Researchers in second language acquisition (SLA) have long debated the nature of human cognition and how it affects second language learning (L2L). On the one hand, and largely dominating the field of SLA, is the cognitive approach, which focuses on the brain as the unit for cognitive analysis. On the other hand, sociocultural theory holds that human cognition is mediated by cultural artifacts. These perspectives present significantly different views on interaction, understanding it as either auxiliary or instrumental in the learning process, or “fundamentally constitutive” of learning (Mondada & Pekarek Doehler, 2004, p. 502). Increasingly concerned with the role of technology in language learning, current computer-assisted language learning (CALL) research demands theoretical frameworks that account for the ecological relationship between learners, the tools they use, and the environments they inhabit. This article raises the issue of how anthropocentric perspectives on technology have permeated the field of CALL until now, inhibiting its development. I suggest the need for CALL to adopt a less instrumental, more determinist (Carr, 2010) view of the role that technology plays in language learning, by engaging in sociocognitive research (Atkinson, 2010) that embraces the transformative power that technology has over cognition.

中文翻译：

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超越人类中心：技术中介语言学习的社会认知视角

第二语言习得 (SLA) 的研究人员长期以来一直在争论人类认知的本质以及它如何影响第二语言学习 (L2L)。一方面，在 SLA 领域中占主导地位的是认知方法，它侧重于将大脑作为认知分析的单位。另一方面，社会文化理论认为，人类的认知是由文化产物介导的。这些观点对互动提出了截然不同的观点，将其理解为学习过程中的辅助或工具，或学习的“基本构成”（Mondada & Pekarek Doehler, 2004, p. 502）。越来越关注技术在语言学习中的作用，当前的计算机辅助语言学习 (CALL) 研究需要能够解释学习者之间的生态关系、他们使用的工具以及他们所居住的环境的理论框架。本文提出了一个问题，即以人类为中心的技术观点如何一直渗透到 CALL 领域，从而抑制了它的发展。我建议 CALL 需要通过参与包含技术对认知的变革力量的社会认知研究 (Atkinson, 2010)，对技术在语言学习中所起的作用采取一种不那么工具化、更具决定性的观点 (Carr, 2010) .