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An Evaluation of Memorization as a Strategy for Learning English | ||
| Journal of The Iraqi University | ||
| Article 1, Volume 3, Issue 34, 2016, Pages 521-540 | ||
| Authors | ||
| Khalid S. Khamees; Assistant Professor; | ||
| Abstract | ||
| Recent research in applied linguistics and psycholinguistics increasingly points to learning strategies (e.g. summarizing, inferencing and memorization) as the key activities in acquiring language (McDonough, 1995; Cotterall and Reinders, 2004). It has shown that language learning is an active process in which the learner applies various strategies to understand and internalize the components of language. Chamot (1987: 71) defines learning strategies as “techniques, approaches or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information". Cohen (1998:4) states that learning strategies are "those processes which are consciously selected by the learners and which may result in action taken to enhance the learning of second or foreign language, through the storage, retention, recall, and application of information about the language." O’Malley (1995a) classifies learning strategies into three categories: a. Metacognitive such as selective attention, directed attention and self-evaluation) b. Cognitive strategies such as repetition, remembering, elaboration, inferencing, and summarizing. c. Social strategies such as asking for clarification and cooperation. This study sets out to investigate one of the cognitive strategies, namely, memorization, sometimes called rehearsal. The present researcher's experience in teaching English qualifies him to assert that memorization is a very common strategy used by EFL learners of English in Iraq. This strategy involves saying or writing something over and over until the learner is able to reproduce the material automatically. According to Richards et al (1992:226), "memorization usually refers to the conscious process of establishing information in memory." This means that this strategy is a conscious one and a learner thinks over what s/he is doing. The Memorization strategy (henceforth MS) is thought to be used by learners to facilitate their ability to learn language (Ozcan and Kesen, 2008:70). Cook (1994: 133) believes that repetition and learning by heart are two valuable and interesting language learning activities. They can give the learner an opportunity of practising authentic and communicative use of language. | ||
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