Abstract

Author:
Suror Abdulrazaq Mohamed Shalghom

Doi: 10.26480/wllcs.01.2024.25.29

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Memory is an act that involves recalling or recognizing whether or not an item or event occurred in the past. Students’ ability to learn a second language varies, and each student learns the material best using his or her own method. These differences depend on the students’ abilities and are particularly memorable. Memory is a built-in store that must be accessed in some way to achieve effective retrieval. This definition is based on the assumption that memory is a multifaceted, if not multistage, system of connections and representations that includes a range of inferences over the life course. The paper has been divided into four sections. The first section addresses the definition of memory, while the second examines the components of memory and different views on the relationships between working memory, long-term memory, short-term memory, and language processing. The third section deals with the stages of information processing. The final section of the study examines the effect of the classroom on memory activation. The fourth section examines the relationship between memory and language learning and the effect of interaction on language learning. Finally, the conclusion provides a summary of the study findings.