The verb is the soul of learning, but there is no one who teaches us how to keep it. Learning learners can only be hard-core, with no single word, bearing in mind what is always forgotten.

Indeed, the mere words are far from what we thought was difficult, and it is important not to rely on “detention” but on “understand”. Han language and English education have been extensively applied.

First, we have come from Chinese. How can the memory of a foreign friend be remembered when he learns Chinese? Can it be remembered quickly and not easily forgotten if it is possible to write a copy of 10, but if he can take the words “shall” consist of one word “peoples” and one word “wood”.

Also in English, the word, word and memories, such as subway (territorial) are used, if we are aware that it is composed of the term sub-(down) plus way (roads) and is intended to be “underground roads” so that it can be quickly remembered and quickly remembered when it comes to subtitle (subheading of the next party).

The same is true of Japanese. Most recently, the time of the Japanese-language-level examination, the stubiquitor of the Japanese-language-learning scholar, prepared the chef of the paper and helped to break out of the Japanese language.

The articles were written by Dr. Japanese in the North. The teaching staff of Zhang had won a full score in the N1 examination and had many years of teaching experience. In his words, “in my entire teaching and research career, I have been dedicated to a topic — how to be efficient in memories”.

While the examples in the text are Japanese scripts, the four categories presented are common to all languages. Behind learning from a single word memories.

It would be easier to remember what was logical, but it would be difficult to remember what was not logical, and the rate difference could be eightfold.

What we need to do is, therefore, the logic of language. Therefore, using our knowledge, experience, imagination and creativity, understanding the logic behind the verbs, it is the best learning strategy to change the term “dry memories” to “construe memories”.

For example, the word “recurrency” is constructed by the expression “they” ’(these) /(these) ’(s) ’(s) /(s)” (shouldings) and “they”. “The term marriage’ is the term “bride” because the term key’ is “good”, and the word “women” is taken from the word “female”. The idea of “bride” is to be quoted from the “women”.

Unfortunately, there is little such analysis in the current teaching.

In order to allow more people to enjoy the benefits of the “interpretation law”, I have taken into account a number of excellent studies on the origins of Japanese scripts, and have applied the relevant theory of modern cognitive language and linguistic reasoning, summing up the four popularities of understanding the dinar.

First: Capturing the word

Through such methodological memories as the “computer imagination”, the reverberation takes into account a large number of singles from which memories are co-sourced, making it easy and counterproductive.

For example, at the primary stage, we have learned a single word “naked” red. “あか’ is the expression “red, bright” of which we can remember the cousins of smart’ (smart) あかす `smart’ (guidance) etc.

Second recruitment: dismantling of internal structures

There are many syntheses in the Japanese language, but it is expressed in a vocabulary that there is no reason to believe that the internal structure of these terms can be achieved as quickly as possible, as is the case with the dichotomy of the word. As in the case of the mine “かみなり” (re mines), it is the intention of the Israelis and the Palestinians (the acology) + the thorium (the acology).

Third: multiple terms

The Japanese language contains many manifold words, which have multiple meanings and are extremely complex and difficult to bear. In fact, the verbualism, albeit radically variable, has not changed, and has been born out of a “benchmark”. Seizing its own philosophy allows it to be cross-fertilized for easy purposes. For example, the term “keys” has the meaning of “bading”, “incentives” and “oil blows”. In fact, it is meant to be “move to the top”, and Japanese are very respectful of others, who are behind them, so that the word “should” has the meaning of “for others”.

Fourth: ideas

It can be considered “suitable” in Chinese by linking the Japanese language to Chinese, or by cataloguing, etc., such as the ととのう `coups’ (complete, complete). After all, the term has long been used by some of the learners, with appropriate use of joint ideas that can better help learners’ memories.

It is known that the four short methods in the text do not, of course, provide a complete picture of the teachers’ memories, and it is difficult for the fellows to have a monograph.

It is therefore the intention of the Grand Duferth to invite the teaching staff to propose a Japanese book, “Letings”, which must be attended by the 130 Japanese languages.

Science is effective: a careful summary of 130 commonly used Japanese scripts, exploratory genomes, and a scientific dialysis monopoly.

Understanding memories: words are synthesized and examples given to consolidate the understanding of the word and the word.

3 Interesting in life: the dismantling of the single-word structure, the multiplicity of scripts, the combination of memories, the flexibility of the single-word memories.

Sound recordings: daily radios, monographs and penitentiaries are followed and kept in memory.