Language Learning in Context: Complex Dynamic Systems and the Role of Mixed Methods Research

2016 ◽  
pp. 194-224
Author(s):  
Alex Gilmore
Keyword(s):  
Mixed Methods ◽  
Language Learning ◽  
Dynamic Systems ◽  
Mixed Methods Research ◽  
Complex Dynamic ◽  
Learning In Context ◽  
Complex Dynamic Systems

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 Methodological map: a mixed methods approach to explore the role of space in an Emirati single-gender learning environment

2014 ◽  
Vol 11 (1) ◽  
pp. 98-114
Author(s):  
Gergana Alzeer
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Interdisciplinary Studies ◽  
Research Approach ◽  
Single Gender ◽  
Learning In Context ◽  
Wide Range ◽  
Main Component

This paper provides a methodological map for guiding the choice and application of research paradigms and design frames that can be of value to a wide range of researchers in the fields of education, social sciences and interdisciplinary studies who are interested in teaching and learning in context. Following an interpretivist/constructivist paradigm, I used a mixed methods research approach to study the spatial experiences of Emirati female students in a gender--‐ segregated educational context. The main component was qualitative, using ethnography, while the quantitative part included a survey. In such a research approach, my reflexivity and unique positionality as both insider and outsider played a significant role. The paper is divided into three sections: the beginning, which justifies the choice and philosophies of the methodological route; the journey, which illustrates the data collection techniques; and the destination, containing reflexive lessons from the field.

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.

scholarly journals Autonomy in the Time of Complexity: Lessons from Beyond the Classroom

2017 ◽  
pp. 116-134 ◽  
Author(s):  
Garold Murray
Keyword(s):  
Language Learning ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Social Space ◽  
Learner Autonomy ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
The Past ◽  
Changing Times

Learner autonomy is a construct in motion, unfolding in step with our academic imaginary. Over the past forty years, it has demonstrated its capacity to adapt to changing times. Introduced in the late 1970s during an era characterized by the teacher-dominated language classroom, learner autonomy provided a much-needed focus on learners as potentially independent individuals capable of taking charge of their learning. Later, as the so-called ‘social turn’ gained prominence in the field of applied linguistics, autonomy revealed itself to be a social construct developed through interdependence. Now, as applied linguists turn their attention to complexity science, what facets of learner autonomy can be revealed by examining the construct from the perspective of complex dynamic systems theory? This paper addresses this question by drawing on the findings of three studies – a five-year ethnography, a longitudinal multiple-case study and a narrative inquiry – all of which explored a social space for language learning located on the campus of a large national university in Japan. The aim of these studies was to explore the ways in which learners experienced the facility and how it supported their linguistic and personal development. Adopting an ecological approach enabled the author and fellow researchers to focus on the affordances that emerged through learners’ engagement with the environment. Gradually, as these studies were carried out over the past eight years, the thinking on how to view this space, the learners and their learning has expanded from a community of practice perspective to one embracing complex dynamic systems theory. This article will examine how this shift in theoretical focus has offered lessons on learner autonomy in this out-of-class context.

scholarly journals COMPLEX DYNAMIC SYSTEMS THEORY IN LANGUAGE LEARNING

2021 ◽  
pp. 1-29
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Reid Evans
Keyword(s):  
Language Learning ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Future Research ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
Methodological Rigor ◽  
Method Integration ◽  
Theory Research

Abstract A quarter of a century has passed since complex dynamic systems theory was proposed as an alternative paradigm to rethink and reexamine some of the main questions and phenomena in applied linguistics and language learning. In this article, we report a scoping review of the heterogenous body of research adopting this framework. We analyzed 158 reports satisfying our inclusion criteria (89 journal articles and 69 dissertations) for methodological characteristics and substantive contributions. We first highlight methodological trends in the report pool using a framework for dynamic method integration at the levels of study aim, unit of analysis, and choice of method. We then survey the main substantive contribution this body of research has made to the field. Finally, examination of study quality in these reports revealed a number of potential areas of improvement. We synthesize these insights in what we call the “nine tenets” of complex dynamic systems theory research, which we hope will help enhance the methodological rigor and the substantive contribution of future research.

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.

Sign in / Sign up

Export Citation Format

Share Document