On the complementarity of Chaos/Complexity Theory and Dynamic Systems Theory in understanding the second language acquisition process

2007 ◽  
Vol 10 (01) ◽  
pp. 35 ◽  
Author(s):  
DIANE LARSEN-FREEMAN
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Systems Theory ◽  
Complexity Theory ◽  
Dynamic Systems ◽  
Dynamic Systems Theory ◽  
Acquisition Process

Second Language Developmental Dynamics: How Dynamic Systems Theory Accounts for Issues in Second Language Learning

2013 ◽  
Vol 31 (1) ◽  
pp. 66-80 ◽  
Author(s):  
Rosmawati
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Second Language Learning ◽  
Theoretical Perspective ◽  
Dynamic Systems Theory ◽  
L2 Development ◽  
Holistic Research

Dynamic systems theory (DST) is presented in this article as a suitable approach to research the acquisition of second language (L2) because of its close alignment with the process of second language learning. Through a process of identifying and comparing the characteristics of a dynamic system with the process of L2 learning, this article illustrates that L2 development is indeed a dynamic process. This article argues that DST has not only broadened the theoretical perspective, but also enriched the practical and methodological approaches in the second language developmental research enterprise. DST has the potential to bridge the gap between reductionist and holistic research practice in the Second Language Acquisition (SLA) field and to advance our understanding of L2 acquisition and development. This article argues that incorporating DST into cross-disciplinary inquiries will strengthen its practical application. It concludes by pointing out some directions to apply this framework and to expand beyond its current state.

scholarly journals Where does Psychology and Second Language Acquisition research connect? An interview with Zoltan Dornyei

2010 ◽  
Vol 34 (2) ◽  
pp. 19 ◽  
Author(s):  
Robert Murphy
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Dynamic Systems ◽  
Critical Period ◽  
Cognitive Linguistics ◽  
General Area ◽  
Dynamic Systems Theory ◽  
To Come

What is Psycholinguistics? How does it differ from Cognitive Linguistics? Why is this general area of linguistics in the limelight these days? Dr. Zoltan Dornyei is a professor at Nottingham University who is at the forefront of this research. He recently wrote a book titled, The Psychology of Second Language Acquisition (Dornyei, 2009). In it, Dornyei discusses the newer challenges SLA researchers in this century need to come to terms with. He details research of the Critical Period Hypothesis (the connection between emotion and learning), Individual Differences (the implicit/explicit dichotomy), and Dynamic Systems Theory. This interview provides an overview of such recent research and serves as an introduction to his book

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

2011 ◽  
Vol 47 (1) ◽  
pp. 80-91 ◽  
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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