2. 外语
  3. Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. Fo

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. Fo

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问题 Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.
For questions 1-4, mark
Y(for YES)                if the statement agrees with the information given in the passage;
N (for NO)                if the statement contradicts the information given in the passage;
NG (for NOT GIVRN)        if the information is not given in the passage.
For questions 5-10, complete the sentences with the information given in the passage.
                                 Using Mnemonics in Vocabulary Tests
    An Indian man, Mahaveer Jain, spent 10 months memorizing every word of the Oxford Advanced Learners Dictionary’s 1,500 pages including the sequence and page number of each entry. The man’s teacher, Roy Chowdhury, claims that most people can improve their memories through specific techniques. High school students only need to learn a fraction of the amount memorized by Jain, so a similar technique should also improve their test scores.
Class Vocabulary Requirements
    The Japanese Ministry of Education Lower & Upper Secondary School Course of Study for Foreign Languages gives a recommendation for a vocabulary of up to 900 words for Junior High School students, and up to 1,800 words for Senior High School students.
    Senior High School teachers are recommended to teach vocabulary "suitable for the achievement of the objectives" of the given course of study. Students participating in reading or writing courses may be asked to learn words in excess of the recommendation in order to satisfy the needs of the course. Therefore, vocabulary taught for specific objectives may not be re-encountered again once the objectives of the current study are achieved. Such demands of new lexical input leads to very little recycling from lesson to lesson.
Vocabulary Testing
    If the Japanese Ministry’s vocabulary quotas are averaged out over 3 years, students would need to learn 8 and 16 new words for junior and senior high schools respectively in every week of tuition. The standard way to satisfy this requirement is via regular class tests. Vocabulary lists are expected to be learnt up to 1 week after being received and are often derived from unstructured lists. The majority of tests are based only on student knowledge and recall which is ineffective for assessing actual English ability and future needs.
    Students are explicitly told the test words in advance and know when they will be tested. Consequently, even weaker students are able to cram most of the words into short term memory up until the exam starts. Students may be seen cramming as the lesson begins and formal greetings are conducted. Is this really effective for students and teachers? Are the students going to remember enough of these words when they get to university entrance exams?
    Work by Ebbinghaus highlighted that nonsense syllables were lost from memory in his "forgetting curve" study. The majority of the "words" were lost within a short time and after 1 week only 25% remained. For many low-level students, English learning involves many nonsense words and syllables, so would their memory degrade in the same way? And if so, can study techniques, like mnemonics, aid in learning and reducing the memory degradation?
Mnemonics
    Mnemonics in foreign language acquisition appears to have fallen out of favour with current interests in research. The use of mnemonics (memory improvement techniques) in language learning received some interest in research over 20 years ago but it is not a modem art. One technique taken from its originators is known as the Roman Room whilst the word "Mnemonic" itself derives from the ancient Greek mnemonikos and is related to the Goddess of memory, Mnemosyne, so it should not be surprising that the best Greek orators could recite speeches several hours long without forgetting their lines.
    These days, young learners commonly use memory techniques to remember Vocabulary in their language learning, e.g. in remembering the number of days in each month ("thirty days hath September, April, June, and November"), or the order of musical notes on a stave ("Every Good Boy Deserves Favours"). Mnemonic techniques are used in Japan too. The goroawase system uses the Japanese pronunciation of numbers to create syllables with a different meaning, and can be seen in many company telephone number jingles.
    Elementary EFL Teachers commonly use learning tools that behave as mnemonics, such as: songs jazz chants, flashcards, drills, and language games which could also be used for advanced students. Intermediate and advanced students also gain benefits from jazz chants, music, and poetry. Students can be exposed to situations in which meaningful content can be dealt with on many different levels. However, these non-Grammar Translation Method techniques are absent from high school classes, due in part to teachers only being comfortable with teaching the way they were originally taught.
Mnemonic Techniques
    Various simple techniques exist that can be utilized in language acquisition. The Keyword Method creates a phrase or scene of the language and its counterpart in some form of wordplay, E.g. to remember the Japanese for pigeon ("hato") a student might picture a pigeon with a large "heart" on its chest. While being useful for learning random words in isolation, this technique does not cater well for learning a specific list of words. The Major System is used to remember an infinite number of items in a list by coding the numbers to letters, which can be used to make words. Whilst it is more effective than other systems, it takes longer to master and not effective for mnemonic beginners.
The Peg Method
    The Peg Method is relatively easy to learn, and is appropriate for numbered lists. The Peg Method works like the Keyword Method in that the target word is remembered by a picture or scene, but this is combined with a number key, which aids the user in remembering the specific sequence of the words.
    The Peg Method encodes each number in a list with a specific object based on its form or shape. The number 1 is often represented by a pen or pencil, 2 with a swan, and so on. Normally these objects are chosen by the learner in order to make the strongest personal connection. For standardization the most commonly used objects were used, as described by Buzan and are shown below.
   The trick to remembering the vocabulary words is to link them to the number key images in as strong and vivid a scene as possible. It helps to use all of the senses including sounds, feelings, and smells in the image (to cater for different learning styles) and the crazier the scene, the more likely it will be remembered. Positive ideas work better.
The Peg Method is also suitable for remembering other items besides the numbered lists.
选项 A、Y
B、N
C、NG
答案C
解析
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