Looking ahead: Future directions in, and future research into, second language acquisition

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.

On Language Learner Agency: A Complex Dynamic Systems Theory Perspective

“…Learner agency hardly needs to be encouraged according to this scenario. Learners are already optimizing conditions for their own learning (Larsen–Freeman, ).…”

Factors that influence the development and performance of academic oral presentations using a blended learning environment

“…In this research, the systems can be seen as the online tools (Google Slides), the mobile tool (Line), the online environment, the learners, and the classroom or course context. According to Larsen‐Freeman (), this approach provides a holistic approach to a developing system (language learning) that is interconnected with the learning environment. A change in one of the systems affects the others contributing or detracting from learning.…”

“…Jurkovič () uses the example of the advancement of smartphone technology and growth of social media to illustrate this learning process. Larsen‐Freeman () encourages researchers to find the components of an environment that result in language learning from multiple perspectives such as the school, the instructor, and the perceptions of the language learner.…”

Multilingualism, Translanguaging, and Minority Languages in SLA

“…This is the reality of multilingualism that we find in our classrooms nowadays. As Larsen–Freeman () explains, many people grow up with two or more languages, use them for different purposes, and lead transnational lives adding the languages they need to speak in their everyday life. Traditionally, these trajectories have been ignored by SLA studies, but they can influence language learning at least at two levels.…”

“…Kramsch () considers that the focus should no longer be on testing skills but on processes such as language awareness or symbolic competence. Larsen–Freeman () advocates for language testing that is self‐referential by looking at a learner's progress over time rather than at a syllabus. Gorter and Cenoz () explore various possibilities using multilingual approaches in language assessment.…”