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d“rote-leamingboth of which involve “reading aloud，’ and "retrieving frommemory." It should be noted that the text memorization we are referring to is differentfrom “rote-leaming,，’ which is regarded as highly ineffective and thus has receivedharsh criticism.
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2.2 Related Theories
Few theories exist that straighten out the practice of text memorization; in fact, ashas been mentioned earlier, many researchers in the West criticize this practice asbeing ineffective and time-consuming. Despite that，the practice of text memorizationcan still find its trace in some related theories. Stephen Krashen put forward the Monitor Theory, which was one of the mostinfluential theories of second language acquisition in the 1970s and 1980s. Thistheory is composed of five hypotheses: the Acquisition-learning Hypothesis, theMonitor Hypothesis, the Nature Order Hypothesis，the Input Hypothesis and theAffective Filter Hypothesis, among which the Input Hypothesis is closely related tothe present study.In the Input Hypothesis, Krashen (1982) claims that an important condition forsecond language acquisition to occur is that the acquirer needs to understand languageinput that contains structures a bit beyond his or her current level of competence. Thisis what Krashen called "comprehensible input." He (1987) points out that the bestmethods are those that supply "comprehensible input" in low anxiety situations,containing messages that students really want to know. These methods do not forceearly production in the second language, but allow students to produce when they areready, recognizing that improvement comes from supplying communicative andcomprehensible input, and not from forcing and correcting production.
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Chapter Three Methodology........ 22
3.1 Research Questions........ 22
3.2 Research Design ........23
3.3 Preparation and Data collection........25
3.4 Data Analysis........ 27
Chapter Four Findings and Discussion........ 30
4.1 Patterns of Text Memorization Behavior ........30
4.1.1 The pattern of sentence memorization........ 30
4.1.2 The pattern of passage memorization........ 31
4.2 Noticing and Filling the Gaps in Text Memorization........ 34
4.3 The Order of Noticing and Filling the Gap ........ 37
4.4 Gaps that are Hard to Notice and Fill ........ 43
4.5 Individual Differences in Text-memorization........ 44
Chapter Five Conclusion and Implications........ 54
5.1 Major Findings........54
5.2 Teaching Implications........ 55
5.3 Limitations of the Study and Recommendations........59

Chapter Four Findings and Discussion

4.1 Patterns of text memorization behavior
The four participants exhibited a general pattern when trying to memorize eachsentence. First, they tried to comprehend the sentence; with comprehension, theyread it for several times. When they felt ready，they would make recitation rehearsal.Normally, the process of recitation rehearsal would repeat for several times until theparticipant could fully reproduce the sentence. When a sentence was rehearsed severaltimes and，with constant noticing and correction, was reproduced verbatim, this wouldlea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。