A Complex Dynamic Systems Perspective to Researching Language Classroom Dynamics

The aim of this study is to investigate the effect of familiarity with Brazilian-accented English (L2) in the intelligibility of speech samples when judged by native English listeners. Speech samples were collected from five native Brazilian Portuguese individuals from Southern Brazil, with a pre-intermediate level of proficiency in English. Following a Complex Dynamic Systems account (De Bot et al., 2007), this is a longitudinal study in which a group of four British listeners participated in weekly intelligibility transcription tasks, applied over the course of five weeks. This group was comprised of individuals who had recently arrived in Brazil. Results suggest that familiarity with a speaker’s L1 and accented-L2 has an effect on the intelligibility of what is heard. From the perspective of Complex Dynamic Systems, we argue that there is an alteration of a listener’s perception of his/her own language system due to exposure to it as an L2.

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A Complex Dynamic Systems Perspective on Personal Background Variables in L1 Attrition

The Oxford Handbook of Language Attrition ◽

10.1093/oxfordhb/9780198793595.013.5 ◽

2019 ◽

pp. 48-60

Author(s):

Conny Opitz

Keyword(s):

Second Language Acquisition ◽

Dynamic Systems ◽

First Language ◽

Dynamic Systems Theory ◽

Complex Dynamic ◽

Systems Perspective ◽

Complex Dynamic Systems ◽

L1 Attrition ◽

L1 And L2 ◽

Analytical Approaches

This chapter discusses the methodological challenges associated with studying personal background variables in first language (L1) attrition from the perspective of Complex Dynamic Systems Theory (CDST). It starts with a review of extant research which, despite concerted efforts to design rigorous, comparable studies, to date has not turned up strong, unambiguous predictors for L1 attrition. I argue that this failure lies in the nature of language as a complex dynamic system, and consequently in the properties of variables, their interaction, and varying contribution to the process and outcome of L1 attrition, and indeed to L1 and L2 (second language) acquisition in the larger context of multilingual development. CDST provides a challenge not just for common empirical and analytical approaches to attrition, but for the very notion of ‘predictor’. The chapter concludes by discussing some ways in which the current stalemate may be overcome.

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Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom

Language Teaching ◽

10.1017/s0261444811000516 ◽

2011 ◽

Vol 47 (1) ◽

pp. 80-91 ◽

Cited By ~ 97

Author(s):

Zoltán Dörnyei

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Dynamic Systems ◽

System Modelling ◽

Complex Dynamic ◽

Qualitative Modelling ◽

Complex Dynamic Systems ◽

Systems Research ◽

Language Classroom

While approaching second language acquisition from a complex dynamic systems perspective makes a lot of intuitive sense, it is difficult for a number of reasons to operationalise such a dynamic approach in research terms. For example, the most common research paradigms in the social sciences tend to examine variables in relative isolation rather than as part of a system or network, and most established quantitative data analytical procedures (e.g. correlation analysis or structural equation modelling) are based on linear rather than nonlinear relationships. In this paper I will first summarise some of the main challenges of dynamic systems research in general and then present a concrete research template that can be applied to investigate instructed second language acquisition. This approach involves a special type of qualitative system modelling – ‘retrodictive qualitative modelling’ – that reverses the usual research direction by starting at the end – the system outcomes – and then tracing back to see why certain components of the system ended up with one outcome option and not another. By way of illustration I will provide examples from two classroom-oriented research projects in which the language classroom was taken to be the dynamic system, and the system outcome options were the various learner prototypes (e.g. motivated, laid back, passive) observed in the classroom.

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Phase Transitions in Development of Writing Fluency From a Complex Dynamic Systems Perspective

Language Learning ◽

10.1111/lang.12033 ◽

2013 ◽

Vol 64 (1) ◽

pp. 1-35 ◽

Cited By ~ 32

Author(s):

Kyoko Baba ◽

Ryo Nitta

Keyword(s):

Phase Transitions ◽

Dynamic Systems ◽

Writing Fluency ◽

Complex Dynamic ◽

Systems Perspective ◽

Complex Dynamic Systems

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Thoughts on the Launching of a New Journal: A Complex Dynamic Systems Perspective

Journal for the Psychology of Language Learning ◽

10.52598/jpll/1/1/5 ◽

2019 ◽

Vol 1 (1) ◽

pp. 67-82

Author(s):

Diane Larsen-Freeman

Keyword(s):

Language Learning ◽

Dynamic Systems ◽

Knowledge Building ◽

Applied Linguistics ◽

Critical Mass ◽

Dynamic Systems Theory ◽

Complex Dynamic ◽

Systems Perspective ◽

Complex Dynamic Systems ◽

Building Community

The launching of The Journal for the Psychology of Language Learning is a signal achievement. I begin this commentary by speculating on why it is that the Psychology of Language Learning (PLL) has enjoyed such vigor of late. I expect that one reason is the coming together of a critical mass of researchers and strong leaders over their shared interests. A second reason may be that a new way of looking at familiar phenomena was introduced in the form of complex dynamic systems theory (CDST). Building on this supposition, I proceed to recommend extending CDST thinking in some new ways in PLL. These ways are phenomenological, relational, processual, and transdisciplinary. I conclude by urging the PLL community to remain connected with other areas of applied linguistics so that it may continue to contribute to a knowledge-building community.

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