Looking Ahead: Future Directions in, and Future Research into, Second Language Acquisition

Autor/in	Larsen-Freeman, Diane
Titel	Looking Ahead: Future Directions in, and Future Research into, Second Language Acquisition
Quelle	In: Foreign Language Annals, 51 (2018) 1, S.55-72 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12314
Schlagwörter	Second Language Learning; Second Language Instruction; Global Approach; Educational Research; Correlation; Individual Differences; Context Effect; Beliefs; Language Research; Social Justice; Language Usage; Misconceptions; Language Tests; Testing; Language Attitudes + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Globales Denken; Bildungsforschung; Pädagogische Forschung; Korrelation; Individueller Unterschied; Belief; Glaube; Sprachforschung; Soziale Gerechtigkeit; Sprachgebrauch; Missverständnis; Language test; Sprachtest; Testdurchführung; Testen; Sprachverhalten
Abstract	This article begins by situating modern-day second language acquisition (SLA) research in a historical context, tracing its evolution from cognitive to social to sociocognitive accounts. Next, the influence of the zeitgeist is considered. In this era of rapid change and turmoil, there are both perils and opportunities afforded by globalization. In addition, what globalization is bringing to the forefront is a need to grapple with the complexity of the world. It follows then that we need to think differently about SLA. I suggest that this thinking take two directions. The first is that the researchers in the field adopt an ecological perspective, whereby the relations among factors are what is key to elucidating the complexity. I offer as an example overcoming the bifurcation between research on individual differences and research on the SLA process. Doing so ushers in a person-centered, humanistic dimension of SLA. A second, related change is the renewed awareness of the importance of context and of the nature of constraints that shape any particular context. Language learning does not occur in an ideological vacuum but rather is affected in a serious way by prevailing beliefs in the society at large. I therefore make the case for language researchers to be more mindful of the social injustices that exist in the world concerning language learning and use, and I indicate several of the ideologies and myths that deserve to be challenged accordingly. Before concluding, I discuss the implications of these two changes for issues of language assessment, research, and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01