Friday, 26 August 2011

Top 10 IELTS Myths

Go to:

http://rliberni.wordpress.com/2011/08/20/ielts-myths/

Read it!

Take a deep breath and then a look in the mirror.

If you are focusing on petty distractions rather than spending your time improving your English, re-think your strategies.

IELTS is a language level test; no more, no less.



Friday, 12 August 2011

How We Read

When we first look at a text, we glance over it quickly to get the main ideas. We do this in daily life to decide if we wish to read the text in more detail. In tests such as the IELTS reading test we do this for the same basic purpose: to find the main ideas.

Here's some very interesting information and graphics showing how our eyes move when we first look at a webpage:

F-Shaped Pattern For Reading Web Content

Summary:
Eyetracking visualizations show that users often read Web pages in an F-shaped pattern: two horizontal stripes followed by a vertical stripe.
http://www.stumbleupon.com/su/4VFCbm/www.useit.com/alertbox/reading_pattern.html

If you write a blog or write websites, you'll find this information very useful in helping you understand how to structure your writing to maximise reader attention. The same general principle applies to many other kinds of writing, including the IELTS writing tasks. Make sure your main ideas are clearly summarised!

Thursday, 11 August 2011

Australian Culture and Etiquette

"Ita Buttrose has had an extensive career in print, radio and television. She maintains that time changes many things, but good manners never go out of fashion -- the subject of her latest book 'A Guide to Australian Etiquette: for all occasions from weddings to work'."

You can read more about the book here:

http://www.penguin.com.au/products/9780670075478/guide-australian-etiquette-all-occasions-weddings-work

You can listen to Ita Buttrose being interviewed about Australian etiquette and culture on ABC radio at:

http://www.youtube.com/watch?v=XYvDNLzMvjw

"Quick ways" to gain a foreign langage

languages
(Photo Illustration: Thomas van Ryzewyk/Getty)
It was an interest in vampires, long a part of Slavic culture, that fed Bobbi Duncan’s desire to study Russian. This summer, a year after starting to learn the language, the 21-year-old linguistics student at the University of Texas spent five weeks in Russia and, to her delight, found she could communicate with locals, even if she lacked an extensive vocabulary. “One of the things I learned how to do really well is talk around something,” she says, “so even if I don’t have the words for exactly what I want, I can still express myself pretty well.”
The course Duncan took adopted a novel language-teaching approach conceived by the school’s Arabic program four years ago. Traditionally, language teachers spend much of instruction time running through grammar rules and vocabulary. Students in Duncan’s class had to learn that on their own time, however, and classes were used to practise their knowledge. “What we’re doing in class is activate new materials through group work, through presentations, through games, through activities,” says Mahmoud Al-Batal, director of the flagship Arabic program at the university. “It enables students to immerse themselves more in the language, and it makes them take ownership of learning.”
In this global economy, professionals are frequently required to travel abroad, or find themselves assigned to a foreign office or project. Knowing the local language is an asset that can open up career opportunities and new lines of business. But workers rarely have years to perfect a language; they need to pick as much as possible, usually within months. And programs like UT’s are designed to address that.
Carla Hudson Kam, a linguistics professor at the University of British Columbia, says the approach to language learning should depend on how you plan to use the skill. For someone looking to pick up common phrases in a short period, a computer program or an audiobook will suffice.
This method, however, won’t prepare you for holding a conversation. “For adult language learning, the most successful learners do both some immersion and actual study in a classroom,” says Kam. “Either one of those is not going to be as effective as both of them together.” Ideally, you should communicate with different speakers of the language, and if you’re expecting to travel to a particular region, listen to someone speaking in that accent to get accustomed to it, she says.
Some languages are easier to learn than others, depending on how close they are to your native language and the complexity of their grammar and pronunciation, says Robert DeKeyser, a second-language-acquisition professor at the University of Maryland. For native English speakers, learning Arabic, Chinese, Korean and Japanese is the hardest, while Dutch and French tend to be easier.
As the Texas program highlights, it’s interaction that makes all the difference. “If you just memorize a long list of words, it doesn’t stick in your brain,” says Orlando Kelm, associate director of business language education at UT’s Center for International Business Education and Research. “But if there’s some experience you have that becomes real, then suddenly you remember the word for the rest of your life.” He recommends using Livemocha, a social network that connects users with native speakers around the world, or podcasts to supplement work done in the classroom. It’s also much easier to retain words that you really need to use, Kelm adds. And, as basic as it sounds, a good night’s sleep helps your brain consolidate what you’ve learned.
To be successful, people shouldn’t shy away from testing their language skills with others. “You have to be willing to open your mouth and say whatever comes out, and hope you’re going to get the bread you need or the cheese you want to eat,” says Kelm. “If you’re waiting to say it perfectly, you’re going to have a lot harder time.” He suggests memorizing phrases rather than individual words, because literal translation can get in the way.
But even with shortcuts, learning a language takes time. To reach the level where you can converse about routine tasks for a relatively easy language like Spanish can take about 500 hours, while learning Chinese would require closer to 1,000 hours. With such lengthy time frames, some suggest that learning the foreign business culture—proper formalities and customs—may be more practical than studying the language. “If you understand the cultural things that go on in international business, those cultural issues will apply whether you’re in Paris or Shanghai or in Berlin,” Kelm says. “And in a lot of ways, the cultural aspects are more important than foreign language skills because they’re more transferable.”   From http://www.canadianbusiness.com/article/39210--quick-ways-to-gain-a-foreign-tongue#.TkR3i7VufOc.twitter   

Wednesday, 10 August 2011

Why you should go for a brisk walk before revising


The exam season may be over, but here's a simple piece of advice for next semester. Go for a brisk walk before studying and your memory of the material is likely to benefit.

Carlos Salas and his colleagues had dozens of students study 30 nouns, each displayed for 6 seconds. Some of the students went for a ten-minute walk before being presented with the words. They were told to adopt "the walking speed one would use when late to an appointment, but without the anxiety caused by such a scenario". Other students spent the same time sitting quietly looking at pictures of natural landscapes. After the study phase, some of the students went for another ten-minute walk before attempting to recall as many of the words as they could; other students sat quietly for ten minutes before their recall attempt. This meant there were four experimental groups (walk-walk, walk-sit, sit-sit, and sit-walk, depending on how the participants behaved before the study and recall phases).

The key finding is that those students who went for a walk before the study period recalled 25 per cent more words correctly compared with students who sat still before the study period. By contrast, walking versus sitting before the attempt at recall made no difference to the students' performance.

Past research has shown context-dependent effects on memory. For example, if you chew gum while learning, your recall performance will benefit if you also chew gum when attempting to retrieve memories. No evidence for this was found in this study in the sense that the students' performance was no better when their pre-recall activity (walk vs. sit) matched their pre-learning activity, perhaps because the recall test followed too soon after the learning phase, so that the effects of the earlier walk or sitting period were still ongoing.

Another detail of this study is that the researchers asked the students to report their levels of arousal and tension after the periods of sitting or walking. Arousal was higher after walking than sitting, but tension was no different. So increased arousal is a possible physiological mechanism underlying the benefits of a pre-study walk (see earlier Digest item: "Memory performance boosted while walking").

Salas and his team also looked at meta-memory: this is people's insight into their own memory processes. During the study phase, after each word appeared, the participants were asked to indicate their likelihood of recalling it correctly. Students who sat for ten minutes before studying tended to significantly overestimate their later performance. By contrast, the walkers were much more accurate. However, there was no absolute difference in the predictions made by the two groups. In other words, it seems the walkers only had superior meta-memory because walking boosted their performance to match their confidence.

"Overall, these results suggest that individuals can gain a memory advantage from a ten-minute walk before studying," the researchers said. "Given [these] positive results ... and [their] potentially important practical applications, we hope that researchers will continue to explore the relationship between walking, memory, and meta-memory."
_________________________________

ResearchBlogging.orgSalas, C., Minakata, K., and Kelemen, W. (2011). Walking before study enhances free recall but not judgement-of-learning magnitude. Journal of Cognitive Psychology, 23 (4), 507-513 DOI: 10.1080/20445911.2011.532207


http://bps-research-digest.blogspot.com

Tuesday, 9 August 2011

5 Ways to Listen Better

Another of the great TED Talks: http://www.ted.com/talks/julian_treasure_5_ways_to_listen_better.html