Usmonova Mohigul 203 Handout Answer the following questions

Usmonova Mohigul 203

Handout 1. Answer the following questions.

1. 
   Do you forget something important even though you know it mustn’t be forgotten?
   

The events in my life that I sometimes forgot about when I didn’t want to forget.for example every time I forget the dates that made the best impression in my life.

2. 
   Is forgetting always negative or can it be positive too?
   

I would like to point out that, forgetting is always carry some informations to forget is so bad because if you forget your mother's or some kind of your close friend's birthday then he\she will be sad.But sometimes is very useful.Because of the presence of bad memories in life that torment a person also hurts them.

3. 
   Can you consider forgetting as a cognitive factor in Language Learning? Why? Why not?
   

I did not understand the question well

Handout 2. Match the methodological terms to their definitions.

1) to retrieve. 🇫	a) removing information from memory
2) to recall something🇨	b) to experience smth, especially problem or opposition
3) storage 🇯	c) to remember a particular fact, event, or situation from the past
4) erasure 🇦	d) to be slowly destroyed
5) decay 🇩	e) learned by heart
6) rotely learned 🇪	f) to get back information that has been stored in the memory
7) retention 🇮	g) to remember information
8) encounter 🇧	h) removing of unnecessary material and clearing the way for more material to enter the cognitive field
9) to retain 🇬	i) the ability to keep smth in your memory
10 ) pruning 🇭	j)the process of keeping something in a special place

Handout 3. Read the information about systematic forgetting and answer the questions given below the reading.

Systematic forgetting

What is forgetting?

If asked, most of us would probably say that our biggest memory problem is forgetting things we want to remember. Forgetting is always referred to in negative terms, and described as a state or condition where memory does not work normally and seems to be faulty. However researcher argues that forgetting is not always negative; rather, in some occasions, it may be the most efficient thing one can do in order to retrieve memories.

According to Cubelli (2010, p. 35), etymologically, the word “to forget” derives from the Old English word forgytan, which is composed by for- (passing by, letting go) and gietan (to grasp).

Why do we forget?

Different scholars provided various definitions of forgetting. Tulving (1974) defined forgetting as “the inability to recall something now that could be recalled on an earlier occasion”. Davis (2008 as cited in Roediger et al., 2010, p. 2) defined the strong form of forgetting as complete loss from storage, by saying that forgetting is “the theoretical possibility that refers to a total erasure of the original memory that cannot be recalled, no matter what techniques are used to aid recall”. Different theories of forgetting has been developed over the previous years. However, as Wixted (2004) argued it is still debated whether forgetting is an active process (e.g., it occurs via interference in the acquisition of new information) or a passive one (e.g. it occurs as a result of decay of information over time).

Systematic forgetting

Ausubel (1968, as cited in Brown, 2000) provided an explanation for the universal nature of forgetting. He argued that rotely learned materials do not interact with cognitive structure in an effective way. These materials are learned through the laws of association, and their retention is influenced primarily by the interference effects of similar rote materials which have been learned immediately before or after the learning task. Lefrancois (1988), and Roediger et al. (2010) referred to these processes as proactive and retroactive interference. According to Roediger et al. (2010, p. 10), proactive interference refers to the negative effects of prior learning on retention of new information, whereas retroactive interference refers to the negative effects of encountering new information on remembering old information.

According to Brown (2001, p.86) interfering effects have little influence on meaningful learning, and the amount of retention for meaningfully learned materials is highly efficient. For example, addresses can be better retained as part of a meaningful set, compared to phone numbers, which are isolated entities, and can easily be, forgotten.

It does not mean that meaningfully learned material is never forgotten. But in the case of such learning, forgetting takes place in a much more intentional and purposeful manner, because it is a continuation of the process of subsumption by which one learns; According to Ausubel (1963, as cited in Brown, 2000, p. 86) forgetting is really a second stage of subsumption. In other words, it is more economical and easier to retain a single inclusive concept than to remember a large number of more specific items. In the stage of subsumption, the specific items become gradually less identifiable as individual entities in their own right, until they are no longer available and eventually be forgotten. It is this second stage of subsumption that operates through what (Brown 1972, as cited in Brown, 2000, p. 87) has called “cognitive pruning” procedures.

Pruning is the removing of unnecessary material and clearing the way for more material to enter the cognitive field. As you saw subsumptive forgetting, or pruning, is not haphazard or chance; rather, it is systematic. Therefore, as Brown (2000, p. 87) argued, “By promoting optimal pruning procedures, we have a potential learning situation that will produce retention beyond that normally expected under more traditional theories of forgetting.

Conclusion: In the beginning stages of learning a language, based on teaching/learning approaches, learners are encouraged to study some definitions, such as parts of speech in grammar, rules, such as changing verbs into progressive forms with the addition of +ing, and certain greetings, such as good morning/hello/hi. These things facilitate subsumption and learners at a later stage are able to converse on a particular topic, say ‘Having a conversation with a friend about attending a marriage ceremony’ in the target language. When learners become able to converse easily on certain topics in the target language, the greetings learned earlier individually are gradually pruned out and the conversation as a whole becomes a larger and more important aspect. Though learning greetings is a meaningful learning in the beginning, forgetting intentionally takes place. Now, learners do not have to learn greetings individually as it becomes unnecessary and as they have better achieved the goal of communicative competence.

When teachers find that learners are making progress in learning a language, they might tend to prune out unnecessary, s, small things being practiced individually by their learners by directly asking learners to remove certain aspects of what they have already learned and to become more specific. Sometimes even learners themselves naturally, in the process of conversation, ignore such less important or sometimes unnecessary aspects already learned and make their language learning a better experience.

1. 
   Is forgetting a negative thing or can it be effective in LL?
   
2. 
   What is the etymology of the word “to forget” according to Cubelli?
   
3. 
   How does Tulving define the word “forgetting”?
   
4. 
   Who argued that it is still debated whether forgetting is an active process or a passive one?
   
5. 
   How did Ausubel explain systematic forgetting?
   
6. 
   Is it true that meaningfully learned material is never forgotten?
   
7. 
   What is pruning?
   
8. 
   How do language learners make their learning better?
   
9. 
   Do you consider systematic forgetting helpful in Language learning? Why? Why not?
   
10. 
    How can you define “forgetting” and “systematic forgetting”?
    

Handout 3. Answers

1).it may be the most efficient thing one can do in order to retrieve memories.

2)According to Cubelli (2010, p. 35), etymologically, the word “to forget” derives from the Old English word forgytan, which is composed by for- (passing by, letting go) and gietan (to grasp).

3) Different scholars provided various definitions of forgetting. Tulving (1974) defined forgetting as “the inability to recall something now that could be recalled on an earlier occasion”.

4)Wixted (2004) argued it is still debated whether forgetting is an active process (e.g., it occurs via interference in the acquisition of new information) or a passive one (e.g. it occurs as a result of decay of information over time).

5)He argued that rotely learned materials do not interact with cognitive structure in an effective way. These materials are learned through the laws of association, and their retention is influenced primarily by the interference effects of similar rote materials which have been learned immediately before or after the learning task.

6)It does not mean that meaningfully learned material is never forgotten. But in the case of such learning, forgetting takes place in a much more intentional and purposeful manner, because it is a continuation of the process of subsumption by which one learns

7)Pruning is the removing of unnecessary material and clearing the way for more material to enter the cognitive field.

8)For example: learners are encouraged to study some definitions, such as parts of speech in grammar, rules

When learners become able to converse easily on certain topics in the target language, the greetings learned earlier individually are gradually pruned out and the conversation as a whole becomes a larger and more important aspect.

9)For example, addresses can be better retained as part of a meaningful set, compared to phone numbers, which are isolated entities, and can easily be, forgotten.forgetting is really a second stage of subsumption. In other words, it is more economical and easier to retain a single inclusive concept than to remember a large number of more specific items.

10)Forgetting-refers to apparent loss of information already encoded and stored in an individual's long term memory. It is a spontaneous or gradual process in which old memories are unable to be recalled from memory storage.

Systymatic forgett ing is rearranging your information from specific to general. This is the reason that most of the time, you will remember a topic or subtopic but the details are blurry.

Handout 1

1)the events in my life that I sometimes forgot about when I didn’t want to forget.for example every time I forget the dates that made the best impression in my life.

2)I would like to point out that, forgetting is always carry some informations to forget is so bad because if you forget your mother's or some kind of your close friend's birthday then he\she will be sad.But sometimes is very useful.Because of the presence of bad memories in life that torment a person also hurts them.