Abstract
The purpose of this investigation is to address the situation that although general ELT (English Language Teaching) literature does not endorse the practice of text recitation (TR), recent literature cautiously recommends it as a teaching tool with clear learning objectives, especially in countries with Confucian heritage. This paper therefore investigates why TR is commonly practiced in Chinese schools at all educational levels up to tertiary education. In particular, this inquiry considers teachers’ view of why TR is practiced and what its effects are. Furthermore, these views across groups at three educational levels are compared and their perceptions are checked against findings of analogous previous research. Analysis of data reveals that the usefulness of the practice of TR to foreign language teaching is generally acknowledged, though, to varying degrees. The study suggests that the contemporary pedagogic practice of TR in China is starting to bear some basic positive features such as differentiating tasks to suit students’ ability and choosing texts to cater for students’ interest.
Highlights
The purpose of this investigation is to address the situation that general ELT (English Language Teaching) literature does not endorse the practice of text recitation (TR), recent literature cautiously recommends it as a teaching tool with clear learning objectives, especially in countries with Confucian heritage
General ELT methodology literature does not recommend this practice, interview data in the present study demonstrate a positive response from participants: I enjoy reading a text aloud
It is difficult to present a conclusive summary of the participants’ views, due to the relatively small size of the sample and the diversity of the participants’ background, it is clear that the usefulness of the practice of TR to foreign language teaching is generally acknowledged, though, to varying degrees
Summary
‘Reading aloud for memorisation’ is a traditional learning practice in Chinese literacy education and has later been transferred to foreign language education in China. Price (1970, p. 131) predicts that such traditional methods will die slowly. Li, Zhang, & Wang, 2001), a widely used textbook series for non-English majors in universities, set in each unit a regular assignment of learning by heart several (usually 3 to 4) paragraphs in the text This perhaps serves as an official recognition of the value of the traditional way of text recitation. It seems that Chinese English learners and teachers have not dispensed with this traditional learning method while Economic reforms and the opening of the doors to the West have been in operation for over 30 years and profoundly changed almost every aspect of Chinese society How can they benefit from the practice with which they might start from kindergarten and continue onwards up even to university?. The present study, addresses this gap by examining the practices and beliefs of a group of Chinese teachers regarding the use of TR in foreign language teaching with an attempt to compare the commonalities and diversity across groups from three educational levels which constitute the main part of the English language education system and represent the largest number of English language learners in China
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