The role of imagined interactions in describing spontaneous second language acquisition: Revisiting a cognitive language skill acquisition model

Abstract

Studies in second language acquisition have focused on cognitive processes second language learners use in structured second language learning environments. However, in nonstructured learning settings, second language learners can develop their own learning strategies opportunistically as they process everyday encounters in the form of imagined interactions. As second language learners imagine themselves in real conversations with native speakers, they may acquire the necessary propositional and procedural information essential to the development of a second language system. The functions and characteristics of imagined interactions in authentic second language environments are examined in the context of a cognitive skill stage model of language acquisition. Potential applications in terms of theory, practice, and research are discussed.