ERIC Number: ED357636
Record Type: RIE
Publication Date: 1993-Mar-8
Osburne, Andrea G.
Before introducing innovations in the classroom as an alternative to memorization, teachers of English as a Second Language (ESL) need to consider students' existing preferences as part of a general appreciation for students' culture. In terms of perceived worth to students, memorization is tangible and requires practice that may eventually provide students with feelings of accomplishment. Memorization may also provide esthetic pleasure for some students. Perhaps ESL teachers could capitalize on this side effect of memorization in their literature classes. The Grammar Translation Method and the Audiolingual Method may demonstrate the limitations of memorization as a strategy for learning a second language. However, when students are expected to learn about cultures associated with their second language, memorization of certain information to be recalled frequently may be an acceptable tool. Teachers should not limit their methods and materials solely to those reflective of their own culturally bound attitudes, but rather, respond to students' desire to memorize with understanding. (JP)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Teachers of English to Speakers of Other Languages (24th, San Francisco, CA, March, 1990).