Psycholinguistic Approaches to Instructed Second Language Acquisition: Linking Theory, Findings and Practice

Abstract

Second language acquisition (SLA) has continuously evolved by mainly modelling after first language acquisition, reflecting behavioural, cognitive, social, and affective shifts. Language teaching practices have also been shaped throughout the decades. Yet, the SLA-driven divide between conscious and unconscious processes still prevails. Concomitantly, the title instructed second language acquisition, however much interest it arouses, seems at first sight paradoxical through the dominant epistemological prism.