• Introduction
• What makes for a good theory?
• Views on the nature of language
• The language learning process
• Views of the language learner
• Links with social practice
• Conclusion
• References

• Introduction
• The 1950s and 1960s
• The 1970s
• The 1980s: a turning point
• Continuities and new themes
• Second language learning timeline
• References

• Introduction
• Why a Universal Grammar?
• What does Universal Grammar consist of?
• Universal Grammar and L1 acquisition
• Universal Grammar and L2 acquisition
• Evaluation of Universal Grammar-based approaches to L2 acquisition
• References

• Introduction
• Input-based emergentist perspectives
• Processing-based perspectives
• Evaluation of general cognitive approaches
• References

• Introduction
• Memory systems and their role in L2 learning
• Explicit knowledge, information processing and skill acquisition
• Awareness and attention in L2 acquisition
• Working memory and L2 learning
• Evaluation of cognitive approaches (2): memory systems, explicit knowledge, and skill learning
• References

• Introduction
• The revised Interaction Hypothesis (Long, 1996): an appeal to cognitive theory
• Negotiation of meaning and the learning of target L2 structures and vocabulary
• The role of feedback during oral interaction
• The problem of "noticing"
• L2 development in computer-mediated interaction
• Characteristics of learners and of tasks
• Evaluation
• References

• Introduction
• Early functionalist studies of second language learning
• Functionalism beyond the case study: the "learner varieties" approach
• "Time talk": developing the means to talk about time
• The Aspect Hypothesis
• Cognitive linguistics and "thinking for speaking"
• Second language pragmatics
• Evaluation
• References

• Introduction
• Sociocultural theory
• Applications of sociocultural theory to second language learning
• Evaluation
• References

• Introduction
• Sociolinguistically driven variability in second language use
• Second language socialization
• Conversation analysis and second language learning
• Communities of practice and situated learning
• The language learner as social being: L2 identity, agency and investment
• Evaluation: the scope and achievement of sociolinguistic inquiry
• References

10.1. Introduction

10.2. The MOGUL framework

10.3. Dynamic Systems Theory (DST)

10.4. Conclusion

10.5. References

• One theory or many?
• Main achievements of second language learning research
• Future directions
• Second language research and language education