THE NEUROSCIENCE OF FORGETTING IN LANGUAGE LEARNING: WHY STUDENTS KNOW BUT CANNOT USE ENGLISH

Abstract

One of the most persistent challenges in second language acquisition is the gap between language knowledge and language performance. Many English learners demonstrate understanding of vocabulary, grammar rules, and sentence structures during controlled classroom activities but experience difficulties when they attempt to use the same knowledge in spontaneous communication. This phenomenon is often interpreted by learners as a lack of ability, weak memory, or age-related cognitive decline. However, contemporary research in cognitive neuroscience suggests that such difficulties may result not from the absence of knowledge but from problems related to memory accessibility, retrieval processes, and the development of automatic language skills. This article examines the neuro-cognitive mechanisms underlying the difference between knowing and using English. Drawing on research in declarative and procedural memory, retrieval practice, cognitive load theory, and second language acquisition, the study explores why learners may recognize linguistic information but fail to produce it effectively. A classroom-based exploratory study involving adult ESL learners was conducted to examine differences between recognition-based tasks and productive language activities. The findings demonstrate that learners often possessed explicit knowledge of English structures but experienced difficulty accessing this knowledge during communication. The study argues that effective language instruction should focus not only on presenting linguistic information but also on developing retrieval pathways, procedural knowledge, and automaticity through meaningful language production.