Reading Psychology· 2026Q1
Harnessing Dual Memory Systems: A Balanced Approach to Explicit and Implicit Reading Instruction for Young EFL Learners
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- 2026year
Short summary
A balanced approach to young EFL reading instruction combines explicit (declarative memory) and implicit (procedural memory) learning, leveraging distinct brain systems for optimal acquisition.
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Key points
- Proposes a balanced approach combining explicit and implicit reading instruction for young EFL learners.
- Argues that explicit (declarative) and implicit (procedural) learning engage neurologically distinct and independently operating memory systems.
- Advocates for 'focus on communication' to differentiate authentic engagement from mere comprehension.
- Suggests explicit instruction in phonics, vocabulary, and grammar, paired with authentic storybook reading for implicit knowledge development.
AI-generated from the title and abstract; the full text is not read.
Abstract
Two distinct approaches to L2 reading instruction—language-oriented and literacy-oriented—have long been debated in the literature. Similarly, SLA research has distinguished between form-focused and meaning-focused approaches. This paper examines these debates through the lens of explicit and implicit learning, proposing a balanced approach for young EFL learners. Drawing on research across cognitive psychology, neuroscience, and reading, the balanced approach rests on two theoretical pillars. First, it advocates for “focus on communication” to distinguish authentic engagement for pleasure or knowledge from mere literal text comprehension. Second, it argues that explicit and implicit instruction should be combined rather than integrated, as the brain’s dual memory systems—declarative and procedural—are neurologically distinct and operate independently and competitively. The paper concludes with pedagogical implications for Korean primary schools, suggesting explicit instruction in phonics, vocabulary, and grammar, paired with authentic storybook reading to foster implicit knowledge—the ultimate goal of language acquisition.
The authors' abstract, as published at the source. Reading Psychology, 2026 · DOI ↗
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Field: Language and Linguistics
Language and LinguisticsArts and Humanities