In search of a “big idea”: A critical review of the function of comparison processes in language learning psychology

Research into the psychology of language learning (PLL) can make important contributions to the knowledge base of the teaching profession. However, impact can be hampered by conceptual accessibility. One way to enhance accessibility is to enable practitioners to encounter research through a smaller number of “big ideas”. A “big idea” is a core idea that connects subfields and links disciplinary understandings into coherent wholes. A “big idea” is not always apparent. Sometimes it needs to be uncovered. In PLL, a candidate “big idea” involves the role that comparison processes play in self-appraisals. This article reports on findings from a critical review, the purpose of which was to consider whether comparison processes meet the criteria for a “big idea”: a parsimoniously formulated and intuitively understandable concept that (a) spans across subfields, and (b) links disciplinary understandings. Four subfields of PLL were included in the review: motivation, regulation, willingness to communicate, and emotions. Examinations of paradigmatic models and key conceptualizations demonstrate how comparison processes meet these criteria. Results are discussed in relation to conceptual accessibility, the importance of formulating research objectives and interpreting findings in ways that benefit teachers and other non-specialist stakeholders, and the changes in research practices that are needed.