Relevant bibliographies by topics / Foreign language memorization

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Foreign language memorization'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Foreign language memorization"

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Amjad, Saleem. "Memorization in a Foreign Language: The Role Semantic Memory in Quran Memorization." khair ul ummah 2, no. 2 (2023): 90–96. https://doi.org/10.5281/zenodo.8198467.

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<em>Literature suggests that phonological memory on its own would be inadequate because it is associated with short term memory STM. Information encoded phonologically is of limited duration and capacity. Taking the nature and working of working/phonological memory into account, it can be assumed that people memorizing text in a foreign language might not be deploying working/phonological memory to help them internalize the text. However, if it is assumed that the text memorized in a foreign language ends up in LTM, how does information get encoded there, and does memorization in foreign langu
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Mammadova, Fatima. "Memorization strategy and foreign language learnings: A Narrative Review." Journal of Azerbaijan Language and Education Studies 2, no. 3 (2025): 57–68. https://doi.org/10.69760/jales.2025002014.

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Memorization strategies play an essential role in foreign language acquisition, affecting both short-term retention and long-term fluency. This narrative review explores the intersection of cognitive science and language pedagogy by evaluating techniques such as spaced repetition, mnemonics, and visual imagery. The review also examines how factors like motivation, context, and individual learning styles influence memorization effectiveness. Synthesizing findings from recent studies, it identifies strategies most beneficial to learners across proficiency levels. The results suggest that integra
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Allegra, Stefania. "Management Education – The Semitic and Indo-European Languages: Arabic, Russian, Spanish languages." International Journal of Scientific Research and Management 8, no. 09 (2020): 1634–42. http://dx.doi.org/10.18535/ijsrm/v8i09.el02.

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The ability to work in more tasks in every field life it’s hard goal to achieve. I can affirm with proof that you need to train constantly for it. It means that you have to train the mind and the action through the same direction. I’ve been trained myself in this task as personal experience of life. Since I was twenty I’ve held many important and hard tasks that have changed my mind results.&#x0D; It’s the same in the field of learning, studying and teaching foreign languages. If you don’t train quite every day your memorization, it’s quite impossible to learn a foreign language. A professiona
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Yesbosinova, Nursulu. "THE CHALLENGES OF TEACHING FOREIGN LANGUAGES AS A SECOND LANGUAGE." Oriental Renaissance: Innovative, educational, natural and social sciences 5, no. 20 (2025): 473–75. https://doi.org/10.5281/zenodo.14879922.

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This article explores the key challenges educators face when teaching foreign languages as a second language. It highlights issues such as the varying proficiency levels of learners, inconsistent motivation, and limited access to authentic cultural materials. Additionally, it emphasizes the importance of trained teachers with both linguistic expertise and pedagogical skills, pointing out the inadequacy of traditional teaching methods that rely on memorization. The article also discusses the potential of technology in enhancing language learning while acknowledging the difficulties of its imple
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Georgieva, Anna. "Integration of Music in Language Teaching." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 51, no. 6 (2014): 604–11. https://doi.org/10.53656/for2024-05-05.

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The article presents examples of the integration of music into the learning process of native and foreign language learning. The positive effects regarding easier and long-term memorization of the studied educational material by students with typical development and those with special educational needs are commented on. Linking the text of a poem with the accompanying musical accompaniment in the form of a song helps to remember vocabulary and correct syntactic constructions of the target language – when learning Bulgarian in a foreign language environment and in learning a foreign language in
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Kadhum, Asmaa. "L’apprentissage précoce des langues étrangères APLE." Kufa Journal of Arts 1, no. 46 (2021): 765–74. http://dx.doi.org/10.36317/kaj/2021/v1.i46.676.

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Foreign language acquisition from early childhood creates good learning and memorization skills. The earlier a child starts, the better he will learn. Man was born and he is able to acquire many knowledge. He sends and repeats a wide range of sounds that have no meaning in his mother tongue. It is not enough to start learning the language early, but the learning process must continue throughout one's life. If we want to make the child bilingual or trilingual, we have to introduce him to foreign languages, as it does not constitute an additional burden because the matter does not mean adding ne
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Le, Phuong Duy, Cam Tu Do, and Mai Thuy Van Huynh. "Technology in Foreign Language Education: Using the Blooket Platform to Enhance Motivation for Vietnamese Learners of Foreign Language." International Journal of Social Science and Human Research 08, no. 03 (2025): 1902–9. https://doi.org/10.5281/zenodo.15118677.

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In recent years, teaching and learning methods combined with online media participation have gradually become the mainstream trend in universities, especially in foreign language classrooms. Due to the impact of the COVID-19 pandemic, lecturers and students have to get used to online teaching and learning activities gradually. To ensure the quality of lectures and effective learning for students, lecturers need to look for and study effective and attractive teaching methods. It cannot be denied that, at present, the Internet is well-developed, and online learning supporting platforms are being
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Klimkina, Оlga. "Associative Support in the Process of Learning Vocabulary of a Foreign Language: a Psycholinguistic Approach in Language Teaching." PSYCHOLINGUISTICS 25, no. 2 (2019): 69–91. http://dx.doi.org/10.31470/2309-1797-2019-25-2-69-91.

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The subject of the article is description of the reserves for improving the efficiency of teaching foreign language vocabulary. The identification of effective strategies for mastering new words and supporting elements used in this case has been carried out taking into account the psycholinguistic theory of bilingualism as a basis for improving the theory and practice of teaching foreign languages. The illustrative part is presented by materials of the Russian lessons for students with native Turkish language.&#x0D; The support is defined as a sign getting into the focus of attention and direc
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Lubyanova, Marina A., and Tatyana F. Belousova. "Methodological Competence of a Foreign Language Teacher: Psychological Component." Proceedings of Southern Federal University. Philology 2020, no. 4 (2020): 193–202. http://dx.doi.org/10.18522/1995-0640-2020-4-193-202.

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The article is dedicated to the examination of integral approach to the methodological competence concept of the teacher of the foreign language. The authors consider it a necessary component of the methodological competence – the possession by teacher of the psychological knowledge, which has direct influence on the mastery by the students of the foreign language. In the article it is represented the survey of scientific literature regarding the interrelation of psychological data in the field of general psychology and psycholinguistics with the process of teaching foreign languages, possibil
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Loseva, N., and N. Makarenko. "A Case Study of Voluntary and Involuntary Memorization in Foreign Language Learners." Moscow Pedagogical Journal, no. 3 (August 15, 2023): 133–46. https://doi.org/10.18384/2949-4974-2023-3-133-146.

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Relevance. To perform educational tasks, students rely on electronic means of communication. As a result, an electronic resource often replaces the main intellectual functions, in particular, the mnemonic function. For this reason, the study of the transformation of the students' mnemonic ability in the era of digital technologies is an urgent task. Aim. To identify and compare the amount of voluntary and involuntary memorization of new information among the foreign language learners in the classroom. Methods. The main method was a pedagogical experiment consisting of a training stage and subs
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Dissertations / Theses on the topic "Foreign language memorization"

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Liu, Wen-Chung. "Memorization and improvisation: A comparison of two strategies in the oral acquisition of english as a second language." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/8306ae39a326dfcd147417f16ce5be64b3354f4b1b775de021f00e77c8127795/2361984/64967_downloaded_stream_192.pdf.

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The purpose of this research is to investigate the effects of two teaching strategies, memorization and improvisation, on ESL (English as a second language) students' oral proficiency and how they perceived the strategies and the activities used in the classroom. Participants were 16-year-old nursing students in a Taiwan medical college. They had learned English for at least three and a half years before joining the study, but most of their previous learning was focused on reading and writing. They were divided into three groups, experiencing a memorization strategy, an improvisation strategy,
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Bergh, Ylva. "Gymnasieelever med bakgrund i koranskolan : Ett engelsklärarperspektiv." Thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120042.

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Figures show that Sweden received 40 000 refugees in the autumn of 2015, who all were in the age range to attend junior high, and high school. The majority of these students originated from countries where Islam is the main religion. Hence, some of these students are likely to have their educational background in a qur’anic school. The purpose of this study is therefore to provide information about these students’ educational background. The study has been conducted with a special focus on how the Swedish school system differs in comparison to the qur’anic school system. An additional research
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Books on the topic "Foreign language memorization"

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Yu, Xia. Text memorization in Chinese foreign language education: History and current situation. Peter Lang, 2012.

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Book chapters on the topic "Foreign language memorization"

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Marques, Waleska Barroso dos Santos Kramer, Vaneska Oliveira Caldas, and Fabio Marques de Oliveira Neto. "Foreign language teaching methods." In Navigating through the knowledge of education. Seven Editora, 2024. http://dx.doi.org/10.56238/sevened2024.002-015.

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This article presented four methods of learning foreign languages: the grammar and translation method, the direct method, the audiolingual method, and the communicative method. Each method has been described in terms of its characteristics and approaches to language teaching. Opinions from linguists have been included to offer a critical view on each method. The grammar and translation method emphasizes reading and writing, the direct method focuses on oral communication and natural language acquisition, the audiolingual method values repetition and memorization, while the communicative method
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Nguyen, Ha T. V., and Kristin Javorsky. "Beyond Memorization." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-6497-0.ch001.

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This chapter examines the limitations of Vietnam's National Foreign Language Project 2020, particularly the ongoing struggle of many students to communicate effectively in English despite years of instruction. The chapter argues that the heavy reliance on rote memorization of vocabulary, a widespread practice in Vietnamese EFL education, leads to superficial learning and favors certain students over others. It explores key challenges in Vietnam's EFL landscape, such as teachers' pedagogical content knowledge, the quality of instructional materials, and the lack of effective student learning st
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Kislova, Ekaterina, Tatiana Kostina, and Vladislav Rjéoutski. "Learning grammar in eighteenth-century Russia." In The History of Grammar in Foreign Language Teaching. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch07.

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In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the grammatical approach played a very important role. In schools for nobility, the word ‘grammar’ was hardly used for living languages. Early grammar teaching was combined with translation, dialogue memorization, reading, etc. The shift in focus towards more grammar in French and German classes had likely begun by the middle of the century, and was related to the general proliferation of the grammatical approach. A greater emphasis was placed on analysing grammatical form. These changes mark a shift
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Świątek, Zuzanna. "Elementy ludyczne w nauczaniu związków frazeologicznych – analiza wyników ankiety przeprowadzonej wśród studentów romanistyki." In Ludyczność w (glotto)dydaktyce. Wydawnictwo Uniwersytetu Łódzkiego, 2020. http://dx.doi.org/10.18778/8220-114.7.11.

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It should be noted that phrasemes are usually difficult to remember, which is why it is vital for the teacher to choose the appropriate methods. Regardless of the age group, the use of a ludic strategy should be a significant element of foreign language lessons when teaching idiomatic phrases in order to improve the learning process. The aim of this paper is to examine the knowledge that students of Roman philology have in the field of phraseology of the French language and their knowledge of the accelerated learning techniques, very often used in the ludic strategy. The introduction of memory
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Wang, Victor X., and Theresa Neimann. "English Teaching and Andragogy in Transitioning Students from Secondary to Higher Education in China." In Handbook of Research on Administration, Policy, and Leadership in Higher Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch010.

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This study investigated the potentiality for Western andragogy as a teaching method in China's high schools, particularly in teaching English as a foreign language (ESOL). A well-accepted instrument was modified and utilized for this study. Chinese teachers of English taught andragogically to some extent such as personalizing instruction, relating to experience, assessing student needs and climate building. The findings showed these teachers taught the lower levels of Bloom's (1956) taxonomy, which are characterized by rote learning, memorization, knowledge transmission, lecturing, and focusin
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PLATA-SANDOVAL, César, and Gabriel MOLINA-VÁZQUEZ. "El inglés desde la perspectiva de la socioformación y la docencia activa." In Handbooks Reflexión sobre la intervención de experiencias docentes desde educación básica hasta superior, en el norte del Estado de México en 2022 TII. ECORFAN, 2023. http://dx.doi.org/10.35429/h.2023.2.1.16.

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The teaching of the English language throughout the development of educational models in Mexico has become somewhat complex due to the understanding it requires, however, as time has progressed, different methods have been developed for the transmission of this knowledge and that is adaptable to the educational needs and learning styles of the students such as those mentioned below. In its beginnings, the transmission of English was carried out through the grammar and translation method, however, it was noted that it was not as effective for future use, since it required exact memorization of
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Conference papers on the topic "Foreign language memorization"

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Tsoy, Inna V. "Using Metaphorical Cards as One of the Universal Tools in Teaching the Korean Language at Different Levels (Based on the Example of the Department of Korean Studies at St. Petersburg State University)." In ВОСТОК-ФОКУС: актуальные вопросы изучения истории, международ ных отношений и культур стран Востока: материалы VII Международной научно-практической конференции. IPC NSU, 2024. https://doi.org/10.25205/978-5-4437-1701-2-42.

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The article discusses the use of metaphorical cards in the process of teaching the Korean language. Since the use of visual aids still remains one of the key principles in the methodology of teaching foreign languages, visual images can be used to stimulate thinking, imagination and self-expression. In the context of studying the Korean language, these cards can serve as an effective tool for improving the perception, memorization and use of language material. The author will present the advantages of using cards and options for their application at different levels of learning. Samples of ora
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Levashov, P. A. "SIMILARITIES AND DIFFERENCES OF GRAPHICS IN EUROPEAN AND CHINESE NUMBERS, VARIOUS ASSOCIATIONS HELPING STUDENTS STUDYING CHINESE AS A FOREIGN LANGUAGE." In Scientific research of the SCO countries: synergy and integration. Crossref, 2024. http://dx.doi.org/10.34660/inf.2024.47.20.196.

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Associations have been selected to make it easier to memorize Chinese characters. A comparison was made of Chinese numerals, Chinese Heavenly Stems (天干) with Roman numerals and modern European numerals. Some similar elements of Chinese characters and European characters are shown, familiarity with which will facilitate the memorization of educational material by students studying Chinese as a foreign language. It is clearly demonstrated that some European numerals 1(I), 2(II), 3(III), IIII, V, 6, 7, X and 100 can hypothetically be considered as one of the styles of writing Chinese characters 一
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Luzikova, Elena Nikolaevna, and Liudmila Viacheslavovna Turkina. "Teaching memorization strategies in a foreign language class at a non-linguistic university as a factor in improving student performance." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-105272.

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Uyen, Phan Tu. "The Perception of EFL Primary Students Toward Learning English Through Interactive Games." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.21.

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Teaching English as a foreign language to primary school children can be challenging due to their linguistic and cognitive limitations. Traditional methods like rote memorization may not be effective or engaging. Interactive games have been proposed as a solution, but there is little research on how students perceive game-based learning and how teachers can incorporate games into language learning curricula. This study examines EFL primary students' attitudes toward three types of interactive games as language learning tools, the impact of game elements on learning outcomes, and the benefits a
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Vintu, Victoria, Argentina Chiriac, Tatiana Trebes, and Aliona Busuioc. "THE IMPORTANCE OF MULTIMEDIA IN TEACHING/LEARNING THE SPECIALIZED LANGUAGES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-132.

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The process of learning represents an individual organization of a specific content that does not mean a simple memorization. The organization of the process of the study implies a complex demarche that includes a set of cognitive processes as intellectual interaction, informing, critical analysis. The active and interactive involving of students in the teaching process depends on their interests and preferences. The implementation of additional informational instruments is favorable for access to offer new learning opportunities. The implementation of informational technologies during the les
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Reports on the topic "Foreign language memorization"

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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faste
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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faste
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