Ontology and Social Influence in Language Learning Psychology: A Theoretical Review Through the Lens of Dialogical Self Theory

In applied psychology, ontological assumptions are rarely subjected to scrutiny. Yet ontological positionings will affect all aspects of a research undertaking. Assumptions about what is real—and what is not—will affect conceptualization, study design, and analytical focus. In the investigation of social influence, failure to engage with ontological positionings has resulted in a default ontology where priority is afforded to tangible entities, and where “other people” are often conflated with factually existing others. This is no less true for language learning psychology, an applied discipline where the social action of learning and using additional languages is explored using theories based on the self. With a focus on ontological assumptions that involve the status of others, and using Dialogical Self Theory (DST) as a lens through which to engage with these positionings, this article provides a theoretical review of key conceptualizations and empirical work in language learning psychology. The review demonstrates how assumptions about ontological status affect the conceptualization and investigation of social influence. For an applied discipline such as language learning psychology, it highlights the need to engage with ontology. Further, it demonstrates the utility of DST as a means of accessing and problematizing ontological assumptions and their consequences.