Harnessing Dual Memory Systems: A Balanced Approach to Explicit and Implicit Reading Instruction for Young EFL Learners

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.