Is it your first time in learning a language? Don't know where to start or what to do? Read these top 10 tips for language learning success by Nihonkai.
Dolphin Head Hunters offers Best IELTS coaching in Chandigarh, PTE and Spoken English classes in Chandigarh sector 34.Call 9780754465 for IELTS admission
English Speaking Classes in Baner Pune | Pune Training Institutekunal gaikwad
Pune Training Institute provides one of the best English Speaking training classes in Baner Pune. It provides weekday and weekend classes in baner,Pune
The document describes the Foundation Course in Spoken English (FCSE) published by Orient Longman. FCSE is intended to help learners who have little exposure to spoken English develop their oral communication skills. It consists of two parts with accompanying audio CDs covering 11 modules and 50 communicative functions. The course materials include tips on pronunciation, vocabulary, grammar and usage. Each unit is designed to be completed in two hours through listening, repeating dialogues, and roleplays to practice new expressions. The target audience includes students from regional language backgrounds or those in professional fields seeking to improve their English skills. Discounts are provided in pricing based on book quantity purchased.
This document contains information from a TPRS (Teaching Proficiency through Reading and Storytelling) workshop presented by Tracy Pi and Meng Guangping. It discusses the key principles of TPRS according to Stephen Krashen, including using comprehensible input and stories to teach language. It also provides instructions for implementing TPRS techniques like storytelling, creating embedded readings, and using circling questions.
The document discusses communication skills and provides tips for teaching listening skills to students. It recommends focusing on both specific details and the big picture when listening. When teaching listening, teachers should provide a motivating text related to students' interests and needs. Students prefer authentic listening texts. Teachers should teach students strategies for listening like looking for key words, nonverbal cues, predicting purpose, associating information with background knowledge, guessing meaning from context, seeking clarification, and listening for the general idea.
The document discusses principles and techniques for teaching listening and speaking skills to English language learners. It recommends exposing students to different types of listening and integrating skills. Some principles for teaching speaking include providing topics for discussion, creating interaction opportunities, and personalizing speaking activities. Sample listening and speaking activities mentioned include conversations, information gap activities, role plays, and picture-based tasks.
Survey on the performance of the NSU graduates during an interview in terms o...Tahmidur Rahman
The document analyzes a survey of 16 employers on their perspectives of the English language literacy and performance of graduates from North South University in interviews. The survey found that most employers filter resumes based on English language literacy criteria and emphasize this skill, though nervousness can negatively impact graduates' demonstrations of their abilities. Overall, having strong English skills and a GPA over 3.5 increases graduates' chances of getting jobs.
Dolphin Head Hunters offers Best IELTS coaching in Chandigarh, PTE and Spoken English classes in Chandigarh sector 34.Call 9780754465 for IELTS admission
English Speaking Classes in Baner Pune | Pune Training Institutekunal gaikwad
Pune Training Institute provides one of the best English Speaking training classes in Baner Pune. It provides weekday and weekend classes in baner,Pune
The document describes the Foundation Course in Spoken English (FCSE) published by Orient Longman. FCSE is intended to help learners who have little exposure to spoken English develop their oral communication skills. It consists of two parts with accompanying audio CDs covering 11 modules and 50 communicative functions. The course materials include tips on pronunciation, vocabulary, grammar and usage. Each unit is designed to be completed in two hours through listening, repeating dialogues, and roleplays to practice new expressions. The target audience includes students from regional language backgrounds or those in professional fields seeking to improve their English skills. Discounts are provided in pricing based on book quantity purchased.
This document contains information from a TPRS (Teaching Proficiency through Reading and Storytelling) workshop presented by Tracy Pi and Meng Guangping. It discusses the key principles of TPRS according to Stephen Krashen, including using comprehensible input and stories to teach language. It also provides instructions for implementing TPRS techniques like storytelling, creating embedded readings, and using circling questions.
The document discusses communication skills and provides tips for teaching listening skills to students. It recommends focusing on both specific details and the big picture when listening. When teaching listening, teachers should provide a motivating text related to students' interests and needs. Students prefer authentic listening texts. Teachers should teach students strategies for listening like looking for key words, nonverbal cues, predicting purpose, associating information with background knowledge, guessing meaning from context, seeking clarification, and listening for the general idea.
The document discusses principles and techniques for teaching listening and speaking skills to English language learners. It recommends exposing students to different types of listening and integrating skills. Some principles for teaching speaking include providing topics for discussion, creating interaction opportunities, and personalizing speaking activities. Sample listening and speaking activities mentioned include conversations, information gap activities, role plays, and picture-based tasks.
Survey on the performance of the NSU graduates during an interview in terms o...Tahmidur Rahman
The document analyzes a survey of 16 employers on their perspectives of the English language literacy and performance of graduates from North South University in interviews. The survey found that most employers filter resumes based on English language literacy criteria and emphasize this skill, though nervousness can negatively impact graduates' demonstrations of their abilities. Overall, having strong English skills and a GPA over 3.5 increases graduates' chances of getting jobs.
The document provides techniques for improving listening skills in English. It discusses the importance of listening and describes active listening as making a conscious effort to understand not just words but the total message. It recommends practicing listening to obtain information, understand meanings, and learn. Specific techniques include using background knowledge, figuring out the purpose, being selective, being active, listening for the gist first, and using a three-step process of pre-listening, while-listening, and post-listening activities. Suggestions to improve include using the internet, radio, films, dictation, and songs.
The document provides 10 tips for successful language learning. It recommends setting realistic expectations and accepting that mistakes are part of the learning process. It suggests breaking up study time into smaller chunks daily and practicing vocabulary through various reading strategies. The tips also include practicing language skills aloud, doing homework conscientiously by looking up unknown words, forming study groups, identifying one's learning style, maximizing language exposure through immersion, spending time on task during class, and communicating with instructors for help. The overall message is that regular practice and active engagement with the language are essential for learning.
The document provides 10 tips for successful language learning. It recommends setting realistic expectations and accepting that mistakes are part of the learning process. It suggests breaking up study time into smaller chunks daily and practicing vocabulary through various reading strategies. The tips also include practicing language skills aloud, doing homework conscientiously by looking up unknown words, forming study groups, identifying one's learning style, maximizing language exposure through immersion, spending time on task during class, and communicating with instructors for help. The overall message is that regular practice and active engagement with the language are essential for learning.
Why formal training is important to learn Japanese.docxNjla Academy
Whether learning Japanese is your hobby or need, formal lessons are effective to refine your skills. Formal training has been seen as important for making a high-profile career. People are failing to realize that formal training in the Japanese language is not meant for accreditation only.
This document discusses Stephen Krashen's hypotheses for language acquisition and provides guidance for teaching listening and speaking based on these hypotheses. The key points are:
1) According to Krashen, language is acquired through comprehensible input rather than formal instruction, and acquisition, not learning, leads to improved ability.
2) For listening and speaking, students should be exposed to comprehensible input before producing speech, and errors should be minimized to build confidence.
3) Teachers should focus on meaning over form, encourage fluency through tasks and group work, and correct errors later to prevent fossilization. Flexibility is needed to meet different student needs.
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
The document discusses the communicative language teaching approach and its basic principles. It emphasizes using activities and materials that get students communicating in realistic, meaningful ways about situations from their real lives. It stresses the importance of fluency as well as accuracy, and views mistakes as part of the learning process. It also discusses how the communicative approach changes the roles of teachers and students, with teachers facilitating and students actively participating.
The Speaking section in TOEFL® iBT comes right after the 10-minute break. It measures the test taker’s ability to communicate in English orally. The six tasks in the Speaking section are divided into two types – independent speaking tasks (2 tasks) and integrated speaking tasks (4 tasks). Systematically improve your pronunciation. You should pay attention to the words’ stresses, intonation patterns and pauses. You should sound as naturally as possible. http://i-courses.org
This document provides guidance and suggestions for English language teaching activities that can be used in classroom settings. It discusses the importance of engaging students and making them comfortable taking risks. A variety of activity types are described, including spelling/vocabulary games, listening exercises, communication activities, and writing prompts. Guidelines are provided for preparing students and managing group work. Specific activity examples involve word games like creating sentences from a list of words or coming up with as many words as possible from a long word. The document emphasizes creating a fun, interactive environment where students can practice using English without fear of making mistakes.
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
This document provides tips for learning English using media. It recommends scheduling at least two hours per day to practice English by incorporating it into daily routines like listening to music, commuting, or watching television. Short activities are better than trying to do it all at once. The document also gives examples of using pronunciation, grammar, writing, reading, speaking and listening exercises from media to improve English skills.
This document provides tips for learning English using media. It recommends scheduling at least two hours per day to practice English by listening to music, watching TV, or commuting. Short practice sessions are better than trying to do it all at once. The document also gives examples of incorporating English practice into daily activities and provides basic information about pronunciation, grammar, writing, reading, speaking and listening skills.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
Learn to Speak Japanese More fluently.pptxDivya Sharma
If you’re just beginning and want to learn more, we suggest you enroll in an offline or online Japanese Language Class, preferring an offline class. There are a variety of Japanese institutions for learning Japanese in India that you can sign up to like Nihonkai Japanese Academy in New Delhi.
Some Compelling Reasons to join our Institute to Japanese LanguageDivya Sharma
There are lots of Books are available in the market that they will be told at home. But properly start alone,never guide another person. Because Japanese Language is totally different from this so choose the right resources to start learning Japanese language.
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The document provides techniques for improving listening skills in English. It discusses the importance of listening and describes active listening as making a conscious effort to understand not just words but the total message. It recommends practicing listening to obtain information, understand meanings, and learn. Specific techniques include using background knowledge, figuring out the purpose, being selective, being active, listening for the gist first, and using a three-step process of pre-listening, while-listening, and post-listening activities. Suggestions to improve include using the internet, radio, films, dictation, and songs.
The document provides 10 tips for successful language learning. It recommends setting realistic expectations and accepting that mistakes are part of the learning process. It suggests breaking up study time into smaller chunks daily and practicing vocabulary through various reading strategies. The tips also include practicing language skills aloud, doing homework conscientiously by looking up unknown words, forming study groups, identifying one's learning style, maximizing language exposure through immersion, spending time on task during class, and communicating with instructors for help. The overall message is that regular practice and active engagement with the language are essential for learning.
The document provides 10 tips for successful language learning. It recommends setting realistic expectations and accepting that mistakes are part of the learning process. It suggests breaking up study time into smaller chunks daily and practicing vocabulary through various reading strategies. The tips also include practicing language skills aloud, doing homework conscientiously by looking up unknown words, forming study groups, identifying one's learning style, maximizing language exposure through immersion, spending time on task during class, and communicating with instructors for help. The overall message is that regular practice and active engagement with the language are essential for learning.
Why formal training is important to learn Japanese.docxNjla Academy
Whether learning Japanese is your hobby or need, formal lessons are effective to refine your skills. Formal training has been seen as important for making a high-profile career. People are failing to realize that formal training in the Japanese language is not meant for accreditation only.
This document discusses Stephen Krashen's hypotheses for language acquisition and provides guidance for teaching listening and speaking based on these hypotheses. The key points are:
1) According to Krashen, language is acquired through comprehensible input rather than formal instruction, and acquisition, not learning, leads to improved ability.
2) For listening and speaking, students should be exposed to comprehensible input before producing speech, and errors should be minimized to build confidence.
3) Teachers should focus on meaning over form, encourage fluency through tasks and group work, and correct errors later to prevent fossilization. Flexibility is needed to meet different student needs.
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
The document discusses the communicative language teaching approach and its basic principles. It emphasizes using activities and materials that get students communicating in realistic, meaningful ways about situations from their real lives. It stresses the importance of fluency as well as accuracy, and views mistakes as part of the learning process. It also discusses how the communicative approach changes the roles of teachers and students, with teachers facilitating and students actively participating.
The Speaking section in TOEFL® iBT comes right after the 10-minute break. It measures the test taker’s ability to communicate in English orally. The six tasks in the Speaking section are divided into two types – independent speaking tasks (2 tasks) and integrated speaking tasks (4 tasks). Systematically improve your pronunciation. You should pay attention to the words’ stresses, intonation patterns and pauses. You should sound as naturally as possible. http://i-courses.org
This document provides guidance and suggestions for English language teaching activities that can be used in classroom settings. It discusses the importance of engaging students and making them comfortable taking risks. A variety of activity types are described, including spelling/vocabulary games, listening exercises, communication activities, and writing prompts. Guidelines are provided for preparing students and managing group work. Specific activity examples involve word games like creating sentences from a list of words or coming up with as many words as possible from a long word. The document emphasizes creating a fun, interactive environment where students can practice using English without fear of making mistakes.
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
This document provides tips for learning English using media. It recommends scheduling at least two hours per day to practice English by incorporating it into daily routines like listening to music, commuting, or watching television. Short activities are better than trying to do it all at once. The document also gives examples of using pronunciation, grammar, writing, reading, speaking and listening exercises from media to improve English skills.
This document provides tips for learning English using media. It recommends scheduling at least two hours per day to practice English by listening to music, watching TV, or commuting. Short practice sessions are better than trying to do it all at once. The document also gives examples of incorporating English practice into daily activities and provides basic information about pronunciation, grammar, writing, reading, speaking and listening skills.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. www.japaneselanguage.co
Set Realistic Expectations
A language course is different than most other courses you will
ever take. Not understanding and making mistakes -- things that are
negative learning indicators in other courses -- are a very natural part
of the language learning process. Accept the fact that you will not
understand everything. In fact, at the very beginning, you will not
understand much at all.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
3. www.japaneselanguage.co
Break Study Time Into Smaller Chunks
Research shows that language students learn more effectively and
retain more when they study frequently and for shorter periods of
time than if they study infrequently for extended periods of time.
Try to study each day, and whenever possible, several times a day.
This means, for instance, doing a few homework exercises each day
rather than doing all homework assignments the night before they
are due.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
4. www.japaneselanguage.co
Learn Vocabulary Effectively
Vocabulary is the most essential element of communication. The more
words you know, the more you can say and understand.
The absolute best way to learn vocabulary is through the use of flash
cards that you make yourself. Purchase a set of 3 x 5 index cards and cut
them in half. (This makes them small enough to carry everywhere.) Write a
vocabulary word on the front and its English definition on the back. As you
learn more information about each word (e.g. plural forms of nouns,
principle parts of verbs), you can add these to the cards.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
5. www.japaneselanguage.co
Practice Language Actively
Whenever possible, speak the language aloud rather than reciting it
silently to yourself. Say vocabulary words out loud, read passages in the text
aloud, do pronunciation activities orally and not just mentally. Write out the
answers to activities rather than gliding through them in your mind. Read
aloud entire sentences in an activity rather than just reading a fill-in
response. Transferring language from your mind to your mouth is a skill that
requires a great deal of practice.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
6. www.japaneselanguage.co
Do Homework Conscientiously
When doing your homework, you have the luxury of time. Look up words
and genders you don't know. Refer to charts and other resources available to
you. This will reinforce the material and eventually it will become automatic.
If you never look things up or simply guess, you will be strongly reinforcing
errors and you will never learn proper forms and words. Read instructor
feedback on homework and ask clarifying questions when necessary.
Maximize the utility of your homework to your learning.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
7. www.japaneselanguage.co
Form Study Groups
Meet regularly with classmates to work together on homework
assignments, to learn vocabulary, to study for tests, or just to practice
speaking the language. Everyone has strengths and weaknesses when it
comes to language learning.
Learning with others helps decrease knowledge gaps and gives you
opportunities to actively discuss concepts and material covered in class,
thereby increasing the chances that you will remember it. You will benefit
from the knowledge and abilities of your classmates, as they will from yours.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
8. www.japaneselanguage.co
Identify Your Learning Style
Each person has his/her own learning style and everyone learns at a
different pace. Try not to get frustrated if someone else in class seems to be
progressing more quickly than you. You might find that you have a knack for
grammar but have difficulty with speaking. Or you may find that you
understand things perfectly in class, but when it comes to the homework
assignments, you feel lost.
Strive to identify your own personal strengths and let these help you in
your learning process. If you are a visual learner, for example, write things
down and try to associate words with images. At the same time, strive to
identify your own personal learning barriers and make efforts to overcome
them.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
9. www.japaneselanguage.co
Maximize Your Language Exposure
If your ultimate goal is language fluency, as it is for many students
learning a language, then it is important to know that you will become more
fluent more quickly if you increase the amount of contact you have with the
language. You can start by simply practicing the language with a classmate
outside of class.
You can befriend native speakers in your community or attend a local
foreign language conversation hour, if one exists. Rent a movie in the target
language, or listen to authentic audio or video online. (Many foreign
television and radio stations have streaming or archived audio and video
programs).
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
10. www.japaneselanguage.co
Spend Time On Task
Use the time you have in class each week to work on your language skills.
This means not only attending and paying attention in class. If you finish a
partner activity early, use the time to try conversing with your partner in the
target language on a related topic. Or work on your written homework.
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
If you finish a lab activity early, attempt trying some supplemental
activities, work on the week's written homework, or explore some cultural
sites. If you are in your language class, you should be doing something
language-related. Make the most of the time you have to maximize your
learning.
11. www.japaneselanguage.co
Communicate With Your Instructor
BF-30, Tagore Garden (Near Tagore Garden Metro
Station, Gate No.1) New Delhi 110027
Phone :+91-11-47353843, +91-99997-98094
:+91-11-65656170, +91-11-65656171
Take responsibility for your learning. Communicate with your instructor
any problems that may be interfering with your learning or any specific
difficulties that you are having with the material. Seek help immediately
when you need it. You might be surprised how easily such difficulties can be
resolved. Also, be proactive about making up missed work. Not only your
grade, but also your success at learning depend on it.