When parents talk I was asked repeatedly why the children have to lead me no Vocabulary. My explanation is also in focus on the fact that language is not used in lists. Much more effective is the learning in contexts, ie, the words in sentences or even better to use in short stories. Admittedly makes a lot more trouble than the list in the book "to look" or "to paint" in the Vocabulary.
am I just came across an interview with me on many occasions cited or referenced Manfred Spitzer, in which he the reason for the relative futility (in the literal sense) of the lists and the natural effectiveness Paukens context of learning at the point brings.
A paragraph from it as a preview:
Who in the Vocabulary list to learn the words that learns with the order of words. This works well for some, most students rely on but the front and back word, so we know where the word is on the list. However, they later met in a foreign text that is missing from the brain of the context, a useful shortcut to remember. wants to know exactly where the word was on the side, but the word itself can not think of one ...:
Who does not know the
The article can be found here:
http://www.br-online.de/wissen-bildung/collegeradio/medien/biologie/lernen/manuskript/lernen_manuskript.pdf
How do I find the conclusions of the neurobiological evidence for academic learning are explained very evident, not just cramming for the vocabulary.
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