Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology

Abstract

Language is learnt in context and any approach to research on language learning needs to take this fully into account. A constructivist theory of context includes both internal and external realities, and research methods are needed which can investigate the ways in which mental processes turn reality into contexts. Traditional research paradigms that rely on concepts of objectivity are unable to deal with this theory of context and qualitative research methods also need to be reappraised for their viability in investigating language learning. The purpose of this article is to consider to what extent constructivist epistemology provides a solution for achieving a link between qualitative-ethnographic and cognitivist research on foreign language acquisition. The conclusion points to the validity of qualitative research provided that there is clarity and explicitness of process so that those who read research can carry out their own interpretations.