Investigating Into The Process Of Text Memorization:a Case Study

Text memorization has been an old, traditional method of Chinese literacy learning whose importance is widely recognized (Ding&Qi,2001). Yet, its effectiveness has received more abuse than praise in the West in that some Western scholars believe that text memorization is equal to rote learning and is very time-consuming. Recent years have seen a growing number of empirical studies in China, discussing the effectiveness of text memorization. However, most of them only focus on the results of text memorization without paying attention to the process of text memorization.To address this issue, the present study focuses on the process of text memorization. Four students participated in the study, and their memorization behavior was carefully observed, together with a semi-structured interview after each of them completed the task of text memorization.Data analysis generated the following findings:1. There is a general pattern of the text memorization process. When reciting a sentence, learners undergo four steps:comprehending, reading, recitation rehearsal, and finally intake. The steps of "reading and recitation rehearsal" are constantly repeated and recycled until the learners can fully reproduce the sentence. When reciting a whole passage, learners mainly go through three phases:the first is meaning-focused input; the second is one where form-focused input and output are recycled; and the third is consolidation where the memory of form and meaning is strengthened.2. The process of text memorization is essentially a process of noticing and filling the gaps. There is an order of noticing the gaps:learners usually notice lexical gaps first and then grammatical gaps. However, two kinds of "gaps" are hard to notice and fill:articles and inflectors.3. Within the general pattern, there exist certain differences between high-achievers and low-achievers concerning their text memorization behavior. High-achievers tend to make hypothesized output while low-achievers try to avoid making mistakes in reciting a text. Besides, high-achievers receive more diversified types of input than the low-achievers.In conclusion, the process of text memorization is a process of noticing and filling the gap between the text input and the learners’own usages. The findings of this study enrich the study on text memorization and have some pedagogical implications for effective text memorization.