XXVIII Международный конкурс научно-исследовательских и творческих работ учащихся
Старт в науке
Исследование эффективности методов запоминания иностранных слов на примере английского и китайского языков
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Introduction
Relevance:
I am working on learning two languages, English and Chinese. As a result, I have to memorize a lot of words in both languages, and in Chinese, I also have to memorize the writing of characters.
This takes a lot of effort and time. I have started to think about how to make the process of memorizing foreign vocabulary easier and more efficient.
Hypothesis: there are ways to memorize foreign language vocabulary that can increase the effectiveness of the learning process.
The goal: to find out which ways of memorizing foreign language vocabulary are most effective.
Object: the process of memorizing foreign language vocabulary.
Subject: ways to memorize foreign language vocabulary.
Tasks:
1. to study the literature on the research topic;
2. to find out how my classmates learn foreign language vocabulary.;
3. to study experimentally the effectiveness of the most popular methods of memorizing foreign language vocabulary;
4.to get acquainted with the possibilities of artificial intelligence in terms of memorizing foreign language vocabulary;
5. tell classmates about effective methods of memorizing foreign language vocabulary.
Research methods:
- study of literature;
- survey, analysis of the results;
- experiment – approbation of various ways of memorizing vocabulary;
- a conversation with classmates.
I. Theoretical part
1.1 What is memory, types of memory
Memory is a function that allows a person to remember, store, and forget information. Memory has been studied by both Russian and foreign scientists. Research was focused on studying memory processes and the characteristics of different types of memory. The German scientist Hermann Ebbinghaus initiated the experimental study of memory with his work "On Memory" (1885). Lev Vygotsky conducted the first systematic study of higher forms of memory in the late 1920s [2, p. 223-224.].
In Ozhegov's dictionary, the concept of "memory" is defined as follows: "The ability to retain and reproduce previous impressions, experiences, and the store of impressions in the mind" [4, p. 422].
There are several ways to classify memory:
1. based on the duration of information retention;
2. according to the senses that were involved;
3. according to the purpose of the activity.
Let's explore these classification options.
By time
Instant— for a fraction of a second holds an accurate and complete picture of just perceived by the senses without processing information.
Short-term — stores information for a short period of time (on average about 20 seconds). Example – memorizing a phone number before a call, after which these figures are quickly forgotten.
Operational — designed to store information for a certain, predetermined period (from a few seconds to several days). Used for temporary storage of information needed to perform current tasks.
Long-term memory is capable of storing information for almost the entire lifetime. Information that enters long-term memory can be reproduced by a person an unlimited number of times without loss.
By the organs of sense
Visual - the ability to remember visual images, pictures, faces.
Auditory - memorizing sounds, melodies, oral speech.
Olfactory - memorizing smells, sometimes a smell can awaken in the memory of whole pictures from the past: people's faces, the room's setting, pictures of nature.
Tactile - this is the ability to memorize the sensations that a person experiences when touching something.
Taste - memorizing the tastes of different dishes and can recognize them.
By the purpose of activity
Arbitrary - a person sets himself the task of remembering something, uses special techniques of memorization.
Involuntary - memorization and reproduction, which occurs automatically and without much effort on the part of the person, without setting himself a special task.
1.2 Memory mechanisms
Memory mechanisms are the processes by which a person can remember information, store it, and then reproduce it.
Thus, memory mechanisms are:
1. memorization;
2. storage;
3. reproduction;
4. forgetting.
Several sciences study these mechanisms: biochemistry, physiology, and psychology.
Biochemists consider memory from the point of view of changes in the composition of ribonucleic acid (RNA) and other biochemical processes. Physiologists study how memory mechanisms are connected with the formation of neural connections. Psychologists prove that memory features depend on a person's personality.
Let's take a closer look at each mechanism.
Memorization is the consolidation of images and impressions that arise in our minds under the influence of objects and phenomena.
In Krutetsky's textbook, the concept of "memorization" is defined as follows: "Memorization is the establishment of a connection between new information and what is already present in a person's subconscious, the consolidation of images and impressions that arise in the mind as a result of exposure to objects and phenomena in the process of sensation and perception." [1, p. 215].
It is interesting that there are two types of memory: involuntary memory, when we remember something completely by chance, and voluntary memory, when we remember information consciously and for a specific purpose.
Retention is a mechanism that allows you to keep information in your memory.
Reproduction is the process of previously perceived information appearing in consciousness, the implementation of memorized movements. Just like memorization, reproduction can be involuntary, when images pop up by themselves, or arbitrary, when the process of restoring past thoughts, aspirations, and actions in consciousness is purposeful.
Forgetting is the process of information disappearing from memory.
1.3 Factors affecting the effectiveness of memorization
The effectiveness of memorization is influenced by both internal and external factors.
Internal factors
1. Attention. A person can't remember something they didn't pay attention to. Attention acts as a filter, selecting from the flow of information around us what is important to us. That's why we hear our name in the crowd, but we don't remember the faces of passersby nearby.
2. Motivation. The degree of interest in the material being studied affects how effectively and deeply it is absorbed. For example, if a person is only studying something to obtain a degree, their motivation will be low, which may result in a superficial understanding of the information.
3. Cognitive styles. People perceive and process information in different ways: some learn better through practice, while others prefer visual materials (diagrams, drawings, or videos).
4. Emotions. Events with vivid emotional coloring are remembered much better than those events that were uninteresting. We remember moments of joy, fear, or victory well, even decades later.
Our memories also depend on our emotions. If a person is in a bad mood, they are more likely to remember their failures than their happy events.
A positive attitude stimulates thinking and attention to detail. While negative emotions (especially fear and anxiety) narrow the focus of attention, fixating consciousness on the potential danger.
External factors
1. Organization of the learning space. A well-organized and comfortable workspace can increase concentration. Loud and/or uncomfortable conditions can reduce attention and interfere with memorization.
2. The time allotted for training. An even distribution of time to study the material has a positive effect on long-term memory.
3. Ways of presenting information.
It is known that information can be fixed in memory through repetition and by means of its comprehension. So, a random set of numbers 16041812 is difficult to keep in memory, but if you break it into 16/04/1812, a structure (for example, a date) appears, which the brain is able to remember more easily.
4. Physical condition. Fatigue, hunger, or illness reduce the effectiveness of memorization [2, p. 229].
Therefore, we can conclude that memory is a complex mechanism that consists of various processes and is influenced by a wide range of factors.
II. Practical part
2.1 Survey
First of all, we decided to find out if the students had difficulties with learning new words and if they wanted to improve their vocabulary memorization abilities. We conducted an anonymous survey among students in grades 4 and 5. A total of 66 students participated in the survey.
The students were asked to answer the questionnaire. The questionnaire can be found in Appendix 1.
As a result, we obtained the following results (the results can be found in Appendix 2 in the form of charts).
Question 1. Is it easy for you to learn new words in English?
Only 10% of students said that it was very easy for them to learn new words. 65% of respondents said that it was a little difficult for them. 15% of students said that it was quite difficult, and 10% said that it was very difficult for them to learn new vocabulary.
Question 2. How often do you revise new vocabulary?
12% of students stated that they revise new vocabulary on a daily basis. 56% of students noted that they do it several times a week, 20% less than once a week, and 12% hardly ever revise it.
Question 3. What method helps you to remember new English words?
9% of the students answered that they use flashcards with pictures to memorize new words. 56% of people limit themselves to writing new words in a notebook. 23% of students memorize words from the list in the textbook, and only 14% of the respondents use special applications and online games.
Question 4. Do you want to improve your ability to memorize English words?
60% of the students expressed a strong desire to improve their ability to memorize new words. 27% agreed that it was worth trying, 8% of the respondents showed no interest, and only 5% of the students stated that they were not interested in this topic.
After analyzing the students' responses, we concluded that most of the students were unfamiliar with the methods of learning foreign vocabulary, but they were interested in learning these methods.
2.2 The Interval Repetition Method
We decided to start our experiment by studying the Interval Repetition Method. This method is based on the idea of regularly repeating the material you have learned, gradually increasing the time interval between repetitions.
This method was described by the German psychologist Hermann Ebbinghaus in the 19th century. This scientist developed the "forgetting curve," which shows us that most new information is forgotten within a few hours of learning. To ensure that important information is not forgotten, it must be repeated! Each new repetition reinforces the material in our memory, reducing the likelihood of forgetting.
We invited five students from the 4th form to participate in the experiment. Three of the students were to work with English vocabulary, and two were to work with Chinese vocabulary. We explained the purpose of the experiment to them and provided them with vocabulary cards to memorize.
The students had to learn 12 new words in English. The words were chosen in such a way that none of them were familiar to the students, as this vocabulary is part of the curriculum for higher grades. The students who participated in the experiment with Chinese vocabulary had to memorize 10 words in Chinese, which were also unfamiliar to them (Appendix 3).
The participants of the experiment had to follow the following scheme:
the first repetition - after 10-15 minutes;
the second - after a few hours;
the third - the next day;
the fourth - after 3-4 days;
the fifth - after a week;
the sixth - after a month.
After a month, we conducted a test to find out the results of the experiment.
The students who worked with English vocabulary completed the test tasks by 58%.
The students who received Chinese vocabulary completed the test tasks by 28%.
It can be concluded that the method of interval repetition is quite effective.
2.3 The Method of Multiple Writing
The method of Multiple Writing is a traditional method that has long been used to memorize Chinese characters. This method is based on the mechanical reinforcement of graphic images through repeated reproduction. The word or character is written 15-20 times. It is then repeated approximately once every 2-3 weeks. This method helps to develop motor and visual memory.
This method is considered effective and suitable for students at all levels, from beginner to advanced. However, there are some disadvantages to this method. Repeated writing requires a lot of time and effort, and it can be boring to write the same word or character over and over again.
At this stage of the experiment, we also asked the students to learn 12 new words in English. The students who participated in the experiment with Chinese vocabulary had to memorize 10 new characters.
The participants had to write each word or character at least 15 times, and then repeat the task two weeks later (Appendix 4).
Then we conducted a test to get the results of the experiment.
The students who worked with English vocabulary performed 73% of the tasks on the test.
The students who received the Chinese vocabulary completed the test by 30%.
It can be concluded that the Method of Multiple Writing is more effective than the Method of Interval Repetition.
2.4 AI Experiment (Simple class platform)
Recently, there has been a lot of talk about learning foreign languages with the help of artificial intelligence. We decided to find out if artificial intelligence can help with memorizing foreign words.
For our experiment, we chose the Russian platform Simple class.
The platform is interesting because it has an AI assistant built-in, which helps to create exercises of various types with any given vocabulary. In addition, access to exercises and resources of the platform is free for students.
We uploaded 12 words in English and 10 words in Chinese to the platform. Then, based on these words, the AI created and voiced exercises that are designed to work with vocabulary. The participants of the experiment (5 students with English and 2 with Chinese) were asked to complete the exercises on this platform. The students worked at home at their own pace, and each exercise could be completed as many times as they wanted, but at least once (Appendix 5).
After two weeks, we conducted a test to find out the results of the experiment.
The students who worked with English vocabulary completed the test tasks by 80%.
The students who received Chinese vocabulary completed the test tasks by 35%.
It can be concluded that learning foreign words with the help of AI showed the highest results in our experiment (Appendix 6).
2.5 A conversation on familiarization with the methods of memorizing foreign words
After receiving the data from our experiments, we studied and analyzed the information we received. Next, we prepared a conversation for the children of grades 4-5 to introduce them the methods of memorizing foreign words that we used in our research.
The conversation on "Effective methods of memorizing foreign words" was held in grades 3a, 3b, 4a and 4b in February, 2026. The students learned about how they can prepare for their foreign language lessons more easily and effectively (Appendix 7).
Conclusion
Based on the results of our work, we can summarize and draw the conclusions:
1. the main result of our work was to obtain data on the effectiveness of various methods of memorizing foreign words, both traditional and using AI;
2. we have confirmed the hypothesis that there are ways to memorize foreign language vocabulary that can increase the effectiveness of the learning process;
3. an important outcome of our work was a conversation with our classmates, during which they learned about effective methods of learning foreign vocabulary.
In our opinion, the results of this work can be useful:
1. for teachers when preparing for classes, as new vocabulary can be taught in various ways, including using AI;
2. for students who want to improve their foreign language skills by learning vocabulary more effectively;
3. for students who are learning several foreign languages, as it can help them remember new words more efficiently.
List of references
1. Krutetskiy V.A. Psychology: Textbook for students of pedagogical colleges / V.A. Krutetskiy. - M.: Prosveshchenie, 2010. - 352 p.
2. Maklakov A.G. General Psychology. – SPb.: Peter, 2001.-592p.:il.
3. Navigator of the researcher: Workbook for schoolchildren on the organization of educational and research activities. - 6th edition, corrected. -M.: Foundation for the Preservation of the D.I. Mendeleev's Heritage, 2024. -99 p.: il.
4. Ozhegov S.I. Dictionary of the Russian language: About 57000 words/Under the editorship of the doctor of philology.Sciences, Prof. N.Yu.Shvedova. – 16th ed., corrected. – M.:Rus.yaz.,1984. –797p.
5. I am a researcher: Workbook for primary school students. - 2nd ed.,
corrected. - Samara: Publishing House "Educational Literature", 2005. - 32 p.: ill.
Appendix 1.
Appendix 2.
Question 1: Is it easy for you to learn new words in English?
Question 2. How often do you revise new vocabulary?
Question 3: What method helps you remember new English words?
Question 4: Do you want to improve your ability to memorize foreign words?
Appendix 3.
Experiment “The Interval Repetition Method”
Appendix 4.
Experiment “The Method of Multiple Writing”
Appendix 5.
Experiment “AI” (Simple class platform)
Appendix 6.
Final results
Appendix 7.
A conversation on familiarization with the methods of memorizing foreign words лов