Essentials of a Theory of Language Cognition
By Nick C. Ellis. The Modern Language Journal, 2019
209 citations recorded by the source corpus.
Cognition is not just ?in the head?; it extends well beyond the skull and the skin. Non-Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the quintessence of distributed cognition. Language cognition is shared across naturally occurring, culturally constituted, communicative activities. Usage affects learning and it affects languages, too. These are essential components of a theory of language cognition. This article summarizes these developments within cognitive science before considering implications for language research and teaching, especially as these concern usage-based language learning and cognition in second language and multilingual contexts. Here, I prioritize research involving corpus-, computational-, and psycho-linguistics, and cognitive psychological, complex adaptive system, and network science investigations of learner?language interactions. But there are many other implications. Looking at languages through any one single lens does not do the phenomena justice. Taking the social turn does not entail restricting our research focus to the social. Nor does it obviate more traditional approaches to second language acquisition. Instead it calls for greater transdisciplinarity, diversity, and collaborative work.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/0dca3525bbfa5bb948cd480b16d78f30e9bd368c
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Citations in the corpus
- Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “Because engagement is ‘the major force of learning’ (Ellis, 2019, p. 48), engagement research in language learning raises critical questions about the link to implicit and explicit learning mechanisms and knowledge, and the elements that learners’ attention is being directed to – whether that is…”