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INTRODUCTIONThe theme of the commemorative issue in which this article appears is about looking ahead. I have been invited to address this theme by identifying future directions in, and future research into, second language acquisition (SLA). I happily tackle this assignment, but first I must give a nod to the past—to see from whence the discipline of SLA has come. As I tell my own students, it is important to understand ideas at the time they originated. Next, I identify some directions that I believe SLA theory and research are moving toward. Before concluding, I discuss the implications of SLA theory and research for language testing, research, and teaching.THE HISTORY OF THE FIELDA cognitive beginningAs far as the past in SLA is concerned, most scholars credit Corder () and Selinker () with publishing landmark articles that helped establish the modern‐day study of SLA. Corder's speculation that there existed a “built‐in” learner syllabus and Selinker's positing of an interlanguage (a language spoken by learners that is intermediate between their first language [L1] and the second language [L2]) ignited the imagination of many scholars, who were inspired, as Corder and Selinker had been, by Chomsky's () claim of the existence of
Foreign Language Annals – Wiley
Published: Jan 1, 2018
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