アーネストスタッフブログ

February 2018


STUDY SKILLS

The ability of any learner to study successfully depends to a great extent on his
fundamental study skills, i.e. his ability to concentrate, to perceive correctly and
accurately, as well as the ability to remember what has been perceived.

Study skills should not be confused with study techniques and study methods. The
difference between these can be explained by using the game of soccer as example. In
order to be a soccer player, a person first has to master the fundamental soccer skills,
e.g. passing, heading, and dribbling the ball. Only after that can he be taught techniques
and methods. In the same way, in order to be a good student, a learner first has to
master the fundamental study skills.

Mnemonics training is often done without keeping this sequential fashion of learning in
mind. A mnemonic is a specific reconstruction of target content intended to tie new
information more closely to the learner’s existing knowledge base and, therefore,
facilitate retrieval. There are a variety of mnemonic techniques, including keywords,
pegwords, acronyms, loci methods, spelling mnemonics, phonetic mnemonics, numbersound
mnemonics, and Japanese “Yodai” methods. An example of an acronym is to
remember the word HOMES to recall the names of the Great Lakes: Huron, Ontario,
Michigan, Erie, and Superior. The purpose of number-sound mnemonics is to recall
strings of numbers, such as telephone numbers, addresses, locker combinations or
historical dates. To use them, learners must first learn the number-sound relationships:
0=s; 1=t; 2=n; 3=m; 4=r; 5=l; 6=sh, ch, or soft g, 7=k, hard c, or hard g; 8=f or v;
and 9=p. To remember the date 1439, for example, the learner uses the associated
consonant sounds, t, r, m and p, and will insert vowels to create a meaningful word or
words. In this case, the word “tramp” can be used.

There are, however, at least two problems in improving memory by means of mnemonic
instruction. The first problem is — as already stated — that it overlooks the sequential
fashion of learning. Mnemonics instruction is, to a large extent, instruction in memory
techniques, which should be taught only after the skill of memory has been learned. It
can be compared to a person being taught soccer tactics, such as the “wall pass,” while
he has not yet adequately mastered the skill of passing the ball. As stated in Know about
Soccer, “No matter how good your passing technique, if the quality of your passing is
poor, your technique will not be effective.” The second problem is that by teaching
memory crutches only, the result is, as stated by Scruggs and Mastropieri, “on more
complex applications, generalization attempts are less successful.” If the skill of memory
is taught, however, the learner can apply it in any situation.

STUDY TECHNIQUES

There are three learning techniques that can be employed to make study more
successful.

1. Association: This is probably the most important and most effective of all the
learning techniques, of which mnemonics is probably the most commonly used
association technique.
.
2. Thinking in pictures: One is able to remember much better what has been seen in
the mind’s eye than what has been thought in abstract terms. Therefore, one should
always consciously try to think in terms of pictures.
.
3. Reduce frequency of brain waves: The brain usually vibrates at 20 cycles per
second or higher. Dr. Georgi Lozanov was probably the first who discovered that, if
the frequency of the brain waves is reduced, more effective study becomes possible.
He found that playing slow Baroque music could reduce the frequency of brain
waves. José Silva was probably the first who discovered a method to reduce the
frequency of brain waves at will.
.
STUDY METHODS

Most learners have the bad habit of only studying the day before a test or exam. There
are two serious disadvantages attached to this method of study:

1. There is never any regular practice of study skills.

2. It has been found that within 24 hours — on an average — one forgets up to 80% of
what one has learned. If, however, the study material is reviewed after 24 hours, it
takes 7 days before 80% is forgotten again, and if another review is done at this
point, then it takes 30 days to forget 80% again.
.
Research has shown that, if the correct pattern or review of studied material is followed,
memory consolidation is enhanced significantly, and the overall time spent in learning is
slashed dramatically. The following pattern of initial study and subsequent review will
certainly deliver excellent results:

1. Set up a timetable that is divided in study periods of 30 minutes each. On
the first day on which this new timetable will be implemented, take the first study
period to learn some study material thoroughly. It must be brief enough so that it
can be absorbed in only about 15 minutes. Once the full study program is in
operation, as you will soon realize when you read further, one only has about 15
minutes in each study period of 30 minutes in which to study and absorb new
material. The rest of the time is spent on reviewing previously learned material. The
piece of work must be summarized and thoroughly studied in these 30 minutes.
Take a rest of 5 minutes at the end of the study period.
.
2. Review after 5 minutes. Take 3 minutes of the next study period to review the
study material of the previous study period, before new material is again
summarized and thoroughly studied.
.
3. Review after 24 hours. Take 3 minutes to review the material that was studied
the previous day. Then take 3 minutes to review the work that was studied 5
minutes ago, before again studying and summarizing new material.
.
4. Review after 7 days. Take 3 minutes to review the work that was reviewed 7 days
ago, before reviewing the work that was studied the day before, and then reviewing
the work that was studied 5 minutes ago.
.
5. Review after 30 days. Take 3 minutes to review the work that was already
reviewed 30 days ago, before reviewing the work of 7 days ago, then that of 24
hours ago, and then that of 5 minutes ago.
.
6. Review after 120 days. Take 3 minutes to review the work that was studied 120
days ago, then the work that was studied 30 days ago, before reviewing the work of
7 days ago, then that of 24 hours ago, and then that of 5 minutes ago.
Hope these little tips can help with your studying. See you all in class.

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 Hello!! 英語講師の柴本です。久しぶりのブログ記事担当になります♪

 「病は気から」という言葉を皆さんご存知かと思いますが、病気は気持ちの持ちようによって、良くも悪くもなるということです。気持ちを明るく持ち、無益な心配はしないほうが、病気にかかりにくかったり病気が治りやすかったりします。何事も「気持ちで負けるな!」と言い換えることができますね。

図1

 受験に英検、学校のテスト、会話力UPなどアーネストには様々な想いをもって英語に取り組んでくれている生徒さんたちがいらっしゃいます。誰でも今いるステージがあり、壁にぶち当たることもあると思います。そのような時に他と比較して「できたできなかった」ということは誰にでもできますが、そうじゃない。英検と戦う一人の生徒さんのお話しをしたいと思います。

図2
 
 彼女は高校生で英検準
2級にチャレンジをして4回目になります。3級合格までは特に苦労することもなく、すんなりと進みました。しかしここで準2級という壁にぶち当たります。初めての受験では少しお試し感覚で受け、あわよくばという思いでしたが、結果は不合格。2回目のチャレンジではパス単という単語帳を練習するも意味がきれいに入りきらずに臨み不合格。3度目の正直ということで単語、熟語、リスニング、ライティングの練習計画を立て地道に特訓するもあと少しのところで合格には届かず。ここで彼女は「準2級はもっとすんなり受かるものだと思った。」と言いながら悔し涙を浮かべました。投げ出して当然の状況に陥ったにもかかわらず、彼女は気持ちで本当に負けませんでした。「文法も一から教えてください。宿題も全部やってきます。ライティングの添削もして下さい。」彼女の口から出てきた言葉はネガティブの「ネ」の字もないとても前向きな言葉でした。むしろ今までの自分を改心して、先を見据えた言葉がでてきたのです。この彼女の気持ちに応えるべく、英検の4本柱「単語、熟語、リスニング、ライティング」を徹底的に鍛えると共に文法の基礎を導入しながらライティングの添削を必死で行いました。先日行われた2017年度3回目の英検では合格ラインに届き、ライティングも初めて提出した時に比べると見違えるぐらいすばらしいものでした。今回で4度目のチャレンジ、是非合格してほしいと心より願っています。


図3

彼女からは自分の壁から逃げないこと。そして強い気持ちをずっとずっと持ち続けることで必ず自分のレベルを上げていけるということを学ばせてもらいました。受験や学校のテストなども同じことが言えるのではないでしょうか。周りを気にするよりも自分がどれだけ自分と向き合えているかが勝負です。

図4


 ところでアーネストという社名は「真剣、熱意」といった意味です。
2018年新しい年になりましたが、いつやる気になってもかまいません。真剣に取り組む生徒たちを私たちは全力で応援します!

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