Verbalinės atminties veiksnys mokant kariūnus anglų kalbos

LTKariūnų mokymas anglų kalbos pagal NATO standartus yra sudėtingas procesas, todėl kyla problema, kaip palengvinti ir pagreitinti mokymąsi, kokius metodus pasirinkti, kaip juos tinkamai organizuoti ir taikyti. Straipsnyje išsamiai aprašytas tyrimas, kuris padėjo apibrėžti kartojimo mechanizmą ir nustatyti, kaip reikia jį tinkamai organizuoti, kad būtų efektyviai įsimenama, išlaikoma ir atgaminama verbalinė informacija. Straipsnyje taip pat atsižvelgiama į metodologinį kartojimo pagrindą. Be to, norint pratybose išvengti paviršutinio ir skuboto mokymo(si), reikia spręsti tinkamo psichologinio poveikio problemą, kad didėtų gebėjimas mokytis ir įsiminti, kad būtų įmanoma intensyviai mokytis ir išmokti. [Iš leidinio]Reikšminiai žodžiai: Atgaminimas; Ilgalaikė atmintis; Išlaikymas; Kartojimas; Trumpalaikė atmintis; Verbalinė atmintis; Vyksmas; Įsiminimas; Going; Long-term memory; Maintenance; Memorization; Process; Remembering; Repetition; Reproduction; Retention; Short-term memory; Verbal memory.

ENTeaching cadets according to NATO standards is a complicated process. That is why this article, explores memory enhancement and other roles of repetition in language teaching and learning which requires lots efforts in establishing new language teaching methodology on the basis of psychoeducological issues which are essential in constructing effective foreign language learning and acquisition model. In accordance with it, the article consolidates memory repetition laws (the primacy effect, the recency effect or the contiguity effect and etc.) in order to maximize memory capacity by organizing verbal material and to intensify the acquisition of the second language learning. It is also significant to conceive memory repetition laws in organizing linguistic material on profound knowledge of memory processing: encoding, storing and recalling. Memory retrieval therefore requires re-visiting the nerve pathways the brain formed when encoding the memory and the strength of those pathways determines how quickly verbal memory can be recalled. Recall effectively returns a linguistic item from a long-term storage to shortterm or working memory, where it can be accessed, in a kind of reflecting image of the encoding process. It is then re-stored back in longterm memory, thus re-consolidating and strengthening it. This process demonstrates phenomenon that without repetition, there is no language acquisition. For this reason the article examines methods and the results of the linguistic material repetition implemented into the learning process. The results confirmed that cadets learned the language faster and more effectively after they applied repetition methodology. What means that that data contained in the database is accurate and reliable. [From the publication]

• Psichologija / Psychology
• Kalbotyra / Linguistics