Abstract
This paper aims to present the results obtained in a survey whose objective was to investigate the Iranian French language learner’s definition of memorization, and the techniques they adopt most frequently in memorizing linguistic structures and vocabulary. The results indicate that although memorization plays a significant role in learning a foreign language, it is often neglected or understated. Memorization techniques are known to be rather individual, but it is suggested that weak learners can be encouraged to replace old techniques with more effective ones that could pave the way to a profound and stable learning.
Highlights
This paper aims to present the results obtained in a survey whose objective was to investigate the Iranian French language learner’s definition of memorization, and the techniques they adopt most frequently in memorizing linguistic structures and vocabulary
The results indicate that memorization plays a significant role in learning a foreign language, it is often neglected or understated
There is, no single memorization technique that might work for all students alike, but it is important to find the prevalent techniques among students learning a foreign language
Summary
This paper aims to present the results obtained in a survey whose objective was to investigate the Iranian French language learner’s definition of memorization, and the techniques they adopt most frequently in memorizing linguistic structures and vocabulary. As a result of these studies we are better informed about the role of the learners and different cognitive factors influencing the learning process of a foreign language. Application of effective memorization techniques in learning French language among Iranian students helps facilitate their learning process. It is crucial for the Iranian teachers to recognize the significance of memorization techniques to be able to direct their teaching to a more learner-centered approach, by a better understanding of students’ learning processes. Memorization, a cognitive learning strategy which embraces the whole process of encoding, storage, and retrieval of the information, is the subject of this research and plays a noteworthy role in learning a foreign language. Macaro (2001) listed a cluster of five strategies from the Lingua project as “a definite conscious effort to commit language to memory” which range from simple repetition of words to turning “language into songs, rhymes, raps or mnemonics”
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