The Interaction of Cognitive and Social Factors in Second Language Acquisition: A Review of Psycholinguistic and Sociocultural Perspectives

Ali Fathurrahman; Baso Pallawagau; Amrah Kasim; Baiq Raudatussolihah

doi:10.36668/cfwhe224

Authors

Ali Fathurrahman Institut Elkatarie, Indonesia
Baso Pallawagau Universitas Islam Negeri Alauddin Makassar, Indonesia
Amrah Kasim Universitas Islam Negeri Alauddin Makassar, Indonesia
Baiq Raudatussolihah Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.36668/cfwhe224

Keywords:

Second Language Acquisition, Psycholinguistics, Sociocultural, Cognitive Factors, Language Learning

Abstract

Second Language Acquisition (SLA) is a multidisciplinary field of study that continues to evolve alongside the growing need for global communication and increasing social mobility. SLA research has largely been shaped by two primary perspectives: the psycholinguistic perspective, which emphasizes individual cognitive processes, and the sociocultural perspective, which highlights the role of the social environment in language learning. The differing foci of these perspectives often spark debate regarding which factors are most dominant in determining successful second language acquisition. This study aims to analyze the interaction between cognitive and social factors in second language acquisition through a theoretical review of psycholinguistic and sociocultural perspectives. A qualitative approach utilizing a literature review method was employed. Data were gathered from various books and reputable journal articles discussing second language acquisition theories published within the last five to ten years, as well as relevant classic works. Data analysis was conducted using content analysis and comparative synthesis techniques. The findings indicate that successful second language acquisition cannot be explained solely by cognitive or social factors in isolation. Working memory capacity, attention, motivation, and language processing interact dynamically with the social environment, communication practices, learner identity, and cultural support. Therefore, an integrative approach combining cognitive and social dimensions is necessary to gain a more comprehensive understanding of the second language acquisition process. Future research is encouraged to develop empirical models that examine the relationship between these factors within diverse language learning contexts

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