The relationship between long-term memory ability and instructed second language learning: Evidence from research and implications for practice
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In: Instructed Second Language Acquisition, Vol. 8, No. 2, 06.2025, p. 172-192.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - The relationship between long-term memory ability and instructed second language learning
T2 - Evidence from research and implications for practice
AU - Pili-Moss, Diana
N1 - Publisher Copyright: © UNIVERSITY OF TORONTO PRESS, 2025.
PY - 2025/6
Y1 - 2025/6
N2 - The 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. This 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.
AB - The 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. This 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.
KW - EXPLICIT LANGUAGE APTITUDE
KW - IMPLICIT LANGUAGE APTITUDE
KW - LONG-TERM MEMORY
KW - SECOND LANGUAGE APTITUDE
KW - Language Studies
KW - Didactics of English as a foreign language
UR - http://www.scopus.com/inward/record.url?scp=105008378939&partnerID=8YFLogxK
U2 - 10.1558/isla-2024-1220
DO - 10.1558/isla-2024-1220
M3 - Journal articles
AN - SCOPUS:105008378939
VL - 8
SP - 172
EP - 192
JO - Instructed Second Language Acquisition
JF - Instructed Second Language Acquisition
SN - 2398-4155
IS - 2
ER -