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Speed Learning Languages: The Best Technique To Use


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Speed learning languages is highly important for folks who want to learn, speak and understand another language. How often has your jaw dropped when a pal or colleague just suddenly spoke a foreign language fluently?

Well, don't fret, you can do that too! All you need to do is to learn one or two speed learning languages systems. But if you don't have the resources, there is one speed learning languages technique that can help you tremendously.

In this post, we're going to talk about a speed learning languages technique that is widely used by the best speed learning mentors or practitioners. It is a classic speed learning system you can apply to whatever new thing or language you wish to learn: setting learning outcomes.

What Are Learning Outcomes?

Learning outcomes, in The speed learning languages viewpoint, involves setting goals for yourself when you are studying a new language.

There are several speed learning languages systems you can use (chunking, immersion, for example.) but by miles, learning outcomes is the best one yet. It is also the best.

The concept of learning outcomes simply means that if you have a clear and determined goal under consideration that is related to your speed learning languages lessons, the easier it would be for you to fulfil your ambitions.

Somehow, it is the same as the law of attraction where you attract the things you want- if you need and think of them enough.

Now, in a much more serious and technical note, learning outcomes can help a person tap into their subconscious and it helps turn on your brain's speed and capability to learn.

Study About Learning Outcomes

In a publication from a school in Australia that inspects the consequences of accelerated learning in a college setting, it was found that having clear learning outcomes can seriously affect the successfulness of learning new things.

Specifically, the study asserts, "A number of researchers have addressed learning outcomes linked with acceleration. Daniel (2000) concluded that the bulk of studies comparing sped up and full length courses show neutral or positive results of acceleration on short-term learning and neutral effects on long-term retention. Similarly, Davies (2006), Anastasi (2007), Wlodkowski (2003) and Seamon (2004) reported often positive or neutral effects on learning experiences from courses delivered in a shorter timeframe, both in students ' perceptions of the courses and in the recorded learning outcomes. A study at the College of Melbourne proved that learning outcomes, as indicated by student grades and attitudes, were improved in nine sped up courses, no different in 13 courses, and lower in one course compared to standard semester-length courses (Davies 2006) . ".
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