The Contradictions Between the Learning Mechanism of Llms and L2 Learners' Knowledge Construction Process and Its Influence on SLA

Abstract

In recent years, Large Language Models (LLMs) have achieved great success, with many L2 learners and educational institutions beginning to explore the utilization of LLMs in facilitating Second Language Acquisition (SLA). However, the integration of LLMs in the SLA framework comes along with numerous risks. Many recent studies have compared the different learning mechanisms of LLMs and L2 learners from diverse perspectives, but few of them linked such differences with the influence of LLMs on SLA. Utilizing the literature review method, this article mainly draws on Processability Theory (PT) and Complex Dynamic Systems Theory (CDST) and pays special attention to the chatbot in an oral English practicing scenario. By reflecting and comparing the learning mechanisms of LLMs and L2 learners, this article sheds light on the influence of their different learning mechanisms on SLA and identifies several challenges related to safety, ethics, and society. To handle these challenges and promote the effective utilization of LLMs among teachers and students, this article provides the following recommendations: upgrading models, improving transparency, adopting a human-centered approach, enhancing users' capacity, and strengthening government supervision, etc.