English vocabulary words for teachers8/18/2023 ![]() ![]() Using pictures, interesting contexts and stories can help memory and giving the students the opportunity to practise the new vocabulary in personalised and meaningful tasks are also essential tools. There are many things we can do to make the learning process more memorable for our learners. We also need to think of ways of making the experience of learning vocabulary more memorable and of recycling the information that we teach. With a cue, ('It's a fruit' when they were trying to remember the word 'pear') students' performance was greatly enhanced.Īs teachers we need to take this into account and find ways of helping students to combat the effects of memory decay and give them the tools to improve their retrieval ability. Cue-dependent forgetting is an idea based on experiments where subjects found they forgot lists of learnt words but could remember them if they were given appropriate information to help them recall. A second theory suggests that information in fact stays in our memory, but we are unable to reach it. So why is it that we forget information? Decay theory suggests that unless we use the information that is stored regularly, it will slowly disappear from our memory. Despite the fact that there seems to be an infinite amount of information that can be stored there, getting things into our long-term memory and back again can be a difficult process. Despite repeating it again and again and being able to hold it in our short-term memory, keeping information in our long-term memory is much more difficult. Much to my embarrassment, I have to resort to finding it in my diary.Įveryone who has tried to force themselves to learn information will know the problem. ![]() ![]() I repeated it to myself over and over a few days before, it's there somewhere in my mind but I just can't get the information. 'And what's your mobile phone number, sir?' As the question is put to me I suddenly realise that I can't remember my number. ![]()
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