The role of memorization in second language acquisition By Aysegul Demirkan (2507042) In the past memorization played an important role

in learning a foreign language. Students were given long lists of vocabulary to be learned by heart. The modern approach, however, is on the extreme opposite of the traditional approach. Memorization is now seen as unimportant and more emphasis is placed on interaction and attending to form (Ding, 2006, p. 272). Case studies of successful language learners show that both approaches are right in their own way. The modern approach has benefits in that it doesnt over rely on memorization and the traditional approach shows us that memorization can be a powerful tool when studying a foreign language. So even though one cannot solely rely on memorization when learning a foreign language, it can however greatly aid the learning process and benefit the student in different ways. One of the ways in which memorization can be a benefit to learners of foreign languages is that it offers a context for the vocabulary and grammar that's previously learned by the student. While learning vocabulary and grammar rules increase the learner's knowledge of the language it doesn't however directly lead to the active use of these aspects of the language on the part of the language learner. When memorizing texts, students get more insight into the way the lexicon and grammar can be combined into collocations, sentences and whole units of texts (Ding, p. 279). Stevick points out that this can lead to later recall of the memorized sentences and a broader range of choices, as in model sentences, to choose from (1967, p. 79). In this way memorization can put previous knowledge of the language in context and enable the learner to make use of this passive knowledge. Another way in which memorization can help learners of a foreign language is that it raises the learner's awareness of the structure of the language and shows the contrast between the input being received and the output of the student. Although this can also be achieved by reading and listening without memorizing, memorization acts like a catalyst and intensifier of this process. A case study of three Chinese learners of English shows that memorization aids in 'noticing the gap' because the students are not restricted by time when trying to pay attention to the form of the language (Ding, p. 277). This concept of noticing, according to the Model of Interaction and Learning, along with attention is a fundamental component of learning through interaction and eventually leads to improving the linguistic performance of the learner (Gass and Mackey, 2006, p. 4). As Ding states: Passion for the language leads to noticing and rehearsal, which in turn lead to acquisition. Good language learners are superior to other learners in the two aspects of noticing and rehearsal. (p. 279) Memorization doesn't only lead to noticing how the language is used but it takes the student to a next level in the acquisition of the language. After the gap has been noticed between the learner's output and the input the next step is rehearsal, in this case by memorization, in order for the

improvement to be lasting. While explaining the use of 'drills', Stevick points out that memorization leads to a storage of language forms in the long term memory that can later be recalled for use. Memorization helps students burning the pattern into his brain (Brown 1964:4, Stevick, 1976 p. 77). The brain gets acquainted with the language and can recall the linguistic formulae easier if these are transferred from the working memory to the long-term memory (p. 77). Another benefit of memorization is that it's compatible with different learning styles and therefore most learners of foreign languages can make use of it. Skehan's model of learning styles distinguishes between two types of learners: analysis-oriented and memory-oriented (Drnyei, 2005, p. 152). The first type, as the name suggests, analyses the language in great detail and tries to be accurate in their output while the second types prefers to 'chunk' great amounts of linguistic forms in their memory for later use, without paying much attention to the form. Both of these types of learners will benefit from memorization. The analysis-oriented type will, as previously mentioned, be able to analyze the language in much greater detail and store the acquired knowledge in their long-term memory for later use. The memory-oriented type of learners, even though they will not learn as much about the form of the language by memorizing as the analysis-oriented type does, will still be able to integrate the acquired forms in their own language use and communicate effectively in the foreign language (p. 153). Therefore memorization is not only for a specific type of language learner but a useful tool for all kinds of learners. The benefits of memorization in second language acquisition are seen in different forms and although it can't serve as an all-fulfilling tool for language learning those who adopt it seem to find it extremely useful. It forms a context for the grammar and vocabulary learned by the students and provides for a base form to be adapted and modified for later use. It also helps the brain to process the form of the language by storing it in the long-term memory. This in turn makes recalling the form easier for the student. The technique can be used by different types of learners and it once again shows us that learning to speak a foreign language requires effort on the part of the learner. Bibliography Text memorization and imitation: The practices of successful Chinese learners of English Ding, Y. 2006 The psychology of the Language Learner Drnyei, Z. 2005 Input, Interaction and Output Gass, S. & Mackey, A. 2006 Memory meaning & method Stevick, E. W. 1976