fast memorization and recognition of complete complex images and complex scenes. Also, for the initial stage of training, prepositions of causal relations, pronouns and other service words, forming a deep basis or language system, are used to occupy places in the first two or three dozen words in the frequency dictionary of a new language to quickly memorize and recognize them in a causal links with other already known or new words. For further vocabulary building, the mentioned frequency dictionary is also consistently used - the first hundred words, then the second, and so on.

List of figures

FIG. 1, 2 - graphs of the frequency of use of words of the language in spoken and written speech from the sets, respectively, of up to 3000 most used words and up to 100 most used of the most used words.

The implementation of the invention

The peculiarity of the proposed method is the use of techniques and tools to enhance the recording of language images in the right hemisphere of the student's brain.

There are different specializations of the left and right hemispheres of the human brain in the perception and processing of all information received by it, namely that the right hemisphere perceives whole images, spatial pictures and sound images, while the overwhelming majority of people dominate and respond to for logical formal thinking, ordering and logical "linking" of incoming information.

Therefore, the mother tongue (one or more) in childhood (up to 5-6 years old) is absorbed by the right hemisphere, while all other languages studied at a later age of a person are learned by his left hemisphere and are based on the native language. As a result, rather long neural reflex arcs (“image - word in native language - word in new language”), which connect the words of the newly studied language with images of the world stored in memory through the native language, unnecessarily increase the amount of information that needs to be memorized and significantly complicate the process. memorizing the assigned names of a new language in a manner already known.

The proposed method of teaching ensures the formation of new conditioned reflexes in the right hemisphere of the brain, as a result of which the words of the new language are connected directly with the complex images of the world picture stored in the right hemisphere. As a result, shorter reflex arcs are formed, which are based on unconditioned reflexes and have the highest priority. Therefore, not only does the efficiency significantly increase and the time for learning a new language is significantly reduced, but a person immediately gets the opportunity to think in a new language.

Therefore, it is so important that during the entire class the student sees, hears and speaks words only in a new language. Moreover, learning occurs with multiple repetitions and with a high feed rate of complex images. At the same time, on the screen of the training monitor, simultaneously with the video image of the object in the zone of vision of the student’s left eye, an image of the word designating it is displayed in a new language. The inscription falls in the zone of vision of the left eye (left field of view), as the student concentrates on the picture, and the inscription to it is on the left.

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Thanks to these techniques, the memorization of the words of a new language occurs through the first signal system according to the shortest “image-word in a new language” scheme, like in children aged 2 to 5-6 years.

At the first stage, the video image of the word / phrase is displayed on the monitor when it is simultaneously voiced in the new language being studied, after which the listener must repeat the word / phrase heard out loud for the minimum required time (2-5 seconds depending on the length of the word / phrase). after a specified time interval, the next image is turned on, which also needs to be heard and repeated aloud.

At the second stage, the same chain of video images is displayed at an even faster pace, but now without sound, and the student must have time to pronounce it in a new language during the exposure of the image.

The high rate of receipt of new images eliminates the possibility of thinking and translating the heard phrases into the native language, which ensures the disconnection of the left logical and activation of the student's right hemisphere.

The presentation of new material is also organized in such a way that new words are constantly being combined with others that have already been learned. Due to this, repeated unobtrusive repetition of the same words is achieved, which significantly facilitates the process of memorization and significantly increases the volume of words acquired in one lesson.

Already in the first lesson, due to the gradual introduction of new words, the material is submitted in the form of complete sentences and questions to them. Because of this, the learner usually has the confidence that he can easily learn a new language.

Also, due to repeated repetition and pronouncing aloud the words of a new language in the process of each lesson, on the one hand, the learner forms a speech-production apparatus in a new language, and on the other hand, he begins to hear and perceive a new language much faster than in the current traditional ways. A number of studies have shown that the speech recognition mechanism is physiologically closely related to the pronunciation (speech production) mechanism. This process is similar to the recognition of an object when it is palpated with its hand or with the corresponding “palpation” with the eye during visual recognition. In the hearing-speech analyzer, the function of “palpation” of the sound image of the word is performed by its “internal pronunciation”. In the initial period of learning a new language, a person must necessarily pronounce new words out loud and loud enough to hear well. At the same time, on the one hand, a neural structure is formed in the brain that recognizes the word (sound image), and on the other hand, when loudly speaking out loud a neural structure is formed that controls the vocal cords. The brain constantly monitors the divergence of the audible word and the same word pronounced by the person and corrects the work of the neural apparatus and the vocal cords so as to reduce the divergence to a minimum. Later, when the language is already learned, the person perceives his words by ear, as if feeling them with his inner pronunciation.

There is a common for all languages deep structure of speech, which is formed in a child at the first stage of mastering his native language by about 5-6 years. Then a superficial structure characteristic of a specific language is layered on this deep structure. Such an ability to transform the deep structure of the tongue into the surface is formed in a child gradually at the age of 6 to 12 years. That is why we are fluent only in the language we learned at an early age.

Experts say that the development of any language, including the new one, should most effectively be like growing a tree, on which more and more new branches constantly grow, but they are all interconnected and have a clear tree structure. The analysis shows that the current languages of such a single structure do not have. The principle of the tree basically contains the new Rune Language of the Scientific School of Causality.

In the course of research on a new language, an approximate list of groups of primary basic images was defined, through which a child or an adult perceives and evaluates a picture of the world. In part, the development of a special frequency dictionary of the most commonly used colloquial words helped to solve this problem. Due to the fact that the basic images are inscribed in the right hemisphere of the human brain, they are locked into unconditioned reflexes by the shortest path, therefore, they have the highest priority. The restoration of the trinity of essence, image and sound of the word for this group is the “foundation” on which the rest of the language system is built.

In recent decades, studies have been performed for a number of world languages that convincingly showed that the intensity of using various words in any language in speech and writing is far from the same. It turned out that there is some, with a very small number of words, which are always used in any texts and almost in all sentences, regardless of the subject of the texts. At the same time, the absolute majority of words are rarely used. Based on these studies, so-called frequency dictionaries were developed, which reflect the intensity of using different words of the language in speech and writing (how many times did a word occur in the studied text base, usually consisting of a certain number of words (about 50,000)). Analysis of the frequency dictionary confirms the prevailing opinion that there are not so many words in the active vocabulary of people. In various sources it is stated that in order for a person to speak decently on what

- 2,012,756 in some language, you need to know from 800 to 5,000 words (see Fig. 1), which is an order of magnitude less than the vocabulary (on average, about 30,000 words) of any language.

In fact, the peak of use is formed by the first two or three dozen words (see Fig. 2). This means that it is these words that play a special, special role in the language system. Based on the frequency of use of these words in speech, it can be assumed that they occur in almost every sentence and therefore, probably, they form a deep system of language. And in order to understand the deep essence of the language system, it is enough just to analyze these words.

It should be noted that in their study, the authors of the method used a ready-made frequency dictionary taken from the Internet, created from newspaper articles and ordinary works of art. It is reasonable to assume that a frequency dictionary constructed using other special literature will differ somewhat from that used from the Internet. To check the degree of alleged differences in the quality of such special literature, the book Goch VP, Belov SV was chosen. Theory of Causality. - Kiev: Nick Center, 1999, 304 p. (hereinafter abbreviated TP). The table for comparison presents 100 first words from the usual frequency dictionary from the Internet and from the frequency dictionary on TP.

In the first and second dozens of words in the table it turns out that the first places in terms of frequency of use are not the main members of the sentence: nouns, adjectives or verbs, but the so-called service words: prepositions, conjunctions, particles and pronouns. This means that the aforementioned official words have their own significance, which until recently no one has attached much importance. They invariably occupy the first 20-30 positions in the frequency dictionaries of most languages of the world. Being independent full-fledged members of a sentence, official words show various ways of compatibility and correlation of various categories, objects and processes, which determine and form the deep meaning of sentences. They do not generalize and do not replace specific objects and categories, but reveal the whole multiplicity of their relations and, accordingly, multiply the shades of meanings.

The first two places are taken by the preposition "in", which, from the point of view of the new Runic Language, means the place of the necessary path, and the union "and", which means the experience of cooperation and partnership. Then follows the particle “not” - the neighborhood of the particle “not” with the union and follows from its semantic meaning - the need to separate the affairs of man from the unclean and the affairs of death. Next to the particle "not" is the preposition "on" - this place. The word "person" in terms of frequency of repetition is adjacent to the above-mentioned prepositions. All interactions occur solely according to the laws of Causality - this is the fundamental basis of all Being. There can be no interaction without human intervention. For the same reason, personal, demonstrative and possessive pronouns take places in the first ten words. This is easily explained by the fact that pronouns show all the shades and depths of these interactions. Other official words follow: prepositions, conjunctions, particles, as well as pronouns and adverbs. With a careful analysis, it is not difficult to notice that the official words go back to the fundamental Laws of Creation and reflect the conditions of the path and life of a person in Creation. That is why they play a very important role in the sentences. For example, the preposition “with / with” - communication, cooperation - indicates the quality of cooperation, who, with whom and in what direction is moving relative to the Path. The preposition "on" - the basis of the future indicates the basis on which the interaction takes place. The preposition "from" is the beginning of everything, the very beginning indicates the starting point of the movement. The frequency of occurrence of even the most used so-called main parts of sentences (nouns) is 6-8 or more times less than the frequency of occurrence of the main prepositions and conjunctions. Therefore, on the basis of the above, it can be argued that the abstract nouns that designate the fundamental categories of Being, which dominate the dictionaries of classical philosophy, absolutely do not take into account the underlying causal interactions and represent the world in a nominal, static way.

Learning a foreign language at school begins, by analogy with the native language, with the “most important” members of a sentence — nouns that play the role of the subject in the sentence. Such a point of view may seem quite reasonable - after all, up to 40-50% of words in any text are nouns, which is why the impression of their primacy is created. Moreover, both philosophy and philology today believe that nouns are the basis, the foundation of the language, because they denote such important categories as “time”, “being”, “matter”, “space”, “force”, etc. d.

But it is precisely in this position that the main mistake lies: no matter how important the categories under consideration were, but each of them individually represents just a detached notion, even if it is very important, but completely isolated from the others. Consequently, already at the beginning a modern system of learning a foreign language gives a person a initially fragmented mosaic picture of the world.

A small child learns the world not in separate categories, but in unity and in the interrelation of all objects, processes and phenomena. Therefore, the accents existing in modern languages for the main words of sentences - nouns, adjectives and verbs - do not reflect the real nature of interactions, i.e. causal relationships in the universe, therefore, form a distorted view of the picture of the World.

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Thus, the disclosure of the deep essence of the language system and a careful analysis of the frequency vocabulary of a language make it possible to take a fresh look at the way of learning languages.

First, it should be built according to the principle “image - word in the studied language” with minimal use of the native language. As subjects for priority study, it is necessary to choose words from the first hundred frequency dictionary.

Secondly, to form a new depth structure of the language (based on the first signal system), first of all, with the help of visual images (pictures or objects), prepositions of causal relationships and other service words should occupy the first places in the frequency dictionaries. This means that when learning new words, the task should not be to memorize words as such, but to memorize them in causal relationship with other, already known or new words, such as “cup on the table”, “table in the room”, etc.

Words occupying the first 100 positions in frequency dictionaries for repetition frequency in colloquial and written speech

No. p / p the Internet Book "TP" No. p / p the Internet Book "TP" one AT AND 51 big there is 2 and in, in 52 before field 3 not person 53 when through four on not 54 already such five I on 55 if a interaction 6 with, with with, with 56 a business this 7 be cause 57 other myself eight what but 58 to ABOUT 9 he to 59 or consciousness ten but what 60 myself the form eleven as your 61 time act 12 this he 62 which one floor 13 your strength 63 go one 14 your which the 64 Well way 15 wapti as 65 new unclean sixteen you world 66 most state 17 you time 67 person causality 18 we by 68 my system nineteen this a life 69 people property 20 but this 70 arm any 21 by at 71 Who development 22 the whole spiritual 72 a life cognition 23 behind from 73 become same | ²⁴ that everything 74 see we { 25 everything Job 75 under myself 26 Have OF 76 need to So 27 of but 77 neither new 28 your body 78 highly have 29 So or 79 without behind thirty ABOUT energy 80 day causal 31 same for 81 two knowledge 32 which the form 82 more karma 33 would THAT 83 at interior 34 from space 84 even disease 35 be able to to appear 85 to want creation 36 one time 86 time can 37 for spirit 87 now a place 38 such physical 88 Now level 39 to tell she is 89 comrade a business 40 that people 90 here when 41 here Other 91 whether for 42 only motion 92 should law 43 still be able to 93 there impact 44 speak if a 94 Job the God 45 our they their 95 think an attitude 46 Yes be 96 eye Have 47 myself only 97 a country so 48 know consequence 98 after all to 49 year for 99 land process 50 not her, her 100 word flow

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The proposed method was successfully tested by the authors on the basis of LLC “ICDM“ Ayzorel ””, where more than thirty trainees are trained at the same time, and is confirmed by the following examples.

Example 1

Work using the method at the initial stage of training a group of students from scratch to the new Rune Language during an intensive session of 8 days in a row for 3 hours of morning and afternoon classes per day. The multiplicity of repetitions of the presentation of complex images 3-5 times, the feed rate of complex images - one after another, 5-7 images in one cycle. Result: all the students by the end of the session read and independently tell simple educational texts (up to 5-10 sentences).

Example 2

A less intensive series of classes (3-4 classes a week for 1.5 hours for 2-4 weeks) with trainees after the initial stage of training leads to the fact that all new language units (both lexical and grammatical) are learned by trainees without relying on the native (Russian) language is further easily applied in the natural speech situation, and there is no support (translation) into the native language. In addition, speaking and listening skills are activated. Almost all trainees as a natural consequence of applying the method note a significant activation of figurative thinking, increasing general linguistic competence, extending to the use of both the native Russian language and teaching the most common English language in the world, also studied by choice as part of testing the proposed method.

Claims (3)

CLAIM 1. The method of accelerated learning a new language, which consists in the fact that it contains a representation of words of a language and their combinations in a complex figurative form: visual, sound, symbolic, multimedia using computer tools, while during the whole class the student is offered to see, hear and pronounce words are only in a new language, and learning takes place with multiple repetitions and with a high feed rate of complex images, and on the screen of the training monitor simultaneously with the video image of the object in the vision zone left on the eye is exposed to an image indicating his words in a new language. 2. The method according to claim 1, which consists in the fact that the duration of the lesson is 1.5-3 hours, the multiplicity of repetitions of the presentation of complex images is 3-5 times, the feed rate of complex images - one after another 5-7 images in one cycle the illumination of the image and the duration of the sound image to repeat aloud. 3. The method according to claim 1 or 2, which consists in the fact that for the initial stage of training, the prepositions of causal relations, pronouns and other official words forming the first two to three dozen words in the frequency dictionary of a new language are used as priority subjects. the depth basis or language system, for quick memorization and recognition of them in a causal relationship with other, already known or new words, to further build up the vocabulary also consistently use the mentioned frequency vocabulary. 36000-0 28800 21600-> I 14,400 7200 -ΐ 600 . . . . . . ,. · .-. y · ",.". .... η. 1200 1800 2400 3000 the ordinal number of a word in the frequency dictionary