View in EDS

Proactive Language Learning Theory.

Saved in:
Bibliographic Details
Title: Proactive Language Learning Theory.
Authors: Papi, Mostafa1 mpapi@fsu.edu, Hiver, Phil1
Source: Language Learning. Mar2025, Vol. 75 Issue 1, p295-329. 35p.
Subject Terms: *Second language acquisition, *Cognitive ability, *Critical thinking, *Educational outcomes, Psycholinguistics
Abstract: Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions, motivations, and affect). Language learning behavior, however, has remained largely neglected and under‐theorized. To address this gap, this paper proposes the proactive language learning theory, which delineates the agentic and strategic behaviors that learners employ to learn an additional language. These behaviors include input‐seeking behavior, interaction‐seeking behavior, information‐seeking behavior, and feedback‐seeking behavior. This paper presents theoretical arguments supporting the proposal, describes the four behavioral dimensions of the theory, and outlines general hypotheses concerning the contextual and learner‐related antecedents of these behaviors and their effects on L2 outcomes. Finally, the potential implications of this theory for advancing our understanding of L2 learning and instruction are discussed. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
Copyright of Language Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 183991052
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Proactive Language Learning Theory.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink><relatesTo>1</relatesTo><i> mpapi@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Hiver%2C+Phil%22">Hiver, Phil</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Language+Learning%22">Language Learning</searchLink>. Mar2025, Vol. 75 Issue 1, p295-329. 35p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Psycholinguistics%22">Psycholinguistics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions, motivations, and affect). Language learning behavior, however, has remained largely neglected and under‐theorized. To address this gap, this paper proposes the proactive language learning theory, which delineates the agentic and strategic behaviors that learners employ to learn an additional language. These behaviors include input‐seeking behavior, interaction‐seeking behavior, information‐seeking behavior, and feedback‐seeking behavior. This paper presents theoretical arguments supporting the proposal, describes the four behavioral dimensions of the theory, and outlines general hypotheses concerning the contextual and learner‐related antecedents of these behaviors and their effects on L2 outcomes. Finally, the potential implications of this theory for advancing our understanding of L2 learning and instruction are discussed. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183991052
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/lang.12644
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 295
    Subjects:
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Psycholinguistics
        Type: general
    Titles:
      – TitleFull: Proactive Language Learning Theory.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Papi, Mostafa
      – PersonEntity:
          Name:
            NameFull: Hiver, Phil
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00238333
          Numbering:
            – Type: volume
              Value: 75
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Language Learning
              Type: main
ResultId 1