Interconnectionality of Language Acquirers’ Instinctive Behaviors, Word Recognition, Receptive Abilities, and Memory Bank in Language Learners’ Enhanced Learning of English as Foreign Language: a multidisciplinary study

Abstract

It has been proposed that the interconnection exists and is tentatively addressed in the combined learning method. The method is reading a loud in which physical activities and mental processes are recognizably working during a process of inputting information to the memory bank. Through carefully selecting data, the thesis will also attempt to list few advantages of reading aloud. As attempted in the analysis, reading aloud: 1) avoids boredom; 2) forces our mind to concentrate; 3) allows the dramatic effects of the reading as regard to the stimulation (emotional impulses) received by the limbic system to gain better storage in the memory bank; 4) allows us to hear our own voice pronouncing the word(s) that will eventually provide us some sort of reminder and control on our errors; 5) with sufficient comparison, opens up the possibility that native speakers’ standard pronunciation system is to be leveled. If we are to add one more physical activity that is writing, the inputting process will be complete. Thus, the recording made by the memory bank involves stimulations for better grasp. The comprehension, if it is not exaggerating, will be enhanced by the increasing number of stimulants used, or to be more precise, the type of information or signal contained in the material presented. This is an important idea for learning should better accommodate as many of them as possible. The enhanced learning process is about the process of learning aiming at: 1) Getting fuller understanding that physical activities are amongst the key aspects of effective self-learning; 2) Physical activities as such work side by side in a collaborative manner to construct better ability of grasping a material;