Still Wrestling With ‘Context’ in Interlanguage Theory
Bibliographic Data
| ID | 24220915 |
|---|---|
| Authors | Elaine Tarone |
| Year | 2000 |
| Volume | 20 |
| Pages | 182-198 |
| Publication date | 2000-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190500200111 |
| OpenAlex | W2112071137 |
| Language | EN |
| Citations received | 13 |
| References cited | 14 |
One of the most intractable issues in the field of second-language acquisition (SLA) research has been the attempt to identify the role of social context in influencing (or not) the process of acquisition of a second language. The central question has been whether a theory of SLA must account only for the psycholinguistic processes involved in acquiring an interlanguage (IL), or, alternatively, whether social and sociolinguistic factors influence those psycho-linguistic processes to such an extent that they too must be included in such a theory. It seems very clear that SLA is a psycholinguistic process. But to what extent are those psycholinguistic processes affected by social context? In 1985, Selinker and Douglas proposed a construct of ‘discourse domains’ to show how social and psycholinguistic processes might be included in a theory of inter-language; Young (1999) reviews that proposal and a recent attempt to test it, concluding that the results are still uncertain. After 15 years, this is still a lively issue in the field of SLA. Indeed, it is becoming a source of increasing conflict both within the field of SLA and within such areas of applied linguistics as second/foreign language teaching and second/foreign language teacher training. In this article, I will briefly summarize the problem, and review and summarize the current evidence being brought to bear upon this issue in the SLA research literature.
discourse domains · foreign language teacher training · interlanguage theory · psycholinguistic processes · second language acquisition · second language teaching · Social environment · sociolinguistic factors · EFL/ESL Teaching and Learning · Linguistics and Language Analysis · Second Language Acquisition and Learning
Interlanguage
The SLA of Variable Structures
On The Role Of Context In The Development Of Learner Language
First and second language use in an early total one‐way Chinese immersion classroom
La mobilité internationale et l’apprentissage langagier
Selecting ELL Textbooks
Immediate learner repair and its relationship with learning targeted forms in dyadic interaction
Members and their competencies
Reflecting on the Cognitive-Social Debate in Second Language Acquisition
Reconsidering the Social in Language Learning
Second Language Acquisition of Variable Structures in Spanish by Portuguese Speakers
Think or Sink
Participation Structure and Incidental Focus on Form in Adult ESL Classrooms
Sociolinguistic Approaches to Sla
Monitoring and self-repair in speech
Interaction and Second Language Learning
Linguistic and Conversational Adjustments to Non-Native Speakers
Recasts, Repetition, and Ambiguity in L2 Classroom Discourse
Input, Interaction, and Second‐language Acquisition
Crossing
A Classroom Perspective on the Negotiation of Meaning
Wrestling with 'Context' in Interlanguage Theory
Self-Repair in L1 and L2 Production
Reconceptualizing the Knowledge-Base of Language Teacher Education
Social Identity, Investment, and Language Learning
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
Coping with On-the-Job Writing in ESL
| Unique citing works | 13 |
|---|---|
| Citations per year | 0.62 |
| Citation span | 2005 - 2025 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |