Conceptual Changes and Methodological Challenges: On Language and Learning from a Conversation Analytic Perspective on SLA

Abstract

The last two decades have been witness to the increasing influence, across several disciplines in the human sciences, of research that challenges established conceptions of learning and of language. Within socioculturally and socio-interactionally oriented research, attention has shifted away from an understanding of language learning/acquisition as an intra-psychological, cognitive process enclosed in the mind of the individual, toward a concern with how learning is anchored and configured in and through the social practices the learner engages in. This rethinking has partially gone hand-in-hand with a reconceptualisation of language: usage-based approaches to language have refuted a static, context-independent notion of linguistic knowledge, insisting on its adaptative, dynamic character. These reconceptualisations broaden the scope of thinking about language and learning, and open new possibilities for how we go about documenting learning. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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