Rote Memorization of Word Lists in Chinese High Schools: A Cognitive Critique and Pedagogical Alternatives
Year: 2026
Type: article
Abstract: Vocabulary knowledge is the foundation of second language proficiency, yet its acquisition methods remain contested. In Chinese high schools, English vocabulary instruction is dominated by rote memorization of bilingual word lists, a practice that persists despite its recognized limitations. We provides a cognitive critique of this approach, arguing that its ineffectiveness stems not from insufficient effort but from its incompatibility with human memory mechanisms. Drawing on Craik and Lockhart's Levels of Processing theory and Tulving and Thomson's Encoding Specificity principle, the analysis shows that word-list memorization relies on shallow phonological and orthographic processing, producing fragile memory traces and establishing retrieval cues mismatched with real language use. In response, the paper proposes a theory-driven pedagogical framework with three components, learner-generated word lists organized by semantic relationships, contextualized vocabulary learning through extensive reading and listening, and assessment practices aligned with encoding conditions. The work also examines the cultural tension between the Confucian belief that equates diligence with repetition and cognitive science findings, arguing that pedagogical reform must address culturally embedded notions of effortful learning. This study contributes to vocabulary instruction research by offering both a theoretical explanation for the limitations of rote memorization and a culturally attuned pedagogical alternative.
DOI: 10.71222/57pzmh17
Author: Yuhan Liu
Institution: University of Leeds
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7223549937