ENGLISH SPEAKING Practice (Exercise 3) Memory & Language

ENGLISH SPEAKING & PRONUNCIATION PRACTICE PLAYLIST
https://www.youtube.com/playlist?list=PL7LFrjIsjhMlEZCxVn8CBAGNScI5ARwB1

ENGLISH READING PRACTICE – CLICK HERE
https://www.youtube.com/playlist?list=PL7LFrjIsjhMlgrwrdTaeifxmuXwX7Ofv8

English speaking practice and pronunciation practice is an invaluable method for improving fluency and confidence when speaking English. The student repeats a phrase or sentence after hearing the native speaker say it. The student repeats the phrase or sentence 3 times. This repetition is crucial. Turn the teacher’s voice up loud, and then repeat with a loud voice.

Persistence and perseverance are keys to success. At first it may seem a little monotonous but soon you will get used to repeating each phrase or sentence 3 times. Soon your self-confidence will grow and you will be able to read with much more certainty which will then filter through to speaking English fluently in conversation, which accurate pronunciation.

Here is ENGLISH SPEAKING & PRONUNCIATION PRACTICE
Exercise 3: Memory & Language

Slide 2:
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Slide 3:
Be sure to watch the introductory video to learn how to use the echo speaking method.
See the link in the Description . . .
(https://youtu.be/QYDJ-nCgp_k)

Slides 4 onwards
The Reading

Why You Should Remember Just Before You Forget!
Why should you remember something you are trying to learn, just before you forget it? Because remembering it too early doesn’t help, and trying to remember it too late means you have already forgotten it. At least, this is what the late Dr. Paul Pimsleur discovered in his research.

Dr. Pimsleur became one of the world’s leading experts on language teaching before his untimely death at the age of 48 in 1976. His language teaching courses have since become very popular. They include what he called Graduated Interval Recall, in other words, remembering what you are learning by having it repeated just at the point before you forget.

Repetition is a key factor in teaching language. The way it is done however can be equally as crucial. Monotonous drilling of words and phrases does nothing to excite the mind or engage the thinking processes. Repetition staged at intervals with key words and phrases presented in a variety of ways can transform this main learning ingredient.

Pimsleur’s recommended recall rate went as follows: 5 seconds, 25 seconds, 2 minutes, 10 minutes, 1 hour, 5 hours, 1 day, 5 days, 25 days, 4 months, 2 years. While there may be some flexibility in that schedule, it gives some idea as to the kind of repetition required for information to go into long-term memory.

The graduated interval recall method can be employed by using 1) flash cards and pictures, 2) songs. By repeating songs, key phrases and collocations can be easily remembered.

Closely associated with remembering before you forget is another key component of the Pimsleur method – Anticipation. Anticipation involves getting the student to recall information previously learned and then having it confirmed by the teacher. The student therefore is encouraged to ‘anticipate’ a correct answer. (Pimsleur) How is a student encouraged to recall previously learned information? Simply through questions.

Questions are the digging tools of the mind. The brain is greatly affected by a question. “Of all the things we could be noticing at any given time, there is only a small number we can consciously focus on. By asking a question, either of yourself or of someone else, you can instantly change focus.” (Robbins)

Questions, questions, questions! They are the barbs that hook a learner’s attention. So by asking the student a question related to previously taught vocabulary, the brain is activated to dig through the memory bank, retrieve the appropriate information, and then present it audibly. The teacher then simply reinforces the answer by repeating what the student just said, thus confirming the student’s answer and completing Pimsleur’s Anticipation stage.

By combining the Anticipation method using questions with Graduated Interval Recall, repetition carefully staged at set time intervals, a language student will enjoy a much higher retention level. Such is the power of remembering just before you forget.

References
Pimsleur Users Guide p.6 – Simon & Schuster. Ebook
Available online:
http://www.pimsleur.com/pimsleur/Pimsleur-Users-Guide.pdf

Anthony Robbins (1994).
Giant Steps. Simon & Schuster Inc. New York 10020. p.133

That is the end of the exercise.
Now you have finished this English speaking and pronunciation exercise, focus on improving your fluency. Read this text in Exercise 1 again, using the
Synchronized Reading method.
Go to the DESCRIPTION below for the link to the playlist.
ENGLISH READING PRACTICE – CLICK HERE

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