The Power of Breaking Down Words

The Science of Memorization: Creating Mental Anchors

Effective memorization relies on connecting new information to existing knowledge.

These connections, or "anchors," can be emotional, creative, or—my preferred method—etymological.

By understanding word structure and origins, we create powerful memory hooks.

Example 1: Italian Verb Conjugations

When teaching an Iranian student struggling with Italian verb endings, I highlighted the similarities between Italian and Persian.

While memorizing sound patterns is the best way to learn verb conjugations, etymology can serve as an excellent backup when a student has limited language exposure or isn't comfortable with reading aloud.

Here's what I showed him:

Example 2: Refining Dutch Vocabulary 

Once, an Italian student misused the Dutch verb "ontmoeten" (to meet) by applying it to animals instead of saying "to come across." To correct this, we broke down the word:

1. Ignore the prefix "ont-" and the infinitive ending "-en"
2. Focus on the root "moet-"
3. Connect "moet-" to the English "meet"
4. Would you ever say that you meet a duck? Not really, so that's why we don't use it like this.
5. How to say "to come across" then? Fortunately, we can translate it directly from English: to come - komen; across - tegen = tegenkomen.

This analysis clarified the proper usage and prevented future misunderstandings.

Why do so few people speak about it?

The effectiveness of this approach varies depending on one's exposure to such explanations.

In my experience as a student, I've repeatedly heard teachers say they hesitate to propose this kind of analysis to their students, fearing it might backfire.

However, I've never formally proposed including it in class—I simply incorporate it naturally when I think it will benefit students, and the response has always been positive.

While someone with my background might more easily spot these linguistic connections, everyone has to start somewhere. With practice, patterns become clearer and more logical, which is why I emphasize comparing sounds between languages.

To make these concepts accessible, I use simple analogies—like explaining that "t" and "d" sounds are like "cousins."

I'm increasingly convinced that nothing is truly impossible to master. More than half of learning success depends on the teacher's commitment to student learning rather than focusing on classroom performance—provided the student is receptive, attentive, and trusting.

While I view classes as performances, I measure their success by student outcomes.

Try this exercise - I check everything