Essentials of a Theory of Language Cognition

Autor/in	Ellis, Nick C.
Titel	Essentials of a Theory of Language Cognition
Quelle	In: Modern Language Journal, 103 (2019), S.39-60 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12532
Schlagwörter	Cognitive Processes; Cognitive Science; Second Language Learning; Second Language Instruction; Computational Linguistics; Psycholinguistics; Cognitive Psychology; Interaction; Social Influences; Interdisciplinary Approach; Cooperation; Learning Processes + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kognitionswissenschaft; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Computerlinguistik; Psycholinguistik; Kognitive Psychologie; Interaktion; Sozialer Einfluss; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Co-operation; Kooperation; Learning process; Lernprozess
Abstract	Cognition is not just 'in the head'; it extends well beyond the skull and the skin. Non-Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the quintessence of distributed cognition. Language cognition is shared across naturally occurring, culturally constituted, communicative activities. Usage affects learning and it affects languages, too. These are essential components of a theory of language cognition. This article summarizes these developments within cognitive science before considering implications for language research and teaching, especially as these concern usage-based language learning and cognition in second language and multilingual contexts. Here, I prioritize research involving corpus-, computational-, and psycho-linguistics, and cognitive psychological, complex adaptive system, and network science investigations of learner--language interactions. But there are many other implications. Looking at languages through any one single lens does not do the phenomena justice. Taking the social turn does not entail restricting our research focus to the social. Nor does it obviate more traditional approaches to second language acquisition. Instead it calls for greater transdisciplinarity, diversity, and collaborative work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01