ABSTRACT
Some attempts have been made to link specific theories on a more modest scale, to account for different aspects of the L2 learning process; two examples are the proposals made by Towell and Hawkins (1994) to link UG theory with a theory of information processing, and Sharwood Smith and Truscott’s MOGUL (Modular Growth and Use of Language), a model of L2 development integrating Jackendoff ’s modular view of language with a processing component (Sharwood Smith, 2008; Truscott and Sharwood Smith, 2004, 2011). But more noticeable in the field is the increased awareness within particular traditions of other parallel research strands working on similar phenomena, and a willingness to ‘borrow’ particular constructs without grand theorizing. The increasing interest of interactionist researchers in cognitive phenomena such as Working Memory and the use of conversation analysis tools and constructs in sociocultural research are just two examples.
