Language Learning Realization: Turning New Learning into Competence

Learning can be seen as the encoding and retention of new information, affective states and impressions, which we experience in the brain, and leads to continual modifications in its structure to reflect these experiences. When we perceive a new object, its characteristics like shape, color, smell, etc. are processed by neuron groups in different areas of the brain. The brain builds connections between these multiple neurons; these networks form our perception of the item. To remember this event, the brain rebuilds this neural activity which can alter these memories, i.e. forgetting them partially or entirely. To combat the brain’s tendency to discard non-essential memories, new learning can be consolidated via rehearsal and association processes.

1. Meta learning:

Gaining a robust understanding of how learning works is a prerequisite for successful learning. Learning requires exposure, repetition and steady practice. Both theoretical knowledge and practice intertwine in the process of our skills improvement. Individuals have varied brain characteristics, learning tendencies and abilities. Consistency over long periods stipulates discipline, dedication and a proper mindset. Emotions, environment and body growth play a non-negligible role in learning. You are the leader of your learning project and you need to manage it efficiently.

2. Individualized planning:

Create a learning plan aligned with your needs and abilities. New content is better introduced in various contexts of use and practice. The more you experiment with the language, the more you know about its nuances and peculiarities. Incorporating material that raises your interest and arouses your curiosity is a blessing because this content is internalized more easily and sticks longer in the memory. Meaningful experiences are better poised for long memorization. Success should be consciously ingrained in your planning as a successful result will enhance your confidence in learning; motivation for sustenance and your sense of achievement: i.e. you can achieve your goal and, as a result, set subsequent goals. Also, if one concept is hard to digest at once, you can break it down into more than one learning session.

3. Time:

Learning time is a factor that needs careful appraisal. If you do not set a realistic time frame to reach certain milestones in your learning, you may miss your targets or, out of frustration, even quit the matter overall. The primary factor is your personal work style. You need to be well-aware of the period of time you normally take to achieve a certain task and, in this light, set your short-term and long-term progress markers. Not only is learning gradual, continuous and mostly conscious, but the time necessary for attainment can drag on for longer than initially perceived.? Applying the proper assessment tools helps you confirm that your progress is positive and replenishes your energy in an elongated time-span.?

4. Self-management:

The first part that propels and influences learning is memory. Training the brain and memory improves attainment and ensures their malleability and flexibility for continuous learning. Maintaining this elasticity is possible via non-stop practice and learning; and this brain trait is especially more important for adult learners.? Moreover, I see that adult learners have sufficient knowledge of themselves so that they can set the learning dynamic and control the input layout as long as they uphold an acceptable professional standard. Next, to keep effort and motivation up during expanded time-periods, innumerable tools can be used to help successfully accomplish the plan, distribute effort properly and provide rest and work programs. Furthermore, mistakes are inseparable from any endeavor for progress. They create opportunities for improvement and the measurement of progress.?

5. Breaking and building habits:

New habits can be constructed via the “cue, routine and reward” system suggested by Charles Duhigg; or with a fourth stage as “cue, craving, response and reward” according to James Clear.??

-????????? Cue is the trigger that instigates you to do a specific action.

-????????? Routine is the action you do in response to the cue.

-????????? Reward is the satisfaction and pleasure you get after doing the action.

-????????? Craving is the motivation to do the action and get its effect.

To create a habit, according to James Clear, use a clear emotion-arousing cue.

-????????? The cue should be noticeable.

-????????? Tempting to arouse your craving.

-????????? Simple routine/response.

-????????? Pleasing reward.

To break a bad habit:

-????????? Unviewable cue.

-????????? Unappealing.

-????????? Burdensome.

-????????? Unsatisfying.

6. Neuroplasticity of the brain:

Makin and Krakauer argue that the brain’s neuroplasticity is mainly grounded in the ability of the brain to repurpose and reorganize the already utilized regions to assimilate to new triggers – rather than tapping into unlocked or latent capacities. The brain’s susceptibility to training and learning causes the neurons to rewire themselves to shape new learning. These neurons were already attuned to existing knowledge but their function gets modified and starts to imprint the new tasks in the memory. Successful mental transformation hinges on persistence, commitment and steady effort.

Principles for successful learning:

1. The forgetting curve:

?To learn successfully means that the new input has reached the long-term memory and can be recalled whether consciously - for an exam for example - or unconsciously if it is integrated into what we normally do - like responding to a phone call in your job. Due to the floods of information that the brain receives through the senses, it becomes a very challenging task to maintain/learn specific input due to the scarcity of time, energy and space. In the forgetting curve theory, Hermann Ebbinghaus, a German psychologist, hypothesizes that we tend to halve newly learned knowledge in a matter of days or weeks unless we actively review the new knowledge. That is why the brain is very selective on which memories to keep long-term and handy and which memories are sidelined. To keep these memories for a longer period of time, some strategies come into play.

2. Patterns:

The brain arranges new input in patterns, connections or groups because patterns use less energy to build, consolidate, recall and/or remember. With continuous practice, a learned pattern, i.e. a schema, consumes little to no effort to recall; this is called automation. Moreover, a learned schema is considered by the brain as a single item and can be associated with a new pattern. This highlights the importance of linking new learning to the learner’s previous knowledge to facilitate and accelerate learning. On a side note, the more learned schemas the brain forms, the longer it maintains its plasticity and ability to learn.?

3.? Potentiation:

Potentiation is when new learning makes it to the long-term memory. To reach the long-term memory, the new input needs to be behaviorally appropriate, that means it should be relevant, rewarding and with tangible necessity for the learner. Relevance implies, first, that we must be paying attention to the new input, otherwise, it will be deemed unnecessary stimuli and discarded. Second, meaningful input is new learning that has significance, and urgency for the learner. If it is not urgent, it better make room for the urgent stuff! Another point here is that a learner should research and build a strong understanding before undertaking a study of a new subject; to be able to establish a strong relevant study goal for it. Emotion also plays a crucial role to add to the significance of the experience and transfer it, sometimes, directly to the long-term memory. Just consider what actors do!

Some important numbers:

1. According to the American educator Edgar Dale’s Cone of Experience, we remember:

-????????? 10% of what we read

-????????? 20% of what we hear

-????????? 30% of what we see

-????????? 50% of what we see and hear

-????????? 70% of what we discuss with others

-????????? 80% of what we personally experience

-????????? 95% of what we teach others

So, it is helpful to use a variety of learning and study techniques and tools to learn faster and better. However, you need to select the tools that best help you and suit your learning goals and style.

2. (1/80,000)

The brain can consciously process only 126 out of the10 million bits of information received? per second as suggested by Dr. Win Wenger. As a result, successful learning input needs to fit into this scarce memory resource.

3. (90 minutes)

According to our ultradian cycle, an hour and a half is the longest we can maintain intensive focus and effort for learning.

4. (25/5)

The Pomodoro technique divides work time as 25 minutes of focus and 5 minutes of rest.

5. (7+/-2)

The magical number seven plus or minus two is what the working memory can remember at once, according to psychologist George A. Miller.

6. (8 h/d and 50-60 h/w)

According to an article by the University of Florida, to learn smartly, students need to work about eight hours per day which amounts to 50-60 hours per week.

7. (10,000 hours)

Malcolm Gladwell suggests that ten thousand hours of practice is the time needed to achieve expertise in a skill.

8. (80%:20%)

The Pareto principle, named after its developer Vilfredo Pareto, states that 80% of the outcomes is controlled by 20% of the factors. This means we need to focus more on the core points than the additional information.

9. (10 am to 2 pm) and (4 pm to 10 pm)

Research shows that these are the best times for learning, as the brain is in its optimal acquisition mode.

10. (90%)

Research at?3M Corporation?confirms that our brains process visuals 60,000 times faster than text. People are 90% visual.

11. (18 to 254 days)

That is the period it takes to build a new habit according to a?2009 study?that was published in the European Journal of Social Psychology.

12. (17 exposures)

That is the number of times learners need to get authentically exposed to new vocabulary to be really fluent in using these words according to research.

Memorization techniques:

There are multiple verbal and visual memorization techniques to consolidate new learning such chunking, patterns, mnemonics, acronyms, overlearning, memory palace, distributive practice, and so on.

An example of the visual memorization technique: the story method:

The story technique depends on creating links in the form of a story, between each item and the next on a list of items. To recall the whole group, you need to remember only the first item; and through the individual connections between each item and the next on the list, you will be able to recall all the series.

Example: The target words to remember are: “spread, wings, envelope, crow, snatch, rose, sneeze, and nest”

It was hot. Rudolph tried to put on his hat which spread its wings and flew into the museum.

The Mona Lisa used a net to catch the flying hat and found a letter in a blue envelope.

A crow snatched the envelope and opened it, and both became a queen with a rose in her hand.

The queen sneezed and the rose fell out of the window and landed on the ground as a dried tree branch in a nest.

Written By:

?Vivian Qian

Early literacy instruction and curriculum design educator. Learners’ preferences and uniqueness and equal voice with the teacher in the classroom drive the tailoring and management of her educational input. Psychological well-being of the learners is enhanced through respect, care, timely support and positive communication. Flexibility and variability of her teaching techniques help cater for the personalized needs of her learners.

Nour Negm

Educator entrepreneur interested in combining technology and education to facilitate learning and provide affordable and cost-free learning opportunities. My articles about self-motivation and academic attainment have been published in the United Kingdom, India and Malaysia. I see that value and expertise should be available at hand; and people have the freedom to choose.