Complex, dynamic systems: A new transdisciplinary theme for applied linguistics?

2011 ◽  
Vol 45 (2) ◽  
pp. 202-214 ◽  
Author(s):  
Diane Larsen-Freeman
Keyword(s):  
Complex Systems ◽  
System Dynamics ◽  
Complexity Theory ◽  
Dynamic Systems ◽  
Applied Linguistics ◽  
Creative Activity ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
L2 Development

In this plenary address, I suggest that Complexity Theory has the potential to contribute a transdisciplinary theme to applied linguistics. Transdisciplinary themes supersede disciplines and spur new kinds of creative activity (Halliday 2001 [1990]). Investigating complex systems requires researchers to pay attention to system dynamics. Since applied linguists study language systems that change (for example, as they develop in learners, this is a useful perspective to bring to bear on many of our concerns. To introduce Complexity Theory, I list twelve principles undergirding this perspective and elaborate on three of them: those to do with dynamism, complexity, and the role of context. I then discuss several studies of L2 development that have been informed by the perspective. I conclude by suggesting that the ultimate promise of Complexity Theory is the help it provides in humanizing science.

scholarly journals Variability as normal as apple pie

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Marjolijn Verspoor ◽  
Wander Lowie ◽  
Kees de Bot
Keyword(s):  
Dynamic Systems ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Controlled Processes ◽  
Complex Dynamic Systems ◽  
L2 Development ◽  
Limited Degree ◽  
Development Phases ◽  
Longitudinal Case Studies ◽  
Over Time

Abstract In recent studies in second language (L2) development, notably within the focus of Complex Dynamic Systems Theory (CDST), non-systematic variation has been extensively studied as intra-individual variation, which we will refer to as variability. This paper argues that variability is functional and is needed for development. With examples of four longitudinal case studies we hope to show that variability over time provides valuable information about the process of development. Phases of increased variability in linguistic constructions are often a sign that the learner is trying out different constructions, and as such variability can be evidence for change, and change can be learning. Also, a limited degree of variability is inherent in automatic or controlled processes. Conversely, the absence of variability is likely to show that no learning is going on or the system is frozen.

Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Diane Larsen-Freeman
Keyword(s):  
Systems Theory ◽  
Dynamic Systems ◽  
Applied Linguistics ◽  
Integrated Approach ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Transdisciplinary Approach ◽  
Complex Dynamic Systems ◽  
Human And Social Sciences ◽  
Starting Point

Abstract Complexity theory/dynamic systems theory has challenged conventional approaches to applied linguistics research by encouraging researchers to adopt a pragmatic transdisciplinary approach that is less paradigmatic and more problem-oriented in nature. Its proponents have argued that the starting point in research design should not be the quantitative–qualitative distinction, or even mixed methods, but the distinction between individual versus group-based designs (i.e., idiographic versus nomothetic). Taking insights from transdisciplinary complexity research in other human and social sciences, we propose an integrative transdisciplinary framework that unites these different perspectives (quantitative–qualitative, individual–group based) from the starting point of exploratory–falsificatory aims. We discuss the implications of this transdisciplinary approach to applied linguistics research and illustrate how such an integrated approach might be implemented in the field.

scholarly journals The role of L1 English speakers’ familiarity with Brazilian-accented English (L2) in the intelligibility of Brazilian learners of English (L2): a discussion on intelligibility from a Complex Dynamic Systems perspective

2020 ◽  
Vol 73 (1) ◽  
pp. 339-362
Author(s):  
Déborah Salves ◽  
Paolla Wanglon ◽  
Ubiratã Kickhöfel Alves
Keyword(s):  
Dynamic Systems ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Southern Brazil ◽  
Complex Dynamic ◽  
Systems Perspective ◽  
Complex Dynamic Systems ◽  
Accented English ◽  
L1 English

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.

Evaluation of Aircraft Pilot Team Performance

1996 ◽  
Vol 40 (2) ◽  
pp. 44-48 ◽  
Author(s):  
Robert W. Holt ◽  
Edward Meiman ◽  
Thomas L. Seamster
Keyword(s):  
Resource Management ◽  
Detailed Analysis ◽  
Team Performance ◽  
Dynamic Systems ◽  
The Other ◽  
Accurate Assessment ◽  
Complex Dynamic ◽  
Technical Performance ◽  
Complex Dynamic Systems

Accurate assessment of team performance in complex, dynamic systems is difficult, particularly teamwork such as Crew Resource Management (CRM) in aircraft. Seventy pilots from two fleets were evaluated as two-person crews by a Maneuver Validation (MV), which focused on proficiency on separate maneuvers, and by a Line Operational Evaluation (LOE), which focused on the crew flying a simulated line flight. Instructor/Evaluator (I/E) pilots helped design LOE content and a structured evaluation worksheet. I/E reliability training resulted in high evaluator agreement (average rwg = .80) and acceptable inter-rater correlations (average r = .54). Path analysis supported the assessment flow from Observable Behaviors to Technical and CRM performance to Captain (PIC), First Officer (SIC), and Crew evaluations for each event set. Fleet evaluations were different on the LOE assessment, but equivalent on the MV assessment. Detailed analysis of assessments also indicated a different role of the SIC across fleets. One fleet assessed SIC more on CRM performance and weighted SIC performance more in evaluating Crew performance. The other fleet assessed SIC on technical performance and weighted SIC performance less in evaluating Crew performance.

scholarly journals Theory and Philosophy of the Effectiveness of Enterprises as Systems: An Updated Look at Ways to Implement Functions and Management

2021 ◽  
Vol 6 (521) ◽  
pp. 190-196
Author(s):  
N. V. Burennikova ◽  
Keyword(s):  
Dynamic Systems ◽  
Performance Indicators ◽  
Negative Impact ◽  
System Development ◽  
External Environment ◽  
Complex Dynamic ◽  
Modern Approach ◽  
Complex Dynamic Systems ◽  
Different Types

The article is aimed at outlining the functions of the theory of the effectiveness of systems (in particular, enterprises) by essence, as well as substantiating the role of indicators of components of effectiveness therein under modern conditions of system development. The article covers some issues of the theory and philosophy of the effectiveness of the functioning of enterprises as systems on the basis of SEE-management as a means of improving the effectiveness of the processes of functioning of complex systems in the context of definitions of «quantity/quality» based on the measurement and assessment of the components of the above-mentioned effectiveness using the criterion of progressive effectiveness. The results of computations according to the models of indicators of components of effectiveness, taking into account the values of the criterion of progressive effectiveness, can contribute to the choice of the appropriate strategy for the development (behavior) of the enterprise (active, passive, active-passive, etc.). It is emphasized that SEE-management, which is based on the author’s concepts of components of effectiveness, is a means of increasing the effectiveness of the functioning of complex dynamic systems (by which we will understand the set of its subprocesses) taking into account risks in the context of the negative impact of the external environment, in particular local and global crises in the economy. The scientific novelty of the results of author’s content analysis and applied explorations of the author for more than 20 years is the description of the essence of axiological and other functions of the theory of effectiveness, as well as the addition of methodological functions of this theory with indicators of constituent effectiveness, which can facilitate the improvement of the management of systems of different types and hierarchical levels. The above indicated management can be carried out using such a modern approach as author’s SEE-management, for the implementation of which certain indicators are presented and the appropriate managerial SEE actions in cases of different situations with respect to various values of performance indicators is proposed.

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

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.

The Identity Crisis in Language Motivation Research

2020 ◽  
Vol 40 (1) ◽  
pp. 136-153 ◽  
Author(s):  
Ali H. Al-Hoorie ◽  
Phil Hiver ◽  
Tae-Young Kim ◽  
Peter I. De Costa
Keyword(s):  
Dynamic Systems ◽  
Teaching Practice ◽  
Identity Crisis ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Three Solutions ◽  
Complex Dynamic Systems ◽  
Research Findings ◽  
Abstract Notion

The 40th anniversary of the Journal of Language and Social Psychology occurs around the corner of another anniversary, the language motivation field reaching 60 years. At this occasion, we pause to reflect on the contribution of language motivation research to language teaching practice. We argue that this contribution has been negligible and put forward two main reasons. The first is related to an identity crisis in the language motivation field, falling at the intersection of applied linguistics, education, and psychology; the second is the marginalization of the role of context. To address these issues, we first present insights from two perspectives—sociocultural theory and complex dynamic systems theory—and then propose three solutions to incorporate these insights: (1) moving from the abstract notion of “motivation” to the more tangible construct of “engagement”, (2) encouraging rigorous transdisciplinary research, and (3) taking advantage of the potential of artificial intelligence to translate research findings into practice.

Transdisciplinary research methods and complexity theory in applied linguistics: introduction to the special issue

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie
Keyword(s):  
Language Development ◽  
Complex Systems ◽  
Systems Theory ◽  
Research Methods ◽  
Complexity Theory ◽  
Dynamic Systems ◽  
Applied Linguistics ◽  
Dynamic Systems Theory ◽  
Special Issue ◽  
Oxford University

Abstract Complexity theory/dynamic systems theory (CDST) has captured the imagination of many in the field of applied linguistics (Larsen-Freeman, Diane & Lynne Cameron. 2008. Complex systems and applied linguistics. Oxford: Oxford University Press; Ortega, Lourdes & Zhao Hong Han (eds.). 2017. Complexity theory and language development: In celebration of Diane Larsen-Freeman. Amsterdam: John Benjamins). As recent syntheses of the growing number of CDST-informed strands of applied linguistics research illustrates, it has emerged as an important influence on applied linguists’ thinking (see Larsen-Freeman, Diane. 2017. Complexity theory: The lessons continue. In Lourdes Ortega & Zhao Hong Han (eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman, 11–50. Amsterdam: John Benjamins). The fact that CDST has continued to permeate questions throughout the field is to be expected and welcomed.

scholarly journals Classroom-oriented research from a complex systems perspective

2016 ◽  
Vol 6 (3) ◽  
pp. 377-393 ◽  
Author(s):  
Diane Larsen-Freeman
Keyword(s):  
Complex Systems ◽  
Dynamic Systems ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Systems Perspective ◽  
Complex Dynamic Systems ◽  
Classroom Ecology ◽  
Theory Research ◽  
Different Levels ◽  
Oriented Research

Bringing a complex systems perspective to bear on classroom-oriented research challenges researchers to think differently, seeing the classroom ecology as one dynamic system nested in a hierarchy of such systems at different levels of scale, all of which are spatially and temporally situated. This article begins with an introduction to complex dynamic systems theory, in which challenges to traditional ways of conducting classroom research are interwoven. It concludes with suggestions for research methods that are more consistent with the theory. Research does not become easier when approached from a complex systems perspective, but it has the virtue of reflecting the way the world works.

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