Abstract
AbstractThere is no doubt that the “cognitive revolution,” in tandem with a focus on second language teaching, gave birth to the organized study of second language acquisition (SLA). In this sense, SLA studies has always been a cognitive science, although calls have recently been made to reemphasize and strengthen the connection. This paper: 1) reviews the cognitivist vision of mind/brain which has historically dominated both cognitive science and SLA studies; 2) describes how cognitive science has changed in recent years; and 3) introduces an alternative paradigm in cognitive science, adaptive intelligence, which may help us to better understand SLA.
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