Abstract：Foreign language learning should be built on the combined effect of both declarative and procedural memory system，and the further research of the declarative/procedural model can accelerate deeper learning of the principle of learning and memory.This paper intends to digger out the essence of this memory model and its implication on foreign language teaching.

Key words：the declarative/procedural model；foreign language teaching

1 Introduction

Since the 1980s，the research of memory has entered into a brand new stage.As researchers dig the hole of the research of memory deeper and deeper，Ullman （2001） adapted dichotomy to define the long-term memory，and raised the declarative/procedural memory model，which has enriched present memory model.This understanding leads to a wide range of predictions and provides new perspective for the research of memory and language learning and teaching.

2 Declarative/Procedural Model

2.1 Declarative memory

Declarative memory is the memory of factual information，general knowledge，data，and events.According to Ullman（2015），the declarative memory brain system has been intensively studied in humans.He（2001） lists episodic memory and semantic memory as the two subtypes of declarative memories.Knowledge can be learned very rapidly in declarative memory with as little as a single exposure of the stimulus.Many subject-level factors appear to modulate learning and retention in this system like age，handedness，sleep，and exercise.

2.2 Procedural memory

Procedural memory is the memory of how to perform a task or skill.Procedural memory functions in many ways.Firstly，it helps people learn and process activities and functions.Secondly，it directs people to predict especially probabilistic outcome.There are also many factors influencing procedural memory and when it comes to second language acquisition and learning，age becomes one of the most important one.

3 Implications to Foreign Language Teaching

3.1 Declarative memory and foreign language teaching

Firstly，the declarative memory system functions in the learning of idiosyncratic knowledge in language.Secondly，it should also be available for learning non-idiosyncratic，rule-governed aspects of language.What’s more，teachers should keep in mind that linguistic knowledge in declarative memory should be learned relatively rapidly.As a result，L2 teachers should try their best to attract learners’ attention so that their original knowledge about the foreign language can be motivated to a large extent （Yang，2010）.

3.2 Procedural memory and foreign language teaching

The procedural memory system has been expected to underlie the learning and processing of sequences and rules in the second language.This system is important in learning to predict in language.L2 teachers can adopt and design some teaching strategies to make the best of the procedural memory system.As practice makes perfect，teachers should carry out strategies to lead learners practising.Providing feedback timely，designing variable exercises and choosing appropriate methods are all crucial strategies.

3.3 D/P Model in foreign language teaching

Knowledge learned through the declarative memory system is easier to be forgotten than that learned through the procedural system.L2 instructors can make good use of them and lead to better teaching effectiveness.

4 Conclusion

Second language learning takes full advantage of these two memory systems which would be alternatively effective due to the impact of cognitive mode，learning content，linguistic ability，learners’ age and the environment they live in.Considering these features，L2 teachers adopt different teaching strategies when teaching different linguistic knowledge.The D/P Model has given support to the teaching method of doing more practice.Its implication to foreign language teaching is of great guiding significance for L2 researchers and instructors.

References

[1]Chen，Z.R.[陈峥嵘].D/P记忆模式与第二语言学习[J].安徽工业大学学报（社会科学版），2013，30（6）： 92-94.

[2]Ullman，M.T.The neural basis of lexicon and grammar in first and second language： The declarative/procedural models[J].Bilingualism： Language and Cognition，2001 （4）： 105-122.

[3]Ullman，M.T.The Declarative/Procedural Model：A Neurobiologically Motivated Theory of First and Second Language.In VanPatten，B.& Williams，J.（Eds.），Theories in Second Language Acquisition：An Introduction[J].New York：Routledge，2015，135-158.

[4]Yang，Y.D.[杨玉东].陈述性知识与程序性知识的教学策略[J].天津师范大学学报（基础教育版），2010，11（3）：18-21.