Rote Memorization of Vocabulary and Vocabulary Development

Weidong Yang; Weiping Dai
December 2011
English Language Teaching;Dec2011, Vol. 4 Issue 4, p61
Academic Journal
Rote memorization of vocabulary has long been a common way for Chinese students to learn lexical items. Cultural, educational background and traditional teaching practice in China are identified to be the factors that contribute to many students' heavy reliance on memorization as their sole approach to vocabulary learning. In addition to rote memorization which has been proved useful and effective in the Chinese ELT context, this paper suggests that students be presented with vocabulary learning strategies and be taught how to build vocabulary through other useful learning methods.


Related Articles

  • The Effect of Explicit Metacognitive Strategies Instruction on the Lexical Knowledge Development of Iranian EFL Learners. Ahari, A. Nazila Hossein; Sheshkelani, B. Aylar Poorabdollahi; Aidinlou, C. Nader Assadi // International Journal of Basic & Applied Sciences;Apr2012, Vol. 12 Issue 2, p129 

    New Trends in language teaching attribute a great attention to language learners and their characteristics. Within these features, language learning strategies have largely been investigated by many researchers. It is fair to say that language educators in many different contexts have been...

  • Profiling the collocation use in ELT textbooks and learner writing. Tsai, Kuei-Ju // Language Teaching Research;Nov2015, Vol. 19 Issue 6, p723 

    The present study investigates the collocational profiles of (1) three series of graded textbooks for English as a foreign language (EFL) commonly used in Taiwan, (2) the written productions of EFL learners, and (3) the written productions of native speakers (NS) of English. These texts were...

  • TEACHING ENGLISH AS A FOREIGN LANGUAGE TO YOUNG CHINESE CHILDREN. Yanling Zhou; Catherine McBride-Chang // Journal of Communications Research;2011, Vol. 3 Issue 1, p103 

    Studies have extended the understanding of English phonological awareness and other oral language and metalinguistic skills in learning English as a second language (ESL) in the context of English speaking cultures to learning English as a foreign language (EFL) in the context of non-English...

  • Think-Aloud Protocol -- Elicitation of Strategy Use and Solution to Learning Problem. Beena Philip. M // Language in India;Feb2010, Vol. 10 Issue 2, p273 

    In a fast moving world of teaching and learning, where does one find time to trace the thought processes of a learner ,and that too in teaching/learning English as a Second Language, might be the first doubt raised by an average teacher when she comes across the term 'think-aloud protocol'. This...

  • The Relationship between the Agreeableness Trait and Use of the English Language Learning Strategies. Fazeli, Seyed Hossein // Journal of Language & Linguistics Studies;Apr2012, Vol. 8 Issue 1, p168 

    Problem Statement: The present study aims to find out the relationship between the Agreeableness trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Method: Four instruments were used, which were Persian adapted Strategy Inventory for...

  • A Study via Interviews of the Chinese Bouyei College Learners' EFL Classroom Anxiety Coping Strategies. Jianhua Wei // Theory & Practice in Language Studies;Apr2013, Vol. 3 Issue 4, p660 

    The present study aims to investigate EFL classroom anxiety coping strategies employed by the Chinese Bouyei college students through semi-structured individual interviews of 25 Chinese Bouyei college students from five colleges located in the southern and southwestern areas of Guizhou Province,...

  • DEVELOPING STUDENTS' ACADEMIC WRITING FOR CONTENT LANGUAGE LEARNING. Kong, Stella; Hoare, Philip // English Teacher;2010, Vol. 39, p24 

    This paper discusses how a knowledge structure -- text structure approach can be used within an education context where English is used as the medium of instruction in school subjects. In such contexts, the requirement for teachers is to support students' learning of both English as a second...

  • Learners' Beliefs and the Use of Metacognitive Language-learning Strategies of Chinese-speaking ESL Learners. Wu, Manfred // Asian EFL Journal;Jun2011, Vol. 13 Issue 2, p308 

    This paper reports the findings of a study on the relationships between beliefs about language learning and the use of the metacognitive language-learning strategies (MCLLSs) of Chinese-speaking ESL learners undertaking vocational education in Hong Kong. A survey questionnaire containing items...

  • Language Learning Strategies Used by Students at Different Proficiency Levels. Ya-Ling Wu // Asian EFL Journal;Dec2008, Vol. 10 Issue 4, p75 

    This study is designed to determine: (1) whether a statistically significant difference exists in the extent of language learning strategy use between higher proficiency and lower proficiency EFL students; (2) the strength of the effect of language learning strategy use on English proficiency....


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics