The Impact of Traditional Approach to Chinese Literacy Education on English Language Teaching

Text memorization is a widely used yet under-explored language practice in foreign language education in China and other Confucian heritage countries. The present study addresses the need for a comprehensive and in-depth understanding of the perceptions of Chinese teachers regarding the use of text memorization in their teaching practices. This study based its methodology on semi-structured interviews and the data was collected from a group of Chinese teachers (N= 20) affiliated with 16 schools or universities at three different educational levels, i.e. junior high, senior high and college, which constitute the major part of foreign language education in China. The qualitative data analyses revealed that most teachers insist on the use of text memorization as they do not see any negative impact of this practice on understanding, creativity and motivation. The results show that teachers' perception of this traditional approach to Chinese literacy education appears to be over-positive, and Chinese teachers are advised to employ it sensitively, sensibly and inquiringly.