Abstract:
Limited vocabulary knowledge can be a crucial problem for second language learners, and understanding whether memorization strategies are effective in helping students learn and retain new vocabulary words is important. Memorization has long been used as a strategy in learning English as a second or foreign language (ESL or EFL) and is still prominent in the Lebanese context, especially in vocabulary learning, where students are taught a large number of vocabulary words through memorization and learning by heart. While some ESL and EFL teachers argue that memorization facilitates the establishment of information in the memory, others believe that memorization is a tedious and boring task that hinders critical thinking and learning in general. Therefore, the purpose of this study is to explore the effectiveness of memorization as a strategy for learning new vocabulary words in English as a Second Language classroom, especially for students in grade 9. The study is qualitative in nature and employs three instruments, a vocabulary test, student questionnaires, and teacher interviews. Qualitative data analysis yielded results showing that memorization produces good retention rates on the short-term, but does not ensure full understanding and usage of the words for all types of students; it is used by students but is often misused in learning new English vocabulary words.
