Second Language Acquisition: A Scientometric Review

Aim. This study investigates the development of knowledge and major trends in the field of Second Language Acquisition (SLA) from 1947 to 2022, employing both scientometric and bibliometric approaches. Methods. Data from 7,964 SLA studies across three prominent databases – Scopus, WOS, and Lens – were analysed using CiteSpace and VOSviewer to minimize bias towards specific journals. From a psycholinguistic perspective, the analysis clustered these studies into 14 major themes, representing the key topics examined by SLA researchers. These clusters include late L2 learners, L2 acquisition, English learners, working memory, world Englishes, L2 learning experience, subset principle, parameter-setting model, corrective feedback, and various aspects of second language research (e.g., SLA of phonology, SLA of morphology, etc.). These themes reflect the cognitive and psychological processes underlying language learning, such as memory, attention, and individual differences. Findings revealed key emerging trends in SLA, with the US leading in all databases, and top journals varying across databases. Major publishers included Wiley, Cambridge University Press, and Sage, while related subject areas were social sciences, linguistics, psychology, and computer science, highlighting the interdisciplinary nature of psycholinguistic research. Results. The study’s results offer critical insights and implications for understanding the development, interdisciplinary nature, and prominent contributors in the field of SLA while shedding light on the central themes explored by researchers. By emphasizing psycholinguistic dimensions, such as the role of cognitive mechanisms, automatic processing, and individual differences in language learning, this study provides an overview of SLA research and identifies future directions for exploring the cognitive and psychological foundations of SLA.