scholarly journals Accuracy and complexity as connected growers in L2 English speech at secondary school – a case study of a good, average, and poor language learner

Neofilolog ◽  
2021 ◽  
pp. 71-90
Author(s):  
Katarzyna Rokoszewska
Keyword(s):  
Second Language Acquisition ◽  
Secondary School ◽  
Language Learner ◽  
Dynamic Systems Theory ◽  
Longitudinal Case Study ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
Trade Offs ◽  
Lexical Density

Complex Dynamic Systems Theory (CDST), which originated in the natural sciences, has recently been applied to second language acquisition, underlining the interdisciplinary character of this humanistic discipline. According to this theory, language is a complex dynamic system consisting of subsystems which develop in a non-linear way, forming different kinds of supportive, competitive, or conditional relationships. What is more, these subsystems compete for the learner’s limited resources, which causes trade-offs within and between language subsystems, such as complexity, accuracy, and fluency, especially in speech. The present paper constitutes a part of a short series of articles which present different aspects of the same longitudinal case study on the development of L2 English speech at secondary school. The aim of this paper is to examine the relationships between language accuracy and a number of specific measures of syntactic complexity, i.e. general sentence complexity, subordination, coordination, and nominalisation; as well as lexical complexity, i.e. lexical density, sophistication, and variation, in the case of a good, average, and poor language learner at secondary school. In general, the results showed that the relationships between the selected variables fluctuated over time and often differed in the case of a good, average, and poor language learner.

scholarly journals Fluency and complexity as coupled growers in speaking English at secondary school – A case study of a good, average, and poor language learner

2020 ◽  
Vol 6 ◽  
pp. 160-174
Author(s):  
Katarzyna Joanna Rokoszewska
Keyword(s):  
Secondary School ◽  
Cognitive Processing ◽  
Language Learner ◽  
Dual Relationships ◽  
Syntactic Complexity ◽  
Complex Dynamic Systems ◽  
Trade Offs ◽  
Lexical Complexity ◽  
Lexical Density

One of the main assumptions of Complex Dynamic Systems Theory (CDST) is that internally complex language subsystems develop non-linearly while entering different kinds of supportive, competitive, conditional, or dual relationships which are characterised by trade-offs caused by learners’ restricted cognitive processing, especially in foreign language speech. The present paper belongs to a short series of articles which examines various aspects of the development of L2 English speech at secondary school on basis of the same longitudinal, exploratory, and corpus-based case study. The aim of this paper is to investigate the dynamics of the relationships between fluency and both syntactic and lexical complexity in the speech of a good, average, and poor language learner at the level of secondary school. Syntactic complexity was investigated in terms of general sentence complexity, subordination, coordination, and nominalisation, whereas lexical complexity was construed in terms of lexical density, sophistication, and variation. In general, the results indicated predominantly supportive relationships between fluency and different measures of syntactic complexity but competitive or dual relationships between fluency and lexical complexity. However, the relationships between the selected variables fluctuated over time and often differed in the case of a good, average, and poor language learner.

Second Language Development in Its Time: Expanding Our Scope of Inquiry

2019 ◽  
Vol 42 (3) ◽  
pp. 267-284
Author(s):  
Diane Larsen-Freeman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Development ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Transdisciplinary Approach ◽  
Complex Dynamic Systems ◽  
Second Language Development ◽  
Interdisciplinary Theory ◽  
Nonlinear Nature

Abstract This article traces the evolution of the field of second language acquisition/development (SLA/SLD). It chronicles the evolution in terms of different disciplines and theories that have been influential, beginning with the origin of SLA/SLD in linguistic thinking and expanding its scope of inquiry to psycholinguistics. It has developed further with the disciplines of anthropology and sociology holding sway. More recently, newer cognitive theories have been influential. The article discusses the recent call for a transdisciplinary approach. More specifically, the author promotes the adoption of complex dynamic systems theory, in keeping with non-reductionist systems thinking. Not only is this sociocognitive theory an interdisciplinary theory, but it also highlights the dynamic, variable, nonlinear nature of second language development. This it does within an ecological conception of development, which insists on the relevance of context. It also maintains that SLA/SLD is not a matter of input becoming output, but rather that language patterns emerge from the interaction of its users, given the affordances that they perceive. The article concludes with a discussion of several instructional issues.

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

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.

scholarly journals Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study

2020 ◽  
Vol 10 (1) ◽  
pp. 177-219
Author(s):  
Daniel Jung ◽  
Megan DiBartolomeo ◽  
Fernando Melero-García ◽  
Lindsay Giacomino ◽  
Laura Gurzynski-Weiss ◽  
...  
Keyword(s):  
Individual Differences ◽  
Second Language Acquisition ◽  
Dynamic Systems ◽  
First Year ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Dynamic Nature ◽  
Complex Dynamic Systems ◽  
University Level ◽  
Initial Results

Individual differences (IDs) have long been considered one of the most important factors explaining variable rates and outcomes in second language acquisition (Dewaele, 2013). While traditional operationalizations of IDs have, explicitly or implicitly, assumed that IDs are static traits that are stable through time, more recent research inspired by complex dynamic systems theory (Larsen-Freeman, 1997, 2020) demonstrates that many IDs are dynamic and variable through time and across contexts, a theme echoed throughout the current issue. This study reports the initial semester of a diachronic project investigating the dynamicity of four learner IDs: motivation, personality, learning and cognitive styles, and working memory. In the initial semester, data from 323 participants in their first year of university-level Spanish were collected and analyzed to determine what type of variability may be present across learners with respect to the four IDs studied at one time point and to discern possible learner profiles in the data or patterns via which the data may be otherwise meaningfully described. The results revealed four types of learner profiles present in the dataset.

scholarly journals The relationships between the average semester growth rates of lexical sophistication in L2 English writing at secondary school: A learner corpus analysis

2021 ◽  
Vol 48 (1) ◽  
pp. 81-102
Author(s):  
KATARZYNA ROKOSZEWSKA
Keyword(s):  
Secondary School ◽  
Growth Rates ◽  
Writing Development ◽  
Repeated Measurements ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
English Writing ◽  
Learner Corpus ◽  
Complex Dynamic Systems ◽  
Learner Corpus Analysis

In line with Complex Dynamic Systems Theory (CDST), the aim of the paper is to examine dynamics and causality among the growth rates of lexical sophistication in L2 writing development. The study was based on The Written English Developmental Corpus of Polish Learners (WEDCPL) which consists of over 1,900 essays composed during 21 repeated measurements by 100 learners over three years (2014–2017) at secondary school. Lexical sophistication, operationalised as different frequency levels, was analysed with the Lextutor software (Cobb 2014). The results indicated that the learners relied on the first frequency level. The monthly growth rates (MGRs) of the frequency levels were variable but no significant peaks were registered. The relationships between the average semester growth rates (ASGRs) revealed competition between the first and higher frequency levels, and some support between the higher levels. Thus, developing learners’ lexis beyond the first level counteracts the production of lexically unsophisticated texts and supports the use of more advanced words.

scholarly journals Intra-Individual Variability in the Emergence of Complexity, Accuracy and Fluency in Speaking English at Secondary School: A Case Study of a Good, Average and Poor Language Learner

2019 ◽  
Vol 57 ◽  
pp. 181-204
Author(s):  
Katarzyna Rokoszewska
Keyword(s):  
Secondary School ◽  
Individual Variability ◽  
Repeated Measurements ◽  
Language Learner ◽  
Strong Positive Correlation ◽  
Complex Dynamic ◽  
Rate Of Development ◽  
Second Language Development ◽  
Trade Offs ◽  
Emergence Of Complexity

According to Complex Dynamic Systems Theory CDST, language is a complex dynamic system consisting of subsystems which show a lot of variability, especially during intensive development. Second language development is generally connected with an increase in complexity, accuracy and fluency but there are trade-offs within and between these language subcomponents. What is more, intra-individual variability, defined as differences in the level of developmental variables within individuals and between repeated measurements, is said to be an important developmental phenomenon. The aim of this article is to analyze the relationships between different measures of syntactic complexity, lexical complexity, accuracy and fluency, and to examine intra-individual variability with respect to the rate of development in longitudinal oral data provided by a good, average and poor language learner at the level of secondary school. Generally, the results of the study show some statistically significant differences between the learners in the development of these language subsystems but no such differences in intra-individual variability. Nevertheless, the study indicates a strong, positive correlation between the learners’ level of intra-individual variability and the rate of development of the language subsystems in speech at this level.

scholarly journals Cratylus’ silence: On the philosophy and methodology of Complex Dynamic Systems Theory in SLA

2021 ◽  
pp. 026765832199245
Author(s):  
Gabriele Pallotti
Keyword(s):  
Second Language Acquisition ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Point Of View ◽  
Future Research ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Empirical Inquiry ◽  
Complex Dynamic Systems ◽  
Open Issues

Complex Dynamic Systems Theory (CDST) has received considerable attention over the last decades, inspiring a number of second language acquisition studies. This article examines the research from a critical epistemological point of view, starting from the Greek philosopher Cratylus, who concluded that remaining silent is the only way to be entirely coherent with the idea that everything is complex and dynamic. An alternative to this drastic conclusion may consist in ‘saying without saying too much’, that is, setting some limits to theorizing and empirical inquiry. Problems of description, prediction and generalization in a CDST framework are discussed, pointing to some open issues to be addressed by future research. Finally, some proposals are made for a more constructive research program, which may even involve abandoning the ‘CDST’ label.

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.

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