An Analysis of Chinese EFL learners’ Beliefs about the Role of Rote Learning in Vocabulary Learning Strategies

| December 30, 2005
Title
An Analysis of Chinese EFL learners’ Beliefs about the Role of Rote Learning in Vocabulary Learning Strategies

Keywords: Rote Learning in Vocabulary Learning Strategies, Chinese EFL learners, Chinese EFL learners’ culturally-based beliefs

Authors
Xiuping Li
Newcastle upon Tyne, UK

Bio Data
Xiuping Li, holds BA, MA and PhD degrees in Applied Linguistics, with over 20 years of language teaching experience (English and Chinese) in a variety of contexts. Currently, she is teaching Mandarin Chinese to learners of different cultural backgrounds and of different ages, based in places of Newcastle upon Tyne, UK.
She also devotes herself to the academic activities as researcher, and social work as interpreter. Her research interests include EFL and CFL teaching/learning strategies associated with learners’ culturally influenced beliefs.

Abstract
This study sets out to investigate Chinese EFL learners’ beliefs about the role of rote learning (RL) in vocabulary learning strategies. The focus of the study is Chinese EFL learners’ culturally-influenced beliefs about their preference for RL strategies as opposed to other memory strategies (MSs).Based on the literature, there is a widely held belief that Chinese EFL learners rely on RL and that they are passive learners. Although recent studies (e.g. Bond ed. 1996; Kember 1998; Kennedy 2002), have offered reinterpretations of the values concerning RL from Confucian heritage cultures (CHCs), no specific or systematic study appears to have been carried out to focus on RL to discover precisely how and why Chinese learners hold the belief that they rely on RL. What is more lamentable, there is no clear description of the features of RL and almost no consensus in the literature of which memory category RL exactly belongs to.

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Category: Quarterly Journal, Volume 7 Issue 4