Complexity theory and language development : in celebration of Diane Larsen-Freeman / edited by Lourdes Ortega, ZhaoHong Han.

Format:

Book

Contributor:

Ortega, Lourdes, editor.

Han, Zhaohong, 1962- editor.

Series:

Language learning and language teaching ; Volume 48.

Language Learning and Language Teaching, 1569-9471 ; Volume 48

Language:

English

Subjects (All):

Complexity (Linguistics).

Language acquisition--Study and teaching.

Language acquisition.

Language and languages--Study and teaching.

Language and languages.

Discourse analysis.

Linguistic analysis (Linguistics).

Education--Philosophy.

Education.

Physical Description:

1 online resource (252 pages) : illustrations (some color), tables.

Edition:

1st ed.

Place of Publication:

Amsterdam, [Netherlands] ; Philadelphia, [Pennsylvania] : John Benjamins Publishing Company, 2017.

Summary:

This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to methodological analyses, pedagogical proposals, and conceptual frameworks for future research. In a balanced and in-depth manner, the authors provide a comprehensive and interdisciplinary understanding of second language development, with a wealth of insights that promise to break the status-quo of current research and take it to exciting new territory. The book will appeal to both seasoned and novice researchers in applied linguistics, second language acquisition, bilingualism, cognitive psychology, and education, as well as to practitioners in second or foreign language teaching of any language.

Contents:

Intro

Complexity Theory and Language Development

Editorial page

Title page

LCC data

Table of contents

List of contributors

List of figures

List of tables

Acknowledgements

Introduction

Complexity Theory for SLA and applied linguistics: Larsen-Freeman's précis

CT in a pluralistic light

Coda

References

Chapter 1. Complexity Theory: The lessons continue

Complexity Theory: What is it?

My connection

What paradigm is CT attempting to shift?

Taking stock

The lessons continue

Conclusion

Chapter 2. Complexity Theory and Dynamic Systems Theory: Same or different?

DST and CT in historical perspective

DST and CT in the literature

Methodological issues

Quantitative modeling, qualitative modeling and dynamical descriptions

New terms and their impact

Chapter 3. Neural complexity meets lexical complexity: An issue both in language and in neuroscience

Degeneracy

Degeneracy, complexity, and synonymy

Synonymy and degeneracy: The case of "motivation"

One response from neuroscience to the degeneracy/synonymy issue

Other responses: Evolutionary and semiotic

Network neural architectures

The ultimate complexity response: Mind-brain distinctions

The structure-function/ degeneracy-synonymy conundrum

Chapter 4. Conceptualizing learner characteristics in a complex, dynamic world

The traditional conception of individual differences

Challenges to the "individual difference myth"

The dawn of a new era

McAdams's model of personality: The New Big Five

Dörnyei and Ryan's adaptation of McAdams's model to SLA

Conclusion: Learner characteristics in a complex, dynamic world

References.

Chapter 5. The emerging need for methods appropriate to study dynamic systems: Individual differences in motivational dynamics

Lessons for SLA from psychology

CDST in SLA, applied motivation

Specific methods for the CDST study of individual differences in motivation

Chapter 6. Lost in state space? Methodological considerations in Complex Dynamic Theory approaches to second language development research

Complex Dynamic Systems Theory (CDST) and second language development

Methodological challenges: Dimensions of analysis

Process-oriented studies

Making a choice

Intra-individual variability

Models of changing relationships

Generalization and principal components

Chapter 7. Complex Dynamic Systems Theory and L2 pedagogy: Lessons to be learned

Language from a dynamic usage based view: The what of language teaching

Language teaching from a DUB perspective: The how of teaching

Beyond CLT: DUB instruction

Effective teaching approaches: From CLIL to FLIL

Chapter 8. Language destabilization and (re-)learning from a Complexity Theory perspective: Timescales and patterns across four studies

Four studies: A preview

The German-Irish migrant study

Sandra's case study

The multilingual language teachers study

The Russian foreign language (FL) student study

General discussion

Acknowledgments

Chapter 9. A neuropsycholinguistic approach to complexity: Bi/multilingual attrition and aphasia as destabilization

Changing language-use patterns in healthy bilinguals

Adding a new language to the system

Acquired language disorders in monolinguals and bilinguals

Conclusion.

Acknowledgements

Chapter 10. Energy conservation in SLA: The simplicity of a complex adaptive system

Complex system, complexity theory, and L2 development

An SLA-unique phenomenon and key variables

Energy conservation in L1A (ECT-L2)

A close-up of interconnectedness and self-adaptation

Discussion

Conclusions

Index.

Notes:

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.