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    Veasna Chann
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    Memorizing is a part of study. By memorizing, I never mean cramming. Cramming should always be avoided because it puts end to creativity. We study different types of subjects containing different type of data. We learn it and we need to have sketch of that learning in our mind for reproducing it in exam in our own words. In a subject, there may be some information which needs to be learnt as well as memorized. Like in Biology there are many biological terms which are derived from other languages, or name of medicines, such name should be memorized. Suppose you are studying chemical process in your book of chemistry. This chemical process comprises of 10 phases, each phase has its scientific name. You study the process and understand it but you have to memorize the scientific name of each phase involved in the process as well as the sequence of phases. If you are writing the whole process in exam and you understand all the process but you don’t know the correct names (usually scientific terms) of each phase or the correct sequence of phases then obviously the checker will give you less marks.

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    Memorizing is a part of study. By memorizing, I never mean cramming. Cramming should always be avoided because it puts end to creativity. We study different types of subjects containing different type of data. We learn it and we need to have sketch of that learning in our mind for reproducing it in exam in our own words. In a subject, there may be some information which needs to be learnt as well as memorized. Like in Biology there are many biological terms which are derived from other languages, or name of medicines, such name should be memorized. Suppose you are studying chemical process in your book of chemistry. This chemical process comprises of 10 phases, each phase has its scientific name. You study the process and understand it but you have to memorize the scientific name of each phase involved in the process as well as the sequence of phases. If you are writing the whole process in exam and you understand all the process but you don’t know the correct names (usually scientific terms) of each phase or the correct sequence of phases then obviously the checker will give you less marks.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Scarica in formato PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    26 visualizzazioni2 pagine

    Term Paper Reference

    Caricato da

    Veasna Chann
    Memorizing is a part of study. By memorizing, I never mean cramming. Cramming should always be avoided because it puts end to creativity. We study different types of subjects containing different type of data. We learn it and we need to have sketch of that learning in our mind for reproducing it in exam in our own words. In a subject, there may be some information which needs to be learnt as well as memorized. Like in Biology there are many biological terms which are derived from other languages, or name of medicines, such name should be memorized. Suppose you are studying chemical process in your book of chemistry. This chemical process comprises of 10 phases, each phase has its scientific name. You study the process and understand it but you have to memorize the scientific name of each phase involved in the process as well as the sequence of phases. If you are writing the whole process in exam and you understand all the process but you don’t know the correct names (usually scientific terms) of each phase or the correct sequence of phases then obviously the checker will give you less marks.

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    Scarica in formato PDF, TXT o leggi online su Scribd
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    REFERENCES Allal, L. & Chanquoy, L. (2004). Revision revisited introduction. In L. Allal, L. Chanquoy & P. Largy (Ed.

    ) Revision and Cognitive Instructional Processes: Studies in Writing. (pp.1-7). Vol. 13. Norwell: Kluwer Academic Publishers. Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press. Ferris, D. R. (1995). Student reactions to teacher commentary on student revision TESOL Quarterly, 31, 315339. Freedman, S. (1985). The Acquisition of Written Language. New Jersey: Ablex Publishing Corporation. Gonzalez, E. F., Vinci, U. D., Victoria, C., & Tamaulipas. (2010). Impact of Teacher/Student Conferencing and Teacher Written Feedback on EFL Revision. Volume 31, No. 1. Goldstein, L. (2006). Feedback and revision in second language writing: Contextual, teacher And student variables. In K. Hyland & F. Hyland (Eds.) Feedback in Second Language Writing: Contexts and Issues. (pp.185-205). New York: Cambridge University Press. Holmes, J. (1988). Doubt and certainty in ESL textbooks. Applied Linguistics, 91, 2044. Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185212. Lam, R. (2010). A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback. Test Canada Journal/revue TESL Du Canada115 Vol. 27, NO 2. Leaph, K. (2011). Using Oral and Written Feedback to Improve Student Writing: An Investigation from Cambodian University Students Perspectives. MA (TESOL): thesis. Page | 17

    Lee, N. S.-c. (2010). Written Peer Feedback by EFL Students: Praise, Criticism and Suggestion. Komaba Journal of English Education. Lee, I. (2005). Error correction in L2 writing classroom: What do student think? TESL Canada Journal / Revue TESL Canada. Vol. 22. No.2. Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford, UK: Oxford University Press. Maarof, N., Yamat, H., & Li Li, K. (2011). Role of Teacher, Peer and Teacher-Peer Feedback in Enhancing ESL Students Writing. World Applied Sciences Journal 15 (Innovation and Pedagogy for Lifelong Learning): 29-35. Mahfoodh, O. H. A. (2011). A Qualit ative Case Study of EFL Students Affective Reactions to and Perceptions of Their Teachers Written Feedback. English Language Teaching. Vol. 4, No. 3. . ISSN 1916-4742 E-ISSN 1916-4750 Ravand, H. (2011). Feedback in ESL Writing: Toward an Interactional Approach. Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 1136-1145. doi:10.4304/jltr.2.5.1136-1145 Saito, H. (1994). Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners. Test Canada Journal/Revue TESL Du Canada. Vol. 11, NO.2. Spratt, M., Pulverness, A., & Williams, M. (2005). Teaching Knowledge Test. (p. 156) Cambridge: Cambridge University Press. Xu, J. (2010). Differential effects of two types of written corrective feedback (direct focused and direct unfocused) on the accurate use of grammatical forms by teenage EFL learners. Proceedings of The 16th Conference of Pan-Pacific Association of Applied Linguistics

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