The Use of Textual Memorisation in Foreign Language Learning: Hearing the Chinese Learner and Teacher Voice

Abstract

Textual memorisation is a widely used yet underexplored language practice in foreign language teaching and learning in China. The research addresses the need for a comprehensive and in‐depth understanding of the practices and beliefs of Chinese learners regarding the use of textual memorisation in foreign language learning. This article reports on findings from semistructured interviews concentrating on the perceptions of textual memorisation as a way of learning from the learners' perspective. The data were collected from a group of Chinese learners and teachers (N = 62) affiliated with 15 schools and universities at three educational levels (i.e., junior high, senior high, and college), which constitute the major part of foreign language education in China. Qualitative analyses of the data reveal that the practice was perceived to be beneficial not only because it assists learning in a number of ways but because it affords the learners psychological satisfaction built on their sense of achievement and confidence.