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

This article reviews research on the role of long-term memory in second language (L2) learning, focusing on both explicit-declarative and implicit memory systems and their implications for instructed L2 acquisition. Explicit-declarative memory, involving conscious recollection of linguistic information, has been linked to L2 vocabulary, grammar, and literacy development, particularly in adult learners, though findings for children and adolescents are mixed due to developmental variability. Implicit memory, encompassing statistical and procedural learning abilities that support unconscious pattern extraction and automatization, shows consistent positive relationships with L2 learning outcomes, especially in contexts with extensive input or immersion. The article also discusses pedagogical applications, highlighting strategies to enhance encoding, consolidation, and practice schedules for explicit memory, while noting that instructional approaches to support implicit learning remain underdeveloped but may benefit from input design reflecting natural language distributions and variability. Overall, the review underscores the importance of integrating long-term memory research into L2 pedagogy to optimize instruction tailored to individual learner differences.