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BRIDGING THE GAP

Cognitive and Social Approaches to Research in Second Language Learning and Teaching

Published online by Cambridge University Press:  12 March 2014

Jan H. Hulstijn ,
Richard F. Young ,
Lourdes Ortega ,
Martha Bigelow ,
Robert DeKeyser ,
Nick C. Ellis ,
James P. Lantolf ,
Alison Mackey  and
Steven Talmy
Jan H. Hulstijn
Affiliation:
University of Amsterdam
Richard F. Young*
Affiliation:
University of Wisconsin-Madison
Lourdes Ortega
Affiliation:
Georgetown University
Martha Bigelow
Affiliation:
University of Minnesota
Robert DeKeyser
Affiliation:
University of Maryland
Nick C. Ellis
Affiliation:
University of Michigan
James P. Lantolf
Affiliation:
The Pennsylvania State University
Alison Mackey
Affiliation:
Georgetown University and Lancaster University
Steven Talmy
Affiliation:
University of British Columbia
*
*All correspondence concerning this article should be addressed to Richard F. Young, Department of English, University of Wisconsin-Madison, 600 N. Park St., Madison, WI 53706, USA. E-mail: rfyoung@wisc.edu
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Abstract

For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research methods including case studies and ethnography. Is there a gap in research in L2 learning and teaching? The present article developed from an invited colloquium at the 2013 meeting of the American Association for Applied Linguistics in Dallas, Texas. It comprises nine single-authored pieces, with an introduction and a conclusion by the coeditors. Our overarching goals are (a) to raise awareness of the limitations of addressing only the cognitive or only the social in research on L2 learning and teaching and (b) to explore ways of bridging and/or productively appreciating the cognitive-social gap in research. Collectively, the nine contributions advance the possibility that the approaches are not irreconcilable and that, in fact, cognitive researchers and social researchers will benefit by acknowledging insights and methods from one another.

Type
State of the Art
Information
Studies in Second Language Acquisition , Volume 36 , Issue 3 , September 2014 , pp. 361 - 421
Copyright
Copyright © Cambridge University Press 2014 

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