Activating Learner Long-Term Memory in Teaching EFL Reading

 

 

Arfan Fahmi

 

 

The cognitive process of reading is restricted in the second language. Reading occurs in a context rather than in isolation. The meaning of a text is not found just in the sentences themselves, but it is derived from the previous knowledge in the reader’s mind and the processes through which the reader tackles it. As opposed to short-term memory which is simply defined as the ability to recall a series of digits in a few second, long-term memory refers to the ability to store information as it is used to comprehend the next one. The success of teaching reading would lie on many aspects since the activity involves an interaction between language and thought. One of them is the background knowledge of the reader that enables her/him to comprehend the text. This paper will explore the selection of the reading materials for particular reading classes, and the application of teaching reading method in classroom activities which could increase learner long-term memory to be able to do more reading after completing the course.

 

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Fahmi, A. (2003, August). Activating learner long-term memory in teaching EFL reading. Paper presented at the NUESP [Network of University ELT Service Providers] National Conference, Jember, Indonesia.

 

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