The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective

This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.

Scenarios of Information Confrontation: Results of Mathematical Modeling

The article provides an overview of the first stage study results the purpose of which is to master new opportunities in the study of a complex structure of mass media. Using the methods of the dynamic systems theory, we described the stage of information dissemination through media aimed at promoting a new system of views into society, and the informational confrontation accompanying this process. For this purpose, a number of parameters have been identified that makes it possible to assess the audience reaction to the news appearance. Depending on these parameters’ ratio, we presented the scenarios for the further information dissemination as well as conclusions about the society’s readiness to the changes of existing concepts.

Addressing the impact of informal language learning practices in digital wilds on the development of L2 digital literacies

An extensive number of studies acknowledge the transformed nature of literacies by building on the complexity of multimodal semiotic repertoires and available digital resources (Reinhardt & Thorne, 2019; Toffoli, 2020). The exposure to such resources and tools makes digital literacies dynamic as environments provide students with opportunities to apply their skills in praxis through trial and failure. Among the existing conceptual constructs that might help discuss the complex nature of online digital informal learning practices and their connection to L2 digital literacies, the framework of dynamic systems theory (Larsen–Freeman, 2019) is implemented. Qualitative methodology was employed to explain whether informal language learning practices are conducive to constructing L2 digital literacies among pre-service language teachers. Relevant pedagogical implications are discussed.

From replication to substantiation: A complexity theory perspective

In contemporary methodological thinking, replication holds a central place. However, relatively little attention has been paid to replication in the context of complex dynamic systems theory (CDST), perhaps due to uncertainty regarding the epistemology–methodology match between these domains. In this paper, we explore the place of replication in relation to open systems and argue that three conditions must be in place for replication research to be effective: results interpretability, theoretical maturity, and terminological precision. We consider whether these conditions are part of the applied linguistics body of work, and then propose a more comprehensive framework centering on what we call substantiation research, only one aspect of which is replication. Using this framework, we discuss three approaches to dealing with replication from a CDST perspective theory. These approaches are moving from a representing to an intervening mindset, from a comprehensive theory to a mini-theory mindset, and from individual findings to a cumulative mindset.

Language Attrition and its Impact on Culture – A Case of Saraiki in Dera Ghazi Khan Region

Language attrition is primarily the loss of language and subsequently the loss of culture and identity. A number of languages have become extinct, and many languages of the world are near extinction. This study analyzes the impact of language attrition on Saraiki and its culture in the D. G. Khan region. This research takes into consideration two domains of language use: home and university. Paradis's (2004) Activated Threshold Hypothesis (ATH) supplemented with Bot, Lowie & Verspoor's (2007) Dynamic Systems Theory (DST) has been adopted as a theoretical framework. The mixed-method approach has been used, and a sample of 100 respondents was selected from the target population. The respondents were instructed to define certain Saraiki vocabulary items, and their responses were recorded. The findings show that socio-economic, socio-cultural, socio-political and socio-demographic factors are responsible for the language attrition of Saraiki and the subsequent impact on the culture of the speakers in the selected locale.

A discourse dynamics exploration of attitudinal responses towards COVID-19 in academia and media

This study analyzes attitudinal positioning in academic and media discourse pertaining to COVID-19 from the COVID-19 Corpus and Coronavirus Corpus, using a discourse dynamics approach. Underpinning this approach is the Complex Dynamic Systems Theory (CDST), which we employ to examine the discursive practices of a discourse event across time periods (timescales). The analysis identified significant differences in attitudinal markers and noteworthy developmental patterns in attitude positioning; the developmental trajectories of attitude construction were characterized by a nonlinear developmental pattern subject to fluctuations and variability. We also discerned the existence of dynamic interaction between the uses of attitudinal markers and the reported cases of COVID-19. Methodologically, we demonstrate how the integration of the discourse dynamics approach with corpus linguistics strengthens the social contextualization of data by enabling the identification of developmental patterns of targeted language features over time, and the interconnections of these language features with contextually important social factors.

COMPLEX DYNAMIC SYSTEMS THEORY IN LANGUAGE LEARNING

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.

An Empirical Study on the English Classroom Interaction Model from the Perspective of Dynamic Systems Theory

Dynamic Systems Theory (DST) has provided a new perspective for SLA studies but it is rarely applied in empirical researches of classroom interactions. Under the framework of DST, this paper explores the current situation and analyzes the problems of classroom interaction of non-English majors’ college English through questionnaire, interview and class observation. Based on the findings, this paper proposes some teaching strategies to create a dynamically harmonious class and enrich the empirical studies of DST.