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The relationship between long-term memory ability and instructed second language learning: Evidence from research and implications for practice.

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Title: The relationship between long-term memory ability and instructed second language learning: Evidence from research and implications for practice.
Authors: Pili-Moss, Diana1 (AUTHOR) diana.pili-moss@leuphana.de
Source: Instructed Second Language Acquisition. 2024, Vol. 8 Issue 2, p172-192. 21p.
Subject Terms: *Second language acquisition, *Neuropsychology, *Foreign language education, *Curriculum planning, Long-term memory, Explicit memory, Implicit memory
Abstract: Re ability to encode, store and retrieve linguistic information long-term is key to effective second language learning and use. Alongside its importance for second language acquisition theory, investigating the role of long-term memory is fundamental to advance pedagogical implementations, in the effort to optimise language instruction and maximise its effectiveness by catering for individual learners' differences. In order to achieve these goals, the role of variability in explicit and implicit long-term memory has been investigated employing methodology developed in neuropsychological research in laboratory settings. More recently, this research programme has extended to less controlled, but also more ecologically-valid, instructed contexts, included in the foreign language classroom. Ris article aims at reviewing these studies, as well as at providing an overview of recent research advancing new proposals on how the findings of long-term memory research can be implemented to benefit L2 pedagogy. [ABSTRACT FROM AUTHOR]
Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The relationship between long-term memory ability and instructed second language learning: Evidence from research and implications for practice.
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  Data: <searchLink fieldCode="AR" term="%22Pili-Moss%2C+Diana%22">Pili-Moss, Diana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> diana.pili-moss@leuphana.de</i>
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  Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. 2024, Vol. 8 Issue 2, p172-192. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Neuropsychology%22">Neuropsychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Long-term+memory%22">Long-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22Explicit+memory%22">Explicit memory</searchLink><br /><searchLink fieldCode="DE" term="%22Implicit+memory%22">Implicit memory</searchLink>
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  Data: Re ability to encode, store and retrieve linguistic information long-term is key to effective second language learning and use. Alongside its importance for second language acquisition theory, investigating the role of long-term memory is fundamental to advance pedagogical implementations, in the effort to optimise language instruction and maximise its effectiveness by catering for individual learners' differences. In order to achieve these goals, the role of variability in explicit and implicit long-term memory has been investigated employing methodology developed in neuropsychological research in laboratory settings. More recently, this research programme has extended to less controlled, but also more ecologically-valid, instructed contexts, included in the foreign language classroom. Ris article aims at reviewing these studies, as well as at providing an overview of recent research advancing new proposals on how the findings of long-term memory research can be implemented to benefit L2 pedagogy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1558/isla-2024-1220
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      – Code: eng
        Text: English
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        PageCount: 21
        StartPage: 172
    Subjects:
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Neuropsychology
        Type: general
      – SubjectFull: Foreign language education
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Long-term memory
        Type: general
      – SubjectFull: Explicit memory
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      – SubjectFull: Implicit memory
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              Text: 2024
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