This chapter will deal with one of the processes which connects the poles of our model: learning, and in our case, learning L2 in distance settings. In this study of the different theories that contribute to our understanding of the domain, the specific points that seem of interest in the context of distance second language learning will be highlighted in order for us to be able to integrate these points into a coherent organization. According to Jordan (2004), there are over 60 theories describing Second Language Acquisition (SLA). These theories deal with the same phenomena that can be viewed as the crystals of a kaleidoscope. Each tilt of the kaleidoscope will lead to a different interpretation of how these phenomena can be organized or explained (Narcy, 1990). Some of these theories are ambitious and try and provide global answers, while others limit the scope of their study, but are not necessarily less interesting. Finally a whole body of results may come from less researched everyday classroom practices. This is how the chapter will be organized in the light of the specific demands of distance language learning. Our debt to the various researchers we quote is obvious and we hope we have not misquoted them. With Lamy and Hampel (2007), we agree that all theories can inform our position to distance-learning. Learning L2 is but one aspect of learning, and before going into how learning L2 is described, more general epistemological considerations need to be expressed. They will serve as guidelines to select the relevant crystals.
Distance learning practices on the Example of Second Language Learning during Coronavirus Epidemic in Russia
