This study aims to investigate the effects of applying memorization to language teaching on the sixth graders’ speaking ability, in addition to their attitudes toward memorization. Two homogenous classes from an elementary school in New Taipei City, named as Experimental Group and Control Group, containing 45 sixth graders, participated in this ten-week program. Experimental Group received the experimental instructions, whereas Control Group was given the traditional instructions without any memorization activities. Both took a pretest and a posttest before/after the program and were asked to complete an attitude questionnaire. Finally, I collected and analyzed the data by ANCOVA. The major findings of this study are presented as follows:
1) The memorization method had better effects on students’ oral ability than traditional approach.
2) There was a significant difference in the subjects’ oral accuracy and fluency between the two groups, and Experimental Group performed better than Control Group.
3) The memorization method enabled the students to deal with questions related to their personal lives.
4) Teaching through memorization improved the students’ abilities of speaking, listening and reading.
5) Students held positive attitudes toward learning English through memorization and the speaking activities adopted.
Memorization method, oral proficiency, speaking activities, the audio-lingual method.
The authors are with the Department of Industrial Management, Chung Hua University, Hsinchu, Taiwan (e-mail: wenchin@ chu.edu.tw, email@example.com, firstname.lastname@example.org).
Wen-Chin Chen, Min-Chuan Yang, and Kuan-Ming Lin, "
A Study of Applying Memorization Method to Enhance Primary School Students’ English Oral Ability," Journal of Economics, Business and Management vol. 4, no. 11, pp.