Published online by Cambridge University Press: 07 November 2008
I want to discuss two lines of enquiry in applied linguistic research which have come into prominence in recent years and which promise to have a bearing on a more learner-centred approach to language teaching pedagogy. These two lines have been pursued independently and at different points on the spectrum of applied linguistic studies. Furthermore, each one concentrates on a different aspect of natural language. I want to argue that we need to find ways of relating them if their pedagogic potential is to be effectively realized.