Foreigner teaches you: how to classify and memorize words

Foreigner teaches you: how to classify and memorize words

Part1:the Lexical Categories of Language

Whenever you learning a foreign language, it's important to being familiar with the lexical categories of a language. The words in a given language play different roles in the transmission of information, and they also has varying degrees of importance or

Relevance for the learner. We'll identify and describe three very broad categories of words that exist in all languages in order to assess the stud ENT's learning priorities, as-well-to-devise effective ways to approach those priorities in the best-of-the-possible.

Here is these three broad categories:

Part I: Vocabulary classification of language

When you learn a foreign language, it is important to be familiar with the classification of words. Language-specific vocabulary plays a different role in the dissemination of information, and the importance and relevance of learners are different. To assess students ' learning priorities and design approaches that are as effective as possible to approach these priorities, we will differentiate and describe the three broad categories of words that are widely present in all languages. These are the three main categories:

Group 1:grammatical or structural words: ~2% of all words in a language

These is words that is very important to the comprehension of a language. At no skill level, there is certain structural words that learners should become familiar with, except perhaps for the V Ery advanced levels, where the emphasis was on communication, not grammatical perfection. Examples of these grammatical or structural words is question words, prepositions, personal pronouns, articles, and so on .

The first group: grammatical and structural vocabulary: 2% of the total vocabulary of a class of languages

This kind of vocabulary is very important for understanding a class of languages. Regardless of the degree of mastery of such language, learners need to be familiar with some structural vocabulary, unless it is very skilled, do not need to pay attention to the perfect grammar, but more attention to communication. Some examples of these grammatical or structural words, such as interrogative words, prepositions, personal pronouns, articles, etc.

A speaker of a language cannot is deemed to know completely the language without knowing all of its grammatical words. Imagine an 中文版 speaker who doesn ' t know what's the word "how?" means, or the preposition "in", the pronoun "we", or the Conjunction "however". The the category of words with the highest importance and priority. Of course, at the beginning level, a subset of more basic grammatical words would be the the priority.

You cannot think that a person who speaks a language can master such a language without knowing all the grammatical words, imagine an English speaker who does not know the word "how", the preposition "in", the pronoun "we", or the conjunction "however" meaning. This type of vocabulary is the most important and highest priority. Of course, in beginners, there is a part of this vocabulary that is more basic and requires priority learning.

Grammatical words is also called structural words because they express some relationship within the different parts of th e phrase or syntax. Grammatical words may appear as a group of related words, but a single word generally does not exhibit multiple forms or M Orphological changes. However, a single word ' s position within the

Sentence is often very important.

Grammar-like words are also called structural words because they express the relationship between different phrases or grammars. Grammatical words often appear in a group of related words, but a single word usually does not show many forms or morphological changes. However, the position of a single word in a sentence is usually very important.

Group 2:vocabulary: ~90% of all words in a language

This category of words are important for understanding the meaning of

Concepts related to a particular topic. The vocabulary category consists largely of nouns, simply because everything has a name. Nouns can have a small number of

well-determined forms or permutations, usually expressed through their endings, in order to express things such as gender, and number.

Group Two: vocabulary: 90% of a class of languages. Such words are important to understand the meaning of some concepts in a particular topic. Most of these words are made up of nouns, because every thing has a name. Nouns can have a few definite formats or permutations, usually shown at their end, to express things like gender and numbers.

The importance of knowing a certain vocabulary word depends on how necessary the word was for the learner to speak about a Certain concept. Vocabulary words is interconnected within families of words that come from a particular root, and the interrelated nature Of these word families, along with the existence of synonyms, makes it possible for the learner to infer the meaning of U Nknown Vocabulary words from the context. Because of this, out of the three categories of words, the category of vocabulary words are the least essential to master.

The importance of mastering certain words is how much these words are necessary for learners to tell certain concepts. Lexical words usually come from a family of words that are interrelated and come from a common source, and that the family's interrelated traits, together with the existence of synonyms, can allow learners to guess the meaning of an unknown word in context. Because of this, in these three categories of vocabulary, this kind of word is relatively the most unnecessary to grasp.

Nonetheless, this category was very important, and its importance increases as the

Student moves into the upper-intermediate and advanced levels. At a beginning level, a subset of basic vocabulary, usually related to frequent life situations, takes a higher priority o Ver a more advanced vocabulary.

Nonetheless, such words are still very important, and the importance of such words increases as students progress in upper and lower levels. At the beginner level, the basic part of this type of word that is often used in daily life is higher priority than the high-level vocabulary.

Group 3:verbs: ~8% of all words in a language

This category of words shares characteristics with both the categories listed above, grammatical words and vocabulary word S. These words is highly structural, as they is considered the "bridge" between the subject and the object in the Sentenc E. Because of this, their correct placement within the sentence is invariably crucial. However, the most important characteristics of a verb is the numerous permutations that it can has, and the information That those permutations convey, usually through a system of suffixes.

Group Three: verbs: 8% of the total number of words in a class of languages

This type of word has the same characteristics as the above two types of words, grammatical words and pure words. These words are highly structured because they act as bridges between the subject and the object in the sentence. That's why their seat in the sentence is always crucial. However, the most important characteristic of verbs is their innumerable permutations, and the meaning of these permutations, which are usually expressed by suffixes.

Verbs Express a temporal relationship (tenses), an aspect (duration or state of completeness), mood (i.e. subjunctive, imp erative), and person (verb forms that go

With ' I ', ' You ', ' he ', etc.). Since verbs has so many different avenues for meaning, students spend the majority of their time learning and practicing These various verb forms.

Verbs express a temporal relationship (tense), a direction (duration, completion state), tone (i.e. subjunctive mood, imperative tone), and a person (verb with "I", "You", "he/she"), since the verb has so many ways to express its meaning, Students need to spend most of their time learning and practicing the changes in the form of these verbs.

Like vocabulary words, verbs need to being learned within the context of an example and is studied in a particular the. Verbs Express actions, and a verb can be the root from which a whole vocabulary family are derived. The beginning levels focus on verbs this represent actions that is tangible, visible, frequent, or useful, whereas in the Late-intermediate to advanced levels, verbs tend to being more abstract, and related in general to complex human Relationshi PS, thoughts, and processes

Like pure words, verbs also need to be studied in certain contextual examples and specific methods. Verbs express action, and can also be derived as a root of a word family, the beginner level is focused on those who express tangible, visible, frequency, or useful movements, while upper and lower levels and upper-level learners focus on those more abstract, and human complex relationships, ideas, process-related vocabulary.

Sometimes, the formation of a certain ending of a verb depends on knowledge of another verb tense, and commonly, a LANGUAG E course is organized by following a pre-determined sequence of verb tenses to teach/learn. This is the organizing a language course have an analogy in how a child develops linguistic skills. For example, a 5-year-old-commonly can say state something in the present, and past, but not say a phrase like: "If You had taken your umbrella and you wouldn ' t has gotten wet. " The tenses in the previous example, namely the past perfect and the conditional, is part of a later stage in the linguist IC development of a child. A language course for adults tries to, but does not faithfully recreate this natural order of learning in a child, instead , it's ordered in a, the the formation of verb tenses (the endings of verbs), was more

Intuitive and cumulative, going from one concept to the next.

Sometimes, the structure of the end of a verb depends on the tenses of another word, usually a language course is organized in accordance with a fixed verb-temporal sequence, which is similar to the way a child learns a language. For example, a child can state the present and the past, but not say, "If you have taken your umbrella, you will not get wet as it is now." In the tenses of the preceding example, the past completion and the subordinate clauses, belong to the later language learning of the children. Adult language courses, striving for but not completely reproducing the natural order in which children learn the language, instead, adults learn the order of the structure of verb tenses more by intuition and accumulation, from one concept to another.

The necessity of verbs in sentences makes this category just as important as grammatical words

The necessity of a verb in a sentence makes a verb as or more important than a grammatical word.

Part 2:approaching the Lexical Categories

Any functionally complete learning of a language should integrate a substantial amount of words from each lexical category . This should was the case whether the student was a self-learner or working with the guide of a teacher. We'll examine some psychological aspects of learning a foreign language, and then we'll look at techniques for a Effe ctive assimilation of material from each of the three lexical

Categories.

Part II: Approaching vocabulary categories

The functional completion of any language learning should be a collection of a large number of each type of word. According to the students are self-study or there is a special guide should have a certain distinction, we should investigate some of the psychological factors of learning foreign language, and then find a certain way to effectively digest each type of Word.

When a-is learning their mother tongue, she or he's in a stage of development of linguistic skills. The child interprets definitions of words, and gradually builds syntactical structures (different word orders within the S entence), general grammatical areas (i.e. tenses, ways of forming a plural, etc), and also memorizes well-known exceptions To those rules (i.e. irregular forms of verbs). Later in life while the person learns a second language, right at the moment of being presented with a grammatical structur E that's different from the mother tongue, the student would build a mapping from the mother tongue version, and the new L Anguage version, in order to logically understand and learn how to use the second version.

When a child learns his mother tongue, he or she is at the stage of developing language skills. The child explains the definition of the word, gradually constructs the syntactic structure (the order of the different words in the sentence), the general grammatical rules (the immediate state, the plural notation, and so on), and remembers the common rules of exceptions. (e.g. the form of irregular verbs). In later life, when the person learns the second language, once he sees the grammatical structure of other languages, in order to understand the logic and learn the second language, he will immediately flash his native grammatical structure, and the new language version.

As a learner of a second language, the student is not, for the more part, building new linguistic areas in the mind, but F Orming a mapping or road, at least for initial understanding, between the known and the new language. The formation of this mental mapping between languages that's distantly related, or entirely unrelated, is more Challeng Ing. Because This mapping relies on what the learner already knows, the effectiveness of learning a language via this process D Epends upon the learner ' s conscious understanding of the linguistic areas present in the mind

As a second language learner, most students do not create a new language area in their brains, but instead draw a map or path, at least for the initial understanding of the relationship between the known language and the new language. This is a much more challenging form of thought composition between a far-off or fundamentally unrelated language. Because this map depends on what the learner knows, the effectiveness of learning a language in this way depends on the learner's understanding of the learning area in the mind.

Confuse a linguistic area with a grammatical representation. The linguistic area or concept are an abstract understanding not related to words at all. It is manifested in language with particular grammatical representations, which may differ from language to language. A person could know perfectly the grammatical rules of a particular grammatical structure in the new language, but still be Unsure of all it permutations in the mother tongue, however, this was no obstacle for learning the new

Language because both depend on a solid possession of the abstract mental linguistic area.

Be careful not to confuse the learning area with the grammatical expression, the learning area or the concept is an abstract understanding that is completely unrelated to the vocabulary, and it manifests itself in the language with a particular grammatical expression, which varies with the language. A person may have a perfect understanding of the grammatical rules in a new language, but are still unsure of their arrangement in the native language, but this is not an obstacle to learning a new language, because they are built on a solid grasp of the language region of abstract thought.

In any case, the student should move away from frequently comparing the new language with other languages that he or she K Nows. For instance, consider the case of the subjunctive, a area that often stymies native 中文版 speakers who is learning ro Mance languages. The subjunctive exists in 中文版 as a mood, but since it's not

Explicitly marked in the verb, there be no explicit rules as to, it is mandatory.

In any case, students need to avoid the pitfalls of frequently comparing new languages with known languages. For example, subjunctive mood, often become the English native language person to learn the romantic language barrier. Subjunctive mood exists in English as a tone, but since they are not explicitly labeled as verbs, there is no clear rule as to when they must be used.

Compare These English sentences:

A. I demand that he is crowned (subjunctive mood)

B. I ask for him to be crowned (passive voice)

Compare these two English sentences

A. I demand that he is crowned (subjunctive)

B. I ask for him to be crowned (passive voice) in a number of Romance languages, the mood of expressing a wish coupled with the Rel ative pronoun "that" in example A above would call for the verb "to is" to show the subjunctive mood through its ending.

As a consequence, a native 中文版 speaker who's newly acquiring this knowledge must construct a mental linguistic area, Which consists of examining and identifying different verbs that express the ' wishing ' (or other moods expressed by the SU bjunctive), and then proceed to formulate practice sentences within this particular

Context. The student must also has studied beforehand the particular verb endings for the subjunctive

In some romantic languages, a tone of desire is added to the pronoun "that". In the above example a verb "to is" is required to indicate a subjunctive tone at the end. As a result, native speakers of English must construct a learning area for the new language, which consists of the verbs that examine and identify different expressions of hope (or other tones expressed in subjunctive tones), and then plan to practice sentences according to specific contexts, Students must also learn the form of the verb subjunctive in advance.

Notice that this activity was separate from actually learning the verb endings for the subjunctive in the new language, WHI CH is actually the corresponding grammatical system of the language which would express the mental linguistic area. Maybe in a new language the subjunctive are not shown through a suffix, but an infix, a particle added in the middle of the verb! These grammatical representations is arbitrary, but should is mostly consistent within a particular language.

It is important to note that this activity is separate from the subjunctive mood of the learning verb, which is actually the grammatical system for expressing the mental language region accordingly. Perhaps in a language, the subjunctive mood is not expressed by the method of adding suffixes, but rather an infix that is added to the middle of the verb. These grammatical representations are arbitrary, but in one language, most are consistent.

This example illustrates, building a new mental linguistic area are more involved and challenging than building a Menta L Mapping between the grammatical structures of a known language and a new language.

This example shows that it is more complex and challenging to build a new area of thought language than to build a new and old language.

Foreigner teaches you: how to classify and memorize words