Researchers from the University of London recently found that successful long-term learning effects usually occur after classroom teaching and after learners have a good sleep. This research result was published in the international academic journal cognitive psychology.
In this study, researchers taught volunteers some new words with certain relevance, and tracked their learning and understanding abilities. They found that although the volunteers had learned the relevance between the new words, they still could not understand them well, but this situation changed after they had a rest for a period of time. This indicates that the key process of learning and mastering knowledge occurs outside the classroom, and students need a period of time to understand and digest knowledge after learning, and this phenomenon may be related to brain activities during sleep.
Researchers pointed out that teachers have always questioned the importance of proper rest for long-term learning effects, and our research results provide some experimental support for the importance of proper rest. In our experiment, volunteers can understand the potential relevance between words after a short period of learning, but they can not master the use of relevance to understand new words until one week after learning.
This finding shows that teachers should teach vocabulary and other knowledge after students have a good rest and consolidated their understanding and mastery of language rules, which can greatly improve students’ memory and understanding of language knowledge. This study has important implications for language learning in the classroom.
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