Title

Memory enhancement in language pedagogy: Implications from cognitive research.

Document Type

Journal Article

Publisher

University of California

Faculty

Community Services, Education and Social Sciences

School

Community Services, Education and Social Sciences

RAS ID

993

Comments

Originally published as: Sharifian, F. (2002). Memory enhancement in language pedagogy: Implications from cognitive research. TESL-EJ, 6(2). Original article available here.

Abstract

This paper reviews a number of sub-paradigms in cognitive research on memory enhancement and explores some insights that they may have for theory and practice in English language teaching (ELT). The research reviewed in this paper has made rigorous attempts to discover perceptual and processing strategies that may enhance retention of information in human cognitive storage. For example, it has been found that generation of stimuli by learners, rather than simple reading, enhances retention. The research findings reviewed in this paper provide language teachers with insights about how the human memory works and how its efficiency may be increased.

 
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