MSI Press Blog

  Excerpt from  Think Yourself into Becoming a Language Learning Super Star The Brain Scape in Language Learning There are some psychological phenomena that exist that are not exactly cognitive distortions but have a similar effect on learning capacity and performance. They might be called cognitive distractions, except that they also have a strong emotional component. Three representative “cognitive distractions” include tolerance of ambiguity, ego boundaries, and mental management. The uniqueness of this trio is that they are continua with strong poles and weak poles. The strong poles—ability to tolerate ambiguity, thin ego boundaries that allow you to approach the native speaker with comfort, and mental management that puts you in charge of your own performance. Tolerance of Ambiguity Do you feel lost if you cannot understand 100% of everything going on around you in your classroom, including every single word you hear? Do you need to know every work in a reading text, broadcast, o

Excerpt from  Think Yourself into Becoming a Language Learning Super Star Wrong Thinking That Impedes Your Learning Progress; Right Thinking That Speeds Up Your Progress All too often learners are held back from complete success by obstacles of their own making through just plain wrong thinking. We call these kinds of wrong thinking cognitive distortions. They creep into our thinking rather naturally, but we need to fight them off because w hen we let cognitive distortions creep into our thinking, we end up interpreting events in such a way that fuels emotions such as anxiety, depression, or anger—and that puts up barriers to language learning success.  For the sake of space, in this book, I am including in the sections that follow those cognitive distortions that I have found to be especially pertinent for language learners. If you are interested, you can Google the term, cognitive distortion , and find quite a long list of cognitive distortions that researchers have found. All-or-Not

Excerpt from  Think Yourself into Becoming a Language Learning Super Star Memory, Forgetting, and Lapses   Just to reinforce the matter—or in case you are skipping around in this book and did not see the earlier memory discussion; there are three stages to memory: awareness/attention, encoding/storing, and recall/retrieval. In this section, we are focused on what happens after you have learned something and need to use it. When you want to remember, you will need to recall the information you have learned. One of three things he can happen, and we have all experienced all three: we remember it perfectly (yippee—hope that happens always, but it does not), we remember it imperfectly (oh, too typical), or do not remember it all (even if we remember having spent time studying it). Knowing what has happened in each case, brings us to a point of orienting our study and actions for better recall, as well as teaching us not to beat ourselves up when we have a glitch or lapse. Remembering p

  From  Think Yourself into Becoming a Language Learning Super Star Time Off: Marinating the Mind   Acquisition of a language does not occur in one setting, one course, or one year. It goes without saying, then, that language study will not be continuous, at least in the sense of every day without break. Of course, there will be breaks. Though many students, especially those in intensive courses, worry that they will lose some of what they have gained while they are away from their studies, that is usually not the case. You see, language proficiency progress comes from both conscious learning and unconscious learning—and something I call the marination factor, which is related to the unconscious factor. As with cooking, “marination” requires taking some time out and walking away from active work. Just as meat does not remain the same while marinating, neither does your brain. It is busy sorting and categorizing the information you have been stuffing into it during you active conscious