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Some of Tahfiz houses which were built to teach memorising Quran have difficulty in choosing a method that is suitable for the psychological development of early childhood. This study aims to examine the method of memorising the Quran in terms of psychological theory. This study uses a qualitative systematic review method following PRISMA with stages: (1) Identification; (2) Screening; (3) Eligibility; and (4) Included. The three stages of reviewing journal articles are: searching for journal articles, mapping themes, and analysing based on inclusion criteria. The result is that there are two suitable methods for early childhood, namely Bayani based on the verbal mnemonic technique and Kaisa based on the mnemonic physical response. This finding is expected to be developed by further research and be useful for tahfiz houses teachers to choose the method of memorising the Quran for early childhood according to psychological development

The article is devoted to the issue of the formation of language competence of future primary school teachers for the implementation of the language content line of integrated education with the help of mnemonics in the light of the New Ukrainian School. The article analyzes the current state and development of pedagogical research on the problem of the implementation of the language content line of integrated education; the essence of the concepts “language competence”, “integrated learning”, “language content line” and “mnemonics” were specified. It has been proven that the implementation of the language content line is a factor of quality education, a mandatory component of any activity, in particular educational. Professional training of the future teacher depends on the level of formation of language competence of students of higher education. The problem of modern methods of teaching the Ukrainian language is the search for ways that would in a short time help to activate the activities of future primary school teachers in mastering the language material, in the formation and improvement of language skills. The use of mnemonic techniques and methods is relevant from the point of view of implementing the linguistic content line and improving the effectiveness of training. Their advantage is in the conscious assimilation of the studied material, in the growth of motivation for learning and the acquisition of knowledge. Based on the analysis of methodical literature and own practical experience, recommendations are formulated for the implementation of practical emotional techniques that should be used in the process of teaching the modern Ukrainian language in order to prepare students of higher education for the implementation of the language content line in primary grades, specific mnemonic techniques and tasks from the Ukrainian language are presented. In this article, future primary school teachers are offered a system of using mnemonics in working with primary school students, namely the first grade in the lessons of the integrated course “Teaching Literacy” and “Graphics”. The author reveals the meaning of the concept of “mnemonics”, provides a brief history of the origin, emphasizes the importance of mnemonic techniques, goals, methods and environment of use. The principle of operation of such methods as mnemonic tables, mnemonic tracks and mnemonic squares, which develop and improve the perception and learning of the alphabet, is considered. The article will be useful not only to future primary school teachers, but also to innovative teachers, to everyone who wants to develop the ability to memorize in a child., У зв’язку з потребою початкової школи у педагогах, які володіють усіма складовими комунікативної компетентності, постала необхідність вдосконалення змісту й методики мовної підготовки майбутніх учителів. У статті розглядається питання формування мовної компетентності майбутніх учителів початкових класів для реалізації мовної змістової лінії інтегрованого навчання за допомогою мнемотехніки у світлі Нової української школи. Досліджено проблему реалізації мовної змістової лінії інтегрованого навчання; конкретизовано поняття «мовна компетентність», «інтегроване навчання» «мовна змістова лінія» та «мнемотехніка». Доведено, що реалізація мовної змістової лінії є показником якісного здобуття знань здобувачами вищої освіти. Від рівня сформованості мовної компетентності залежить професійна підготовка майбутнього вчителя. Уважного ставлення дослідників останнім часом вимагає питання пошуку методів і прийомів, які б за короткий час дозволили студентам засвоїти мовний матеріал, але при цьому не втратити, а вдосконалити мовні навички. Сучасна методика викладання української мови покликана запропонувати шляхи розвʼязання даної проблеми. Зібраний і проаналізований фактичний матеріал дозволяє говорити про ефективність використання мнемотехніки під час інтегрування мовного матеріалу та актуальність для підвищення якості навчання. На основі аналізу методичної літератури й власного практичного досвіду сформульовано переваги використання мнемотехніки на інтегрованих заняттях з української мови та методики навчання для підготовки здобувачів вищої освіти до реалізації мовної змістової лінії в початкових класах, перераховано й описано використання деяких мнемічних прийомів та завдань до теоретичного матеріалу з української мови. Метою статті є дослідження проблеми формування мовної компетентності майбутніх учителів початкових класів для реалізації мовної змістової лінії інтегрованого навчання за допомогою мнемотехніки у світлі Нової української школи, намагання поділитися досвідом використання мнемічних прийомів, зокрема при інтегрованому навчанні української мови. У даній статті майбутнім учителям початкових класів запропоновано використання мнемотехніки на заняттях інтегрованого курсу «Навчання грамоти» та «Графіка». Практичні навички стануть підґрунтям у роботі з учнями молодшого шкільного віку, а саме першого класу в період навчання грамоти. Авторка підкреслює важливість мнемотехнічних прийомів, розкриває зміст поняття «мнемотехніка», цілі, методи та середовище використання. Розглянуто принцип роботи таких прийомів як мнемотаблиці, мнемодоріжки та мнемоквадрати, які розвивають та покращують сприйняття та вивчення алфавіту, акровербальний метод, метод абревіатур, прийом аналогія, піктограма. Стаття стане у нагоді не тільки здобувачам першого (бакалаврського) рівня вищої освіти спеціальності 013 Початкова освіта за освітньо-професійною програмою «Початкова освіта», а й вчителям-новаторам, усім, хто має бажання розвинути в дитини вміння запам’ятовувати.

In the present study, we investigate whether using an autobiographical story or a fictional story as a mnemonic scaffold results in higher serial recall accuracy compared to a control group and whether locations mentioned as parts of the stories render them more effective mnemonic scaffolds. Participants type either an autobiographical or a fictional story, and a recall attempt of the story. Then they are asked to use that story as a scaffold for serial recall.

This is a follow-up experiment to “Autobiographical and Fictional Stories as Mnemonic Scaffolds for Serial Recall”, which showed that using neither autobiographical nor fictional stories as mnemonic scaffolds to study lists of fifteen words improves memory. To test whether there is a memory improvement when studying lists of ten words, we re-run the same experiment with list-length ten.

The article is devoted to the issues of motivation of educational and cognitive activity of future primary school teachers in the study of the section “Phonetics” by means of mnemonics. The article analyzes the current state and development of pedagogical research on the problem of forming the motivation of educational and cognitive activities; the essence of the concepts of "motivation" and "learning motivation" is clarified. It has been proven that motivation is a factor in improving academic performance, is a mandatory component of any activity, including learning. The success of educational and cognitive activities of future primary school teachers depends on the direction and level of formation of educational motivation. The problem of modern methods of teaching the Ukrainian language is to find ways that would help in a short time to intensify the activities of future primary school teachers to master the language material, the formation and improvement of language skills, ie the formation of speech competence. The use of mnemonic techniques and methods is relevant in terms of cognitive activity and in terms of improving learning outcomes. Their advantage is in the conscious assimilation of the studied material, in the growth of learning motivation and knowledge acquisition. Based on the analysis of methodological literature and own practical experience, the conditions under which the use of mnemonics is most effective are identified, the basic techniques are illustrated, recommendations for the implementation of practical emotional techniques are formulated, which should be used for intensive cognitive activity in teaching modern Ukrainian and phonetics problems. This study does not claim to be complete. However, it allows focusing the attention of teachers and students on the effectiveness of the use of mnemonic means of learning difficult information not only in the study of phonetics, but also methods of teaching phonetics. In the future, research will be aimed at determining the level of motivation of educational and cognitive activities of students while studying the section "Morphology" in Ukrainian language classes, their professional orientation., Стаття присвячена питанням мотивації навчально-пізнавальної діяльності майбутніх учителів початкових класів при вивченні розділу «Фонетика» засобами мнемотехніки. У статті проаналізовано сучасний стан і розвиток педагогічних досліджень з проблеми формування мотивації навчально-пізнавальної діяльності; уточнено суть понять «мотивація» та «мотивація навчання». Доведено, що мотивація є фактором підвищення навчальної успішності, є обов’язковим компонентом будь-якої діяльності, зокрема й навчальної. Від спрямованості та рівня сформованості навчальної мотивації залежить успішність навчальної діяльності майбутніх учителів початкових класів. Проблемою сучасної методики викладання української мови є пошук шляхів, які б за короткий час допомогли активізувати діяльність майбутніх учителів початкових класів по опануванню мовним матеріалом, по формуванню та вдосконаленню мовних навичок. Використання мнемотехнічних прийомів та методів є актуальним з точки зору пізнавальної діяльності та покращення результативності навчання. Їх перевага у свідомому засвоєнні виучуваного матеріалу, у зростанні мотивації навчання та отриманні знань. На основі аналізу методичної літератури та власного практичного досвіду сформульовано рекомендації щодо впровадження практичних емоційних прийомів, які доцільно використовувати в процесі викладання сучасної української мови для інтенсивної пізнавальної діяльності, подаються конкретні мнемічні прийоми та завдання з фонетики.

�� ������������ �������������������� ���������������� ������������������������ ���������������� ������������������������ ���������������� ������������������ �������������������� ����������. ���������� ���� ���������� ���������������������������� ���������� ���������������� ���������������� �������������������������� �������������� ������������������������ ���� ���������������� ���� ������������������������ ����������, �������������� ������������������������ ������������������ �������������������� �������������������� �������������� ���������������������� ���������� ��������������, ������������������ ���� ������������������������������ ����������������, ������ ���������� ���������������� ������������������ ��������������������, ������������������������ �� ������������. ������������������ �������������������� ������������ ���������������� �������������� ������ ���������������� ������������������������ ����������������., The article highlights the problems of forming the development of critical thinking of students of non-linguistic universities. One of the ways to intensify this process is the use of mnemonic techniques in foreign language classes, which contribute to students mastering a sufficiently large amount of new vocabulary, expand their linguistic horizons, thereby facilitating the understanding of the information contained in the text. Understanding the content of the text is the basis for the development of critical thinking.

The interpretations of Crowds and Power can be seen as falling into four groups: applied or immanently poetic interpretations; socially applied political reception; productive and aesthetic (genetic) and structural and functional analyses. An important role in Canetti’s work is played by his transformation myth. The connection between transformation, figure and mask is important for both Canetti’s ontological and theatrical theory. Canetti distances himself from historicism and historicity. His unique thinking process aims at a complete encompassing of the problems in the interdisciplinary and transdisciplinary approach. In Crowds and Power Canetti abandons the comprehensive historicity of universal history in order to find the forces which govern history and to seek answers to universal human questions. Canetti expects and insists upon transformation to be used as a cognitive modus of the historical and political processes. Yet, we must not forget that, according to him, only a part of knowledge can be attained through the mask of transformation. The remaining, equally important part of the knowledge is being attained «outside» and «on the side», and independent of either side in the comparative observation of Unmasking. Canetti views nationalisms and religions as a problem of crowd psychology. He stands at the beginning of the cultural reversal which through the dimension of auto-reflexivity and the new definition of the ratio between subject and object in knowledge constructs the connection between analysis of society and of culture. In opposition to all crowd theories, positioning the crowd in opposition to the individual, Canetti sees the understanding of the crowd WITHIN the individual as of primary importance, that is to say, the understanding of his instinct for the crowd. Around this proximity between the concept of crowds in the natural sciences and in the humanitarian understanding of the concept of the crowd and the attendant concept of power, the whole of Canetti’s anthropological, cognitive and aesthetic theory of transformation (Verwandlung) and the opposite process of unmasking (Entwandlung) has been constructed.

В статье рассматриваются типичные приемы запоминания русских слов китайскими студентами. The use of mnemonics in teaching a foreign language is not new, but we have not found any studies that detail the development of teaching Russian to Chinese students using mnemonics. The aim of the study is to identifyexperimentally (via questionnaire) typical techniques of memorizing Russian lexical units by Chinese students and, thereby, to justify the possibility of using mnemonic teaching of the Russian language to the Chinese. With the help of the questionnaire method, the authors have identified that most of the difficulties in learning Russian are memorizing its vocabulary and grammar (the sample comprised 326 Chinese respondents who studied and/or are studying Russian).

Скрипник М. А. Використання технік запам'ятовування у процесі професійної підготовки майбутніх перекладачів. Інновації та традиції у мовній підготовці іноземних студентів: тези доповідей міжнародного науково-практичного семінару. – Х.: ХНУБА, 6 грудня 2019 р. – С. 351-353. Тема: Використання технік запам’ятовування у процесі професійної підготовки майбутніх перекладачів Мета: оцінка перспективи використання описаних технік та прийомів запам’ятовування у викладанні філологічних дисциплін для перекладачів у ЗВО України. Теоретичне значення: Дослідження присвячене доцільності використання технік запам’ятовування в процесі підготовки майбутніх перекладачів. У межах роботи оцінено перспективи використання описаних технік та прийомів запам’ятовування у викладанні філологічних дисциплін для перекладачів у ЗВО України. Об’єктом дослідження стали мнемотехнічні прийоми запам’ятовування, предметом дослідження – застосування мнемотехнічних прийомів у процесі підготовки висококваліфікованих перекладачів. Результати дослідження полягають у наданні практичних рекомендацій, сформульваних протягом дослідження, для викладачів українських ЗВО при підготовці фахівців з усного та письмового перекладу. Запропоновані в дослідженні рекомендації та вправи дозволять прискорити процес запам’ятовування, що допоможе суттєво збагатити лексичний запас майбутнього перекладача. Тема: Использование техник запоминания в процес се профессиональной підготовки будущих переводчиков Цель: оценка перспективы использования описанных техник и приемов запоминания в преподавании филологических дисциплин для переводчиков в ВУЗах Украины Теоретическое значение: Исследование посвящено целесообразности использования техник запоминания в процессе подготовки будущих переводчиков. В работе оценены перспективы использования описанных техник и приемов запоминания для переводчиков. Объектом исследования стали мнемотехнические приемы запоминания, предметом исследования – применение мнемотехнических приемов в процессе подготовки высококвалифицированных переводчиков. Результаты исследования заключаются в предоставлении практических рекомендаций, сформулированых в течение исследования, для преподавателей украинских ВУЗов при подготовке специалистов по устному и письменному переводу. Предложенные в исследовании рекомендации и упражнения позволят ускорить процесс запоминания, что поможет существенно обогатить лексический запас будущего переводчика. Title: Use of Memory Techniques in Professional Translator-Interpreter Training The purpose of the research is to evaluate prospect use of the described memorizing techniques in the process of teaching philological courses to translators and interpreters at Ukrainian universities. Theoretical significance: The proposed study is devoted to the expediency of using memory techniques in the process of training future translators and interpreters. It investigates efficient memory techniques for translators and interpreters. The object of the study is mnemotechnical methods of memorization, the subject of the study is the use of mnemotechnical methods in the process of training highly qualified translators. The results of the study imply providing practical recommendations for language instructors at Ukrainian universities to use them in terms of training specialists in interpretation and translation. The recommendations and exercises offered in the study will help students speed up the process of memorizing, which will help to significantly enrich the vocabulary of the future interpreter or translator.

For years, the games, except their entertaining aspect, have acquired an educational character. In recent decades, games have evolved and we were led up to the electronic games, and thus to Kinect. Already, many institutions worldwide use the Kinect to the learning process. So, through this article we take a step further and we suggest the use of Kinect as a learning auxiliary tool for children with autism. Specifically, we recommend the use of the game “Kinect Adventures” following the norms of the learning model “Mnemonic Techniques” for best results.

У статті, присвяченій проблематиці розвитку навчальної автономії на уроках іноземної мови, наведено визначення і загальну характеристику навчальної автономії, проаналізовано передумови ефективності розвитку навчальної автономії старшокласників, розглянуто стратегії та засоби розвитку навчальної автономії у процесі формування англомовної лексичної компетентності учнів старшої школи, запропоновані приклади відповідних вправ., Abstract. Introduction. The article is devoted to the problem of fostering learner autonomy in the process of English lexical competence formation. The definition and general characteristics of learner autonomy are given; the preconditions of learner autonomy effectiveness are analyzed; the strategies and the means of learner autonomy are discussed; the examples of exercises for fostering learner autonomy of senior pupils in the process of English lexical competence formation are provided. Purpose. The purpose of this search is to study thedevelopment of learner autonomy in the process of English lexical competence formation. Methods. The means of learner autonomy used for forming lexical competence of senior pupils are mnemonictechniques, learner’s tips (mementos), language portfolio, project work. The author also suggests the most widely used means of learner autonomy, such as mnemonic techniques, learner’s tips. Results. One of the spinoffs of communicatively oriented language learning and teaching is the premium placed on the role of the learner in the language learning process. Within such a conception, learning is not simply a matter of rote memorisation; it is a constructive process that involves actively seeking meaning from events. The foreign language learner autonomy is the learning process which is planned, organized and controlled by a student in terms of relative independence from a teacher. Learner autonomy does not only offer a choice of how to learn, but also what and when to learn to achieve one’s learning goals. Within the context of foreign language education, there seem to be several main attributes characterising autonomous learners. Autonomous learners: a) have insights into their learning styles and strategies; b) take an active approach to the learning task at hand; c) are willing to take risks, i.e., to communicate in the target language at all costs; d) are good guessers; e) attend to form as well as to content, that is, place importance on accuracy as well as appropriacy; f) develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply; g) have a tolerant and outgoing approach to the target language. Learning strategies are the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. Learning strategies can be classified into direct (memoryrelated, cognitive), indirect (social, affective, metacognitive) and communicative (compensatory) strategies.

This is an experimental study focusing on the effectiveness of mnemonic narrative chain method, as an alternative to vocabulary-list-learning, in teaching and learning second language vocabulary. The purpose of the study is to determine whether mnemonic narrative chain method is more effective in helping students‟ learning and retention of vocabulary than vocabulary-list-learning. However, the aim is not to study the effectiveness of a teacher-provided story, but of one learner generated. This study addresses the intermediate level students at School of Foreign Languages, Selcuk University in Konya. It examines the difference between the experimental group, in which vocabulary instruction was carried out through narrative chain method and control group, in which vocabulary instruction was carried out through a traditional method, vocabulary-list-learning. The results of the immediate and delayed tests which were given after the presentation of the selected vocabulary items helped us to compare the learning and retention rates of the groups. Statistical analysis of the test scores depicts the positive contribution of the implementation. That is, the performance of the subjects in the experimental group was significantly higher than that of the control group. As a result, this study has revealed that implementing Narrative Chain Technique contributes to effective learning and retention of vocabulary items., Bu çalışma, listeleyerek kelime öğrenmeye alternatif olarak bellek destekleyicilerden öyküleme tekniğinin yabancı dil kelime öğretimi ve öğrenimindeki etkisini inceleyen deneysel bir çalışmadır. Çalışmanın amacı, listeleyerek kelime öğrenmeye kıyasla bellek destekleyicilerden öyküleme yönteminin öğrencilerin kelime öğrenmelerine ve öğrenilen kelimeleri akılda tutmalarına yardımcı olmakta daha etkili olup olmadığını belirlemektir. Ancak çalışmanın amacı öğretmen tarafından oluşturulmuş hikâyelerin değil öğrenciler tarafından oluşturulmuş hikâyelerin etkisini araştırmaktır.Çalışma Konya‟da Selçuk Üniversitesi Yabancı Diller Yüksekokulunda orta derecede İngilizce yeterlilik seviyesindeki öğrencilerle yapılmıştır. Öyküleme yöntemiyle kelime eğitimi alan deney grubu ve geleneksel yöntem olan listeleyerek kelime öğrenme eğitimi alan kontrol grubu arasındaki farklılık araştırılmıştır. Hedef kelimeleri öğretme sürecinden sonra öğrencilere uygulanan son-test ve geciktirilmiş testlerin sonuçları, grupların kelimeleri öğrenme ve hatırlama oranını kıyaslamaya yardımcı olmuştur. Test sonuçlarının istatistiksel analizi uygulamanın olumlu yönde katkısını ortaya çıkarmıştır. Deney grubundaki öğrencilerin testlerdeki performansı ile kontrol grubundakilerin performansı arasında anlamlı bir fark olduğu ortaya çıkmıştır, test sonuçları deney grubundaki öğrencilerin daha başarılı olduklarını göstermiştir. Sonuç olarak bu çalışma öyküleme yönteminin uygulamasının kelimelerin etkili bir şekilde öğrenilmesine ve akılda tutulmasına katkı sağladığını ortaya çıkarmıştır.

Students in high school have a need to be able to remember a lot of information during their years of schooling. The purpose of this study was to investigate if mnemonic techniques could help the participating students to become more efficient in recalling new English vocabulary. If the results were to indicate an increase in efficiency with either of the two techniques selected, it would make a case for using this technique in foreign- and second language learning contexts. The students who participated were taught the reminiscent technique and the loci method because these techniques focus on connecting vocabulary to existing memories, thus enabling encodement to long-term memory. Research within second language studies recommends using mnemonic techniques as a help to retrieve words. The students’ recall of vocabulary was tested after an introduction to each technique. They were given three initial tests containing 15 new English words each, a total of 45 words. The first such set tested the efficiency of the students’ own techniques, while the second and third set tested the reminiscent technique and loci method, respectively. After a period of three weeks there was a final test on all the 45 new words at once, testing the possible encodement to long-term memory. The most interesting results were found regarding the percentages of lowest difference in "decrease of retrieval rate" of each vocabulary item between the first initial tests and the final test. The smaller the decrease could indicate a stronger encodement to long-term memory. The top two recalled words were linked to the reminiscent technique and the one in third place to the loci method. Thus, there was some indication that these helped to achieve a stronger encodement to long-term memory. However, when comparing the total number of recalled words, the students’ own technique came out as the winner.

Since native speakers have a vast armoury of standardized phrases at their disposal to allow for fluent and accurate language use, it follows that L2 learners need to commit thousands of lexical chunks to their long-term memory if they hold out any hope for achieving near-native proficiency. These phrases are usually presented as arbitrary, which means that students have no choice but to memorize lexical chunks blindly. Should a proportion of these chunks be linguistically motivated, however, exposing those motivations could provide pathways for insightful learning with great mnemonic potential. Cognitive semanticists, for instance, have exploited the mnemonic effect of mental imagery to process figurative expressions. These imagery techniques are, however, primarily beneficial for learners' retention of the meaning of an expression (i.e. to aid comprehension), not for the recollection of its precise lexical composition or form (i.e. to aid re-production). In this paper we contend that the phonological motivation of lexical chunks could account for a much larger segment of phraseology. No less than 20% of English idioms might be motivated by the catchiness of phonemic repetition, typically consonance (e.g. alliteration in time will tell) and assonance (e.g. rhyme in go with the flow). Percentages appear to be even higher (up to 50%) for short expressions such as similes and binomials. After honing in on multiword lexis starting with /b/, /d/, /p/ and /t/ in the MacMillan English Dictionary for Advanced Learners, we now have statistical evidence that alliteration plays a large part in the precise lexical selection and consequent standardization of many English phrases. We therefore deemed it worthwhile to investigate the pedagogic potential of this phenomenon for L2 instruction. The paper reports on a series of classroom experiments designed to measure the mnemonic effect of (noticing) sound patterns of different degrees of salience in multiword units. In a first experiment, participants were instructed to sort phrases into a non-alliterating and an alliterating set; in an immediate and delayed post-test they were asked to re-produce the phrases of the sorting task. A second experiment was set up to ascertain whether students notice salient sound patterns autonomously, in which case they would not need any teacher-guided instruction to point the patterns out to them. A third experiment compared the recall of alliterative phrases by a control group, whose attention had not been drawn to these salient sound patterns in class, to the recall of an experimental group, whose attention had. A final fourth experiment measured whether assonance, a less salient type of phonological repetition, also holds mnemonic power. Results of the experiments almost univocally suggest that (a) lexical phrases that show alliteration are more easily recalled than non-alliterative ones; (b) even less salient patterns of phonemic repetition, such as assonance, hold promising mnemonic potential; and (c) students benefit from teacher-guided noticing of phonemic repetition. We conclude that attending to phonological motivation in phraseology could serve as a useful means for structural elaboration (i.e. contemplation of form), and therefore help to make L2 phrase-learning a little more feasible.