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Plenary Speakers

The workshop will begin with a set of plenary lectures, with speakers reflecting on perennial challenges to interdisciplinary collaboration between these areas and collaborative, practical opportunities to overcome them, speaking from the perspectives of language learning psychology, vocabulary studies and around cross-cutting interdisciplinary potentials, including reflections on implications for pedagogy as pertinent to broader SLA theory and practice. 

We don’t talk anymore: Building a dialogue between the psychology of language learning and SLA

Prof Stephen Ryan, Waseda University

Discussions of variation in how individuals navigate the various challenges associated with learning an additional language have changed significantly over time. In the first part of this talk, I offer an historical overview of key developments in these discussions with a view to contextualising the recent emergence of a person-centred approach to research into the psychology of language learning. Person-centred accounts of language learning developed in reaction to a narrowly defined research agenda confined to linear, causal investigations of the effects of individual difference variables, such as motivation, anxiety, or cognitive styles, on language learning outcomes. In rejecting simplistic linear accounts of language education, person-centred research aims to look beyond the language learner and consider the whole person, embracing the complexity and unpredictability of the language learning experience. In general, this has been a positive development, but one unfortunate consequence has been a lack of dialogue with mainstream SLA research; there are times when research into the psychology of language learning seems to exist in something of an echo chamber. With this in mind, in the final part of the talk I offer suggestions as to how a productive dialogue with mainstream research can be fostered.

Normalising interdisciplinarity between L2 vocabulary studies and language learning psychology: Rationale, challenges and future directions

Dr Beatriz González-Fernández, University of Sheffield

In the past decade, the field of Second Language Acquisition (SLA) has seen a surge in articles advocating for transdisciplinary research to address the ‘wicked problems’ within the field. Despite recognising its importance, transdisciplinary work in SLA is, in many cases, seemingly out of reach within a research culture that remains fragmented and hyper-specialised. In this talk, I propose that interdisciplinary collaboration across related fields should first be normalised as the standard approach to SLA research, establishing a foundation for future transdisciplinary efforts. I will focus particularly on the intersection of second language (L2) vocabulary acquisition and language learning psychology. Scholars and practitioners agree that vocabulary acquisition, as a complex and dynamic process, cannot be fully explained without considering learners’ individual differences (ID). However, most L2 vocabulary research follows theoretical models of knowledge and development that are discrete and discipline-specific. When research addresses ID factors such as motivation, learning strategies, or working memory, these are typically treated as supplementary to the core vocabulary issue, rather than as a true interdisciplinary effort. As a result, the field continues to suffer from a restricted view of L2 vocabulary acquisition. I will argue for the need to foster meaningful interdisciplinary collaboration that enables a more holistic and integrated perspective on vocabulary learning. Drawing on my own research experience, I will reflect on the challenges and opportunities of such collaboration, and suggest future directions for more integrative approaches in L2 vocabulary and language learning psychology.

Enhancing pedagogy through interdisciplinary collaboration: Implications and opportunities for SLA theory and practice

Dr Bérénice Darnault, Université Bretagne Sud

In the evolving landscape of language education, bridging disciplines is crucial for developing effective pedagogical practices that can successfully address the widely recognized gap between research findings and teaching applications. This third plenary offers reflections and a call to action to investigate the intersections between research and pedagogy in second language acquisition (SLA) through interdisciplinary collaboration and the promotion of more informative, tangible and explicit content in academic communication. The talk will specifically examine how pedagogy is an area where the fields of vocabulary studies and language learning psychology can improve, both independently and jointly. Drawing from my experiences as an early-career researcher, I will explore the often-overlooked and nominal mentions of pedagogical implications found within academic literature, both in journals’ submission guidelines and in integrative research-led papers. By addressing key questions about the role and position of pedagogy in scholarly work, I will highlight how an integrated approach to action research can serve as a catalyst for meaningful dialogue between researchers, practitioners and the broader educational community. Ultimately, this session invites participants to reflect on their own practices and consider innovative strategies to enhance the ecological relevance of their research in language education while improving learners’ experiences. 

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