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The Efficiency of Using Mnemonic Techniques in Teaching a Foreign Language

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The Efficiency of Using Mnemonic Techniques in Teaching a Foreign Language Proceedings of SOCIOINT 2019- 6th International Conference on Education, Social Sciences and Humanities 24-26 June 2019- Istanbul, Turkey THE EFFICIENCY OF USING MNEMONIC TECHNIQUES IN TEACHING A FOREIGN LANGUAGE Olga Shcherbakova1*, Tatiana Cherkashina2, Maria Yakhno3, Irina Budanova4, Nare Galoyan5 1Assoc. Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA, [email protected] 2Prof., Kosygin Russian State University, RUSSIA, [email protected] 3Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA, [email protected] 4Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA, [email protected] 5Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA, [email protected] *Corresponding author Abstract This article examines the possibility of using mnemotechnics as one of pedagogical technologies in foreign language classes (English and Russian). There are several areas of mnemonics: folk, classical, pedagogical, circus, sports, and modern. The author examines techniques related to pedagogical mnemonics. The study of mnemotechnics as one of the pedagogical technologies is relevant, since, using mnemotechnic methods in the classroom, it is possible to make the process of memorising a large amount of information more effective, reduce the time allocated for explaining educational material and solve the problem of students’ interest in learning a foreign language. The novelty of the study lies in the systematization of methods of mnemonics by language and speech aspects. The purpose of the article is to select and describe the simplest and most effective mnemotechnic methods used in teaching phonetics, vocabulary, grammar, and speech skills at the initial stage of learning a foreign language. The most effective methods, according to the author, are those that provide high quality knowledge and develop mental and creative abilities and cognitive activity of students. At the stage of developing phonetic skills, these include: letter, colour and sound associations as well as rhyming words. As for learning words, these are methods based on the students’ native language (complete, partial artificial phonetic associations, etymological analysis of words) as well as techniques based on the target language (abstract sound compatibility, separation of words into meaningful parts, word completion, using known information, and rhyming words). Among the methods that contribute to the development of grammatical skills, the following are productive: grouping words according to similar grammatical characteristics, searching for a keyword, ISBN: 978-605-82433-6-1 1220 Proceedings of SOCIOINT 2019- 6th International Conference on Education, Social Sciences and Humanities 24-26 June 2019- Istanbul, Turkey and rhyming words. In the development of speech skills, the use of reference images is of special importance. References may be keywords, visual materials and syntactic models. Key words: foreign language teaching, mnemonics, mnemotechnic method, efficiency. 1. INTRODUCTION The twenty first century is the century of high technologies and large amounts of information. A foreign language teacher is faced with the task of replenishing and activating the vocabulary of students; fixing new words by using them in different contexts and situations. Despite a wide range of available tools required for learning new words, experts note some problems associated with memorising and reproducing information (Campayo, 2007). One of these problems in teaching a foreign language is to help students to overcome the uncertainty that hinders them from starting to talk. The state of fear does not allow even gifted students to reveal their abilities and implement their knowledge in practice. The problem of overcoming the psychological barrier is one of the most important in modern practice of teaching foreign languages. According to Russian and foreign researchers, students’ negative states can be eliminated by means of explanations (O’Brien D 1993, Smirnov, Leontyev, Rubinstein, Teplov, 1962, Hagboldt,1935). A great role in explaining new material is assigned to the teacher, who must not only uncover the language phenomenon being studied but also arm students with methods for its sensible memorization (Stevens,1963). The efficiency of explanations is achieved by a small number of brief instructions of practical importance. Long extended explanations are harmful: they take time from speech practice, lead students away from their main goal, i.e. to develop appropriate skills and abilities. In addition, the teacher should approach the learning process creatively, show imagination, find the easiest and most convenient ways to memorise educational material and take into account each student’s memory capabilities. The methodical solution to this problem is based on mnemonics and mnemotechnics. Let us consider these concepts in more detail. 2. LITERATURE REVIEW Mnemonics is understood a set of rules and techniques, which ensure the memorisation of necessary information and increase the amount of memory through the formation of associative links (Zyablitseva,2007). Mnemotechnics are ways and methods of implementing mnemonics in practice. According to the famous psychologist A.N. Leontyev, mnemonics is a powerful pedagogical tool: its internal reserves are unique and diverse. It is accessible and simple, capable of evoking vivid imaginative associations and emotional uplift in students; it turns the learning process from a tedious and boring exercise into an exciting process and reduces the time to study the learning material (Leontyev,1981, Ziganov, Kozarenko,2000). There are several areas of mnemonics: folk, classical, pedagogical, circus, sports, and modern (Kozarenko,2000)). Each of these areas uses a set of techniques aimed at memorising necessary information. The scope of our interests is to consider mnemotechnic methods used in teaching foreign languages. Methods of mnemonics are very different. For example, the British scientist Jonathan Hancock proposes to train memory by using images, pictures and rhymes, creating personal memorable associations, separating words into meaningful parts, composing phrases to spell, or inventing stories (Hancock, 2011). Russian scientists in their practice use mnemotables, i.e. drawn schemes with certain information (Khokhlova2017, Rebrina, Malushko 2017, Dolzhikova et. al 2017, 2018) as well as the following methods: “chain” (pairwise linking of images into associations); coding numbers into words; sympolisation (for memorising abstract concepts); binding to familiar information; consonance coding, etc. (Ziganov, Kozarenko 2000). Along with the advantages of mnemonics, its disadvantages are also noted: the system of mnemonical methods is rather artificial, the educational material is assimilated mainly due to the use of illogical methods and the accumulation of words and phrases rather complicates memorisation than makes it easier. For example, creak means скрип in Russian. It is consonant with the verb всКРИКнуть. Further we make the following phrase: «Я всКРИКнула от скрипа двери» (Pushkashu 2016:19). Or another example of memorising the names of Greek sages: Солон, Периандр, Хилон, Питтак, Биас, Клеобул. We replace Периандр with Перу, Хилон with Чили, Питтак with пятак, Биас with пиво, Клеобул with клевер and then make the phrase: «Солон стоит левой ногой на карте Перу, а правой на карте Чили, в правой руке ISBN: 978-605-82433-6-1 1221 Proceedings of SOCIOINT 2019- 6th International Conference on Education, Social Sciences and Humanities 24-26 June 2019- Istanbul, Turkey держит медный пятак, а в левой – бутылку пива и смотрит на поле клевера» (Thompson,1987:28). Not every student can invent or even memorise a similar chain of associations, because not everyone has such figurative thinking. Usually, it is peculiar to people of creative professions and those who have a good memory for words. In our opinion, it is possible to solve the problem of memorising educational material through the use of the simplest, most effective, logic-based methods of mnemonics, which will be available to every student. Methodologists have repeatedly attempted to classify methods of mnemonics. For example, I. Thomson classifies mnemonic techniques into linguistic, spatial, visual, verbal and physical ones (Thompson,1987). A.D. Baddeley identifies the techniques of verbal and visual images (Baddeley,1999), and R. L. Oxford believes that mnemonic means are divided into methods of creating mental connections, using images and sounds, repeating the material learnt, and applying actions (Oxford,1990). 3. MNEMOTECHNIC METHODS FOR TEACHING FOREIGN LANGUAGES The learning process, as is known, involves the development of speech skills when students learn the language aspects: phonetics, vocabulary and grammar (Passov, Kuzovleva,2010). Within the framework of this research we will systematize mnemotechnic methods by language and speech aspects. We propose to consider the most accessible and effective methods of mnemotechnics used in the practice of teaching the English and Russian languages. 3.1. Learning phonetics Learning a foreign language begins with the alphabet, to memorise which, the mnemotechnic method of “alphabetic association” is used. For example, students delve into the phonetic specifics of the English and Russian languages using a system of associative links with the sounds of their native language. By comparison, we can distinguish 11 Russian
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