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Shuk Ling Cheng, The Hong Kong Polytechnic University, Hong KongAbstract
Rote memorization as a learning strategy has been faced with some criticism that encourages passive learning (Biggs, 1997). However, when it comes to the Chinese cultural context, the roles rote memorization can play cannot be simply diminished. The application of rote memorization in learning can be attributed, in part, to the influence of Confucian beliefs regarding education. Chinese ancient education culture promotes the values of recitation (背誦 Beisong), diligent practice and perseverance in learning. It pays attention to ‘sound education’ which requires students to recite and speak aloud the poems in order to pass on knowledge. Gradually, students these days develop this memorization skill during their childhood as they are asked to recite classical texts. To conduct the study, electronic databases including Scopus and Google Scholar were accessed for the search of peer-reviewed journal articles published between 2015 and 2025. The search terms used were “rote memorization”, “vocabulary learning”, “text memorization”, and “Chinese L2 learners”. Only studies that directly addressed rote memorization as a method in L2 acquisition in Chinese context were included in the final review. Rote memorization is found significantly beneficial to Chinese students in their lexical foundation, especially for L2 beginners who do not have enough English linguistic knowledge. Suggestions on the balanced views on its application in foreign language learning, taking into account the Chinese cultural contexts and active learning, will be provided.
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