To Learn Vocabulary We Must Forget Vocabulary
Um Vokabeln zu lernen, müssen wir Vokabeln vergessen
To Learn Vocabulary We Must Forget Vocabulary
Para aprender vocabulario hay que olvidarlo
Pour apprendre le vocabulaire, il faut oublier le vocabulaire
Per imparare il vocabolario bisogna dimenticare il vocabolario
語彙を学ぶには語彙を忘れなければならない
Para aprender vocabulário é preciso esquecer o vocabulário
Чтобы выучить словарный запас, мы должны забыть словарный запас
Kelime Öğrenmek İçin Kelime Dağarcığını Unutmalıyız
Щоб вивчити лексику, ми повинні забути лексику
要学习词汇，我们必须忘记词汇
要學習詞彙，我們必須忘記詞彙
Forgetting ... forgetting is a good thing.
Letting go|Not remembering|||beneficial|
忘れる・・・忘れることはいいことです。
Hi there, Steve Kaufmann, and today I wanna talk about vocabulary
and the importance of forgetting.
そして忘れることの大切さ。
ve unutmanın önemi.
Remember, if you enjoy these videos, please subscribe.
Unutmayın, bu videoları beğendiyseniz lütfen abone olun.
Click on the bell to get notified when there's a new video.
||||||benachrichtigt|||||
Yeni bir video geldiğinde haberdar olmak için zile tıklayın.
And if you're on a podcast service, please leave a comment.
||vous êtes|sur|||||||
А если вы пользуетесь подкаст-сервисом, пожалуйста, оставьте комментарий.
I really do appreciate it.
本当に感謝しています。
Bunu gerçekten takdir ediyorum.
So when I wrote I should...
だから私が書いたとき、私はすべきです...
yeah, when I wrote my book, here is of course the English version.
ええ、私が本を書いたとき、これはもちろん英語版です。
jā, kad es uzrakstīju savu grāmatu, šeit, protams, ir angļu valodas versija.
Here's...
I just happen to have the Chinese version nearby.
たまたま近くに中国語版がありました。
Man vienkārši gadījās, ka netālu ir ķīniešu versija.
A Personal Guide to Language Learning.
言語学習の個人ガイド。
The linguist, I called it.
その||||
言語学者、私はそれを呼んだ。
Linguist means someone who, you know, speaks many languages.
リンギストとは、多くの言語を話す人を意味します。
Lingvists nozīmē cilvēku, kurš, jūs zināt, runā vairākās valodās.
That's the original meaning of the word linguist.
それが言語学者という言葉の本来の意味です。
Tā ir vārda lingvists sākotnējā nozīme.
Whenever I say that, I get attacked by people who study linguistics.
||||||criticized or challenged|||||linguistics experts
そんなことを言っていると、言語学を勉強している人たちに攻撃されます。
Ikreiz, kad es to saku, man uzbrūk cilvēki, kas studē valodniecību.
But if you open up a dictionary that in fact is the number one
でも辞書を開いてみると実は1位なのです
Bet, ja jūs atverat vārdnīcu, kas patiesībā ir numur viens
meaning of the word linguist.
言語学者という言葉の意味.
vārda lingvists nozīme.
Most English speakers are not familiar with the word polyglot.
|||||||||multilingual person
ほとんどの英語話者は、ポリグロットという言葉になじみがありません。
Большинство носителей английского языка не знакомы со словом "полиглот".
Anyway, when I wrote that book, I said the most important, sort of,
|||ai écrit|||||||||
とにかく、私がその本を書いたとき、私は最も重要な、一種の、
Katrā ziņā, kad es rakstīju šo grāmatu, es teicu, ka vissvarīgākais ir,
measure of how well we know a language is the number of words we know.
言語をどれだけよく知っているかの尺度は、私たちが知っている単語の数です。
mēraukla tam, cik labi mēs protam valodu, ir vārdu skaits, ko mēs zinām.
Vocabulary is key.
語彙が鍵です。
Woordenschat is de sleutel.
Words and phrases, but phrases consist of words, so you have to have words.
|||||bestehen aus||||||||
単語とフレーズですが、フレーズは単語で構成されているため、単語が必要です。
Vārdi un frāzes, bet frāzes sastāv no vārdiem, tāpēc jums ir jābūt vārdiem.
Слова и фразы, но фразы состоят из слов, а значит, у вас должны быть слова.
And to be fluent, you actually need a lot of words because the
And to be fluent, you actually need a lot of words because the
流暢に話すためには、実際にはたくさんの単語が必要です。
native speaker has a lot of words.
ネイティブスピーカーはたくさんの単語を持っています。
So if you're exposing yourself to a native speaker, speakers in conversation
|||presenting||||||||
ですから、ネイティブ スピーカーに自分をさらす場合、会話中のスピーカーは
or watching a movie or listening to a podcast, all of which are tremendous ways
|||||||||||||excellent|
または映画を見たり、ポッドキャストを聴いたり、これらはすべて素晴らしい方法です
vai skatīties filmu, vai klausīties podkāstu - tie visi ir lieliski veidi, kā
of improving in the language, you need a lot of words, and while I sometimes
||||||||||||||parfois
言葉の上達にはたくさんの言葉が必要です。
valodas uzlabošanu, jums ir nepieciešams daudz vārdu, un, lai gan es dažreiz
hear people say, Well, I can be fluent with 500 words, because 500 words
人々が言うのを聞いて、まあ、私は500語で流暢に話すことができます.なぜなら500語だからです.
dzirdēt cilvēkus sakām: "Nu, es varu brīvi pārvaldīt 500 vārdus, jo 500 vārdi.
accounts for 60% of most content, but in fact that's not true because the low
accounts section|||||||||||||
ほとんどのコンテンツの 60% を占めていますが、実際にはそうではありません。
veido 60 % no lielākās daļas satura, taču patiesībā tas nav taisnība, jo zemais
é responsável por 60% da maior parte do conteúdo, mas na verdade isso não é verdade porque o baixo
frequency words and frequency declines very quickly, as I've said before.
||||decreases rapidly||||||
前にも言ったように、頻度の高い単語と頻度は非常に急速に低下します。
biežāk lietotie vārdi un biežums ļoti ātri samazinās, kā jau es teicu iepriekš.
palavras de freqüência e freqüência declina muito rapidamente, como eu disse antes.
Частотные слова, а частотность снижается очень быстро, как я уже говорил.
They're key to, you know, the gist of what any content is about.
||||||essence||||||
||||||essentiel||||||
||||||main idea||||||
それらは、ご存知のように、コンテンツの要点の鍵です。
Tie ir galvenie elementi, kas raksturo jebkura satura būtību.
The high frequency words are not a problem.
頻度の高い単語は問題ありません。
They repeat often and very quickly get to know them, but you need these other words.
彼らは頻繁に繰り返し、すぐに彼らを知るようになりますが、これらの他の言葉が必要です.
Tie bieži atkārtojas un ļoti ātri tos iepazīt, bet jums ir nepieciešami šie citi vārdi.
You need a high sort of vocabulary level.
高度な語彙力が必要です。
Jums ir nepieciešams augsts vārdu krājuma līmenis.
So, how do we achieve that?
では、どうすればそれを達成できるでしょうか。
I think one of the things that can help us is if we accept the
私たちを助けることができることの1つは、
Es domāju, ka viena no lietām, kas mums var palīdzēt, ir pieņemt.
fact that we're gonna forget.
|||allons|
忘れてしまうという事実。
faktu, ka mēs aizmirsīsim.
Not only accept the fact that we're gonna forget, but realize that forgetting is
忘れるという事実を受け入れるだけでなく、忘れるとは
Ne tikai pieņemt faktu, ka mēs aizmirsīsim, bet arī saprast, ka aizmirst ir
a key part of the strategy of learning.
学習戦略の重要な部分。
mācību stratēģijas galvenā sastāvdaļa.
And, and there are a number of references and I did a bit of Googling, so.
|||||||atsauces||||||||
そして、いくつかの参考文献があり、私は少しグーグルをしました。
Un, un ir vairākas atsauces, un es mazliet ieskatījos Googlingā, tāpēc.
You know, I, I, I Googled Proust, Marcel Proust, the, the
||||||Proust|Marcel|||
|||||searched online|Proust|Marcel Proust|Marcel Proust||
ほら、私、私、プルースト、マルセル・プルースト、その、
Ziniet, es, es, es, es uzmeklēju Prustu, Marseli Prustu, to...
French, uh, you know, novelist.
||||романист
||||romancier
||||French author
フランス人、ええと、小説家。
Franču, ziniet, romānists.
And he has this term ... the creative effect of forgetting.
そして彼はこの用語を持っています... 忘れることの創造的な効果.
Un viņam ir šis termins... aizmirstības radošais efekts.
And sometimes those things that we don't deliberately try to
|||||||намеренно||
|||||||intentionally||
そして時には、私たちが意図的にしようとしないこともある
Un dažreiz tās lietas, kuras mēs apzināti necenšamies
remember, they kind of stay there.
覚えておいてください、彼らはそこにとどまります。
atcerieties, ka viņi tur arī paliek.
That was his intuition.
|||интуиция
|||intuition
|||Intuition
|||instinctive feeling
それが彼の直感でした。
Tā bija viņa intuīcija.
Now if you wanna see a more scientific, sort of, explanation of that concept,
その概念のより科学的な説明を見たい場合は
Tagad, ja jūs vēlaties redzēt zinātnisku skaidrojumu šim jēdzienam,
I uh, uh, recommend that you Google for Robert Bjork uh, B J O R K and
|||||||||Robert Bjork|||||||
ええと、ロバート・ビョークをグーグルで検索することをお勧めします。
Es, eh, eh, iesaku jums Google Robert Bjork eh, B J O R K un
the word forgetting, and you'll see a number of of videos that he has done,
忘れるという言葉で
vārdu aizmirst, un jūs redzēsiet vairākus viņa videoklipus,
which explains why forgetting is such an important part of learning that
これは、忘れることが学習の重要な部分である理由を説明しています。
kas izskaidro, kāpēc aizmiršana ir tik svarīga mācīšanās daļa, ka
in our memory we have the ability to retrieve something, but we also have
||||||||atgūt|||||
||||||||récupérer|||||
||||||||access or recall|||||
mūsu atmiņā mums ir spēja kaut ko atgūt, bet mums ir arī
this issue of what we have in storage.
|||||||stockage
|||||||storage unit
šo jautājumu par to, kas mums ir noliktavā.
Okay.
And to some extent, if we try to train the ability to retrieve a limited set
||||||||||||iegūt|||
||||||||||||récupérer|||
||||||||||||||restricted|
Un zināmā mērā, ja mēs cenšamies apmācīt spēju iegūt ierobežotu kopumu.
of information, words, for example, we aren't building up that storage, larger
||||||||||uzglabāšana|
||||||||||capacity|
informācijas, piemēram, vārdu, mēs neveidojam šo krātuvi, lielāku.
de informações, palavras, por exemplo, não estamos acumulando esse armazenamento, maiores
storage of material that we may not be able to retrieve right now, but it's there
||||||||||iegūt atgūt|||||
||||||||||récupérer|||||
materiālu uzglabāšana, kurus mēs, iespējams, nevaram iegūt tieši tagad, bet tie ir tur.
potentially available for us to retrieve.
|||nous||récupérer
possibly|||||
potenciāli pieejami, lai mēs varētu tos iegūt.
And he explains very clearly that once we forget something and we retrieve
||||||||||||atgūt
||||||||||||вспоминаем
Un viņš ļoti skaidri paskaidro, ka tad, kad mēs kaut ko aizmirstam un mēs atgūt
it again and maybe we re-forget it again and we retrieve it again, we're
|||||||||||retrieve|||
to atkal un varbūt mēs to atkal aizmirstam un mēs to atkal atgūstam, mēs esam
expanding that sort of reserve of things that we can uh, uh, retrieve.
paplašinot||||||||||||
paplašinot šo lietu rezervi, ko mēs varam atgūt... eh, eh, atgūt.
expandindo esse tipo de reserva de coisas que podemos recuperar.
We are developing a large vocabulary and to do well in languages,
Mēs apgūstam plašu vārdu krājumu un labi mācāmies valodas,
we need a large vocabulary.
mums ir nepieciešams plašs vārdu krājums.
Even if our large passive vocabulary is not available to us to use or
Pat ja mūsu lielais pasīvais vārdu krājums nav pieejams, lai izmantotu vai
gradually becomes available for us to use it is enabling us to understand,
|||||||||iespējot|||
|||||||||permettant|||
|||||||||allowing|||
pakāpeniski kļūst pieejams, lai mēs to varētu izmantot, tas ļauj mums saprast,
gradualmente se torna disponível para nós usá-lo está nos permitindo entender,
to understand, you know, interesting conversations or interesting sources
lai saprastu, jūs zināt, interesantas sarunas vai interesantus avotus.
of, of information in the language.
no, informācijas valodā.
So I think sometimes in schools we are trained to not wanna forget.
||||||||formés||||
Tāpēc es domāju, ka dažkārt skolās mūs māca neaizmirst.
We're trained, you know, the teacher teaches something and
Mēs esam apmācīti, jūs zināt, skolotājs kaut ko māca un
we've now gotta try to remember it.
mums tagad ir jāmēģina to atcerēties.
Or we have tests on what was said in the story and we're very much
Vai arī mums ir testi par to, kas tika teikts stāstā, un mēs esam ļoti daudz
oriented towards trying to get it right, trying to retrieve it.
||||||bien||||
focused||||||||||
orientēta uz to, lai mēģinātu to izdarīt pareizi, lai to atgūtu.
And I sometimes think we would be better advised to accept that we're gonna forget.
||||||||labāk būtu ieteikts||||||
||||||||avisés||||||
||||||||better off||||||
Un dažkārt es domāju, ka mums būtu labāk pieņemt to, ka mēs aizmirsīsim.
E às vezes acho que seria melhor aceitarmos que vamos esquecer.
And accept that the process of forgetting is, is building up this reserve
En accepteer dat het proces van vergeten is, deze reserve aan het opbouwen is
that our ability to retrieve that information is, is going to improve.
But in the meantime, we also have to build up that reserve of
|||entre-temps|||||||||
|||interim|||||||||
words that we will eventually be able to access better and better.
Robert Bjork also, uh, has videos on interleaving.
|||||||study technique
Robert Bjork heeft ook video's over interleaving.
Pointing out again how important it is to to learn things in different
environments and at different times and in different ways.
settings||||||||
Read about the same subject matter in different books.
I've called this grazing in the past.
|||uzkodas|||
|||eating grass|||
Not worrying too much about what we retain, but making sure
|||||||keep in mind|||
that we expose ourselves to this information in different ways.
He says, for example, people are sometimes advised to always learn
|||||||ieteikts|||
something in the same place.
So if you study, study in your library or study in your, I don't know, kitchen
or whatever, and if you study there and there is research to show that if people,
you know, having studied something, if they go back to the place where they
|||||||||||endroit|où|
studied it, they'll remember it better.
However, you're better off to not do that, to study it here and then
||mieux|||ne||||||||
No entanto, é melhor não fazer isso, estudá-lo aqui e depois
somewhere else and somewhere else.
em outro lugar e em outro lugar.
So your ability, ability to retrieve the information if you go to a
|||||access|||||||
different setting may be less.
||peut||moins
However, by studying that same material in different environments, even you are
building up your reserve of information.
And that will eventually give you more information.
Even though in the short run your ability to retrieve the information is reduced.
|||||||||||||samazināta
|||||||||||||réduite
|||||||||||||diminished
A good example of learning things in different environments, learning and
forgetting, building up our reserve is the way I use LingQ on my iPad.
Could be on your iPhone or Android as well, or on the web.
||||iPhone device||Android device||||||
So if I look at our mini stories, for example, lesson 59, I can read it in
the full lesson mode or I can go, you know, uh, so here, for example, here's
page, the next page, but I can also look at it one sentence at a time.
So that's a different experience, varying the experience.
|||||modifying||
The way we do things is a good thing to do here.
For example, I have a number of words that I am trying to learn.
I, I don't spend a lot of time deliberately trying to remember
these words, but I can still go through some of the, you know,
exercises here right after the page.
So I might ... is accessible I hope.
||||pieejams||
||||reachable to me||
... okay ... and I don't try too hard to remember these things.
I just kind of go through them.
... in other words, being no, being as seeing how...
so I get it wrong.
It doesn't matter if I get it wrong.
|ne||||||
Continue, and then in what you will soon be seeing is the opportunity then
to, to reassemble this into a sentence.
||atjaunot||||
||reassemble||||
I do it not for all the text, but I do it to some extent.
But the key thing is I don't worry about what I don't understand.
I don't worry about what I forget.
I vary how I do things.
|mainu||||
|change||||
Sometimes I do it in full text mode.
Sometimes I do, you know, a sentence at a time.
Sometimes I do easy content, such as the mini stories.
Sometimes I do more difficult content.
|||||material
I never worry about what I forget because I know that
forgetting is the key to learning.
So I just wanted to mention that because a lot of people seem to get
frustrated when they forget things.
feeling annoyed||||
Forgetting is not a bad thing.
Forgetting ... forgetting is a good thing.
You wanna forget and relearn and hear it in another context
||||pārmācīties||||||
|veux|||||||||
||||learn again||||||
and read it in another context.
Trust the fact that eventually the vocabulary will stick, but expose yourself
信じる|||||||||||
Confie no fato de que eventualmente o vocabulário vai ficar, mas exponha-se
to a variety of contexts and don't just try to learn one, sort of, limited group
of vocabulary items in one specific way, but rather build up your vocabulary
reserve becasue you're gonna need it.
save it|because||||
So increase your vocabulary by forgetting.
|augmente||||
Thank you for listening.
Bye for now.
