Is Memorizing Analogous to Learning?

By Mayra Yaranga

The role of memory in foreign language learning has always been acknowledged. Hardly anyone would argue that there are elements of language which need some rote learning, However, does memorization guarantee effective learning?

Those of us who grew up in our traditional education are probably familiar with the idea that certain items have to be learnt by heart. This is the case, for example, of lexical set phrases (“Nice to meet you”, “What do you think about…?”) which enable communication and yet require no explanation at the level when they are taught. Another area in which memorization is crucial is grammar; it is hard to ignore how students strive to learn irregular past tenses, the order of adjectives, the correct prepositions, among others, by means of old-fashioned rote. And there is little to support another way of internalizing this type of content: explanations matter little, if at all, and so these bits may, we hope, remain in the learners’ repertoire in the long term. Do they?

At this point, I would argue that not enough is being done to ensure real learning beyond mechanical, detached repetition. Testing the students on verb tenses or words helps little in this respect. In order to ensure that the memorized bits of language are effectively retrieved later and truly help communication, it is absolutely essential to provide learners with the opportunity to turn this input into something meaningful. Here, we may have to push the boundaries set by our educational system and consider carefully how to go further.

Let me provide an example: if students are to learn the irregular past tenses, they also need to know the kind of nouns they collocate with and need to see them in a relevant context. If all of this information is provided, students should be more likely to produce – can we argue that fostering production is a less effective way of guaranteeing learning than memorizing? Another very similar situation occurs when students are being trained to take international tests. They may have thousands of learnt expressions to ‘interact naturally’ during a speaking test. However, factors such as social meaning, register, communicative function or paralinguistic devices are meant to play an important role as well. There is nothing more unnatural than to use expressions for agreement without any accompanying non-verbal language, for instance. Are we working on those elements too?

To some extent, it is true that sometimes teachers and students may forget they are not teaching/learning the language as a system, but as a means to enable communication in said language. Blaming robotic memorization for unreal communication would certainly not solve the mistakes memorizing may bring but working on further real interaction and a realistic use of language could, I am sure, prevent learners from deriving a false sense of achievement from parrot-fashioned learning.

It’s your turn

What do YOU think?

Does memorization guarantee effective learning?

Biodata

Mayra Yaranga (1985) has completed Doctorate studies in Education at UNIFÉ; Master’s Degree in Media, Culture and Identity from Roehampton University (London) revalidated by PUCP, a Bachelor’s Degree in Education - UPCH and the Professional Title of Licenciada - IPNM. Currently she is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

Foreign Language Professional Resolutions for 2018

By Mayra Yaranga

A new year has started and the time has come for resolution lists! Apart from eating more healthily and doing more exercise after the high in calories Christmas season, professionals should also reflect on how 2018 will make a difference in their careers. What about foreign language teachers? There are several areas where we can make resolutions… and fulfil them!

Language resolutions:

What should be on top of our academic/professional resolution list? Without any doubt, the language competence component. The best way to prove a real improvement in this aspect is sitting (and of course, passing) an English international examination. Besides, the feeling of achievement may motivate you to venture into more challenging duties within language teaching. However, we advise teachers to be careful when choosing a date: perhaps it is more advisable to sit a test early in the year, because the last three months are usually full of activities that leave teachers physically and mentally exhausted.

Another very important action to take is to start a study or a debate group. Some experts believe teachers’ command of the foreign language might become fossilised if it is only used to give instructions and explain through metalanguage. Do teachers have many chances to voice their views on a range of topics and push themselves to show their best lexical repertoire? A group can be the best option to try this.

Methodology Resolutions

Of course, methodology cannot be ignored in our perseverance list. One good action to try during the year is peer observation. Asking colleagues for their insights on our practices and techniques can be an incredibly revealing experience, and can throw light on aspects which we might have taken for granted. The most important benefit is that the observation can be carried out without the associated feeling of being evaluated for ‘quality control’ purposes, which scares even the most experienced teachers.

Another action that can help us make a difference this year is attending talks or conferences on foreign language teaching. Even if this is a requirement at work, having an open mind can help us discover, or re-discover, many aspects about our work that we might have forgotten. Sharing with other colleagues what we have learned and tried in our classes would be an interesting way to consolidate this learning.

Educational commitment at a broader scale:

One final resolution has to do with our commitment to the teaching profession. It is true: we are already committed by being part of the professional environment at work, or by studying to improve our skills. However, I believe that teachers cannot and should not remain passive before the wider context of educational policy on foreign language teaching or the measures taken to address the problems education faces in our country. We should not limit ourselves because we teach foreign languages – being informed is our right and our duty.

Now it is your turn:

What are your 2018 resolutions in the professional aspect?

Biodata

Mayra Yaranga (1985) has completed Doctorate studies in Education at UNIFÉ; Master’s Degree in Media, Culture and Identity from Roehampton University (London) revalidated by PUCP, a Bachelor’s Degree in Education - UPCH and the Professional Title of Licenciada - IPNM. Currently she is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacifico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

Welcome to the 11th Annual Latin American Language Teaching Congress!

By Mayra Yaranga

How much time do language teachers devote to reflect on their teaching? congresses, workshops, seminars and colloquiums are certainly the perfect setting for language teachers to discuss relevant pedagogical issues.

For the last 10 years, Universidad del Pacífico Language Centre has provided language educators with an opportunity to debate selected topics in foreign tongue teaching methodology. We are truly satisfied to see how this unique yearly academic event leads teachers towards reflection and, most importantly, action.

This year’s main topics go around the central theme “From Teaching to Leadership,” which means that for two days language teachers will be able to share their everyday experience and listen to colleagues from various regions in Peru and foreign guests. This enables us to learn about entirely different educational contexts: schools, language institutes and universities. In addition, this Congress is open to presenters dealing with languages other than English, such as Portuguese and Spanish; this year will be no exception.

Finally, the Research Area is pleased to invite you to a very significant presentation. This is the second year we will be organizing a Round Table on Language Teaching within the Peruvian Context. We believe that this is a valuable opportunity to see the impact of the broader domestic context --educational policy, market needs, employability, among others-- on our professional development. The audience is later invited to participate actively and generate debate.

We look forward to seeing you at this important academic event.

For more information, visit us on http://congresoidiomas.pe/

Biodata

Mayra Yaranga (1985) has completed Doctorate studies in Education at UNIFÉ;Master’s Degree in Media, Culture and Identity from Roehampton University (London)  revalidated by PUCP, a Bachelor’s Degree in Education - UPCH and the Professional Title of Licenciada - IPNM. Currently she works as IELTS trainer, Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacifico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.