Today, we see how globalization, with its cultural flows, and technology with its new developments constantly create new types of contexts and new kinds of language practices. Thus it would not be unreasonable to say that language itself is changing. Also, these large-scale changes create new environments for learning languages, and these environments, potentially, will influence how we conceptualize learning itself. Thus, as the contexts and usage change, it is possible that the theoretical basis of language learning needs to be rethought. Further, this gives us a reason for rethinking the pedagogical practices of language education. This paper discusses the two central concepts of second and foreign language learning research — ’language’ and ’learning’ — and the potential consequences of how their reconceptualisation might influence practices of language education and pedagogy.
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