Dynamic systems theory, a general theory of change and development, offers a new way to study first and second language development and requires a new set of tools for analysis of empirical data. After a brief introduction to the theory, this book, co-authored by several leading scholars in the field, concentrates on tools and techniques recently developed to analyze language data from a dynamic perspective. The chapters deal with the general thoughts and reasoning behind coding data, analyzing variability, discovering interacting variables and modeling. The accompanying How to sections give step-by-step instructions to using macros to speed up the coding, creating a dedicated lexical profile, making min-max graphs, testing for significance in single case studies by running simulations, and modeling. Example files and data sets are available on the accompanying website (http://dx.doi.org/10.1075/lllt.29.website). Although the focus is on second language development, the tools are applicable to a wide range of phenomena in applied linguistics.
“One of the greatest strengths of this book is that it will be relevant to both novice and experienced researchers. The novice will find advice, examples, and encouragement. More experienced researchers will find a convenient reference to much of the field-breaking work being done within the DST perspective as well as tips for extending their methodology. Another strength is that the book's ability to reduce extremely challenging and technical methodology to manageable bits will inspire readers to engage in such methodology themselves. The main genius of this book is its ability to translate very complex ideas and methodology into layman's terms. Those who dislike mathematical processing will be enabled to integrate these new methodologies into their work.”
Julie Bruch, University of Kansas, on Linguist List 22.4013, 2011
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2026. On the need of pluralism and common ground in SLA. The Modern Language Journal
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2025. Dynamic development of cohesive devices in English as a second language writing. International Review of Applied Linguistics in Language Teaching 63:1 ► pp. 433 ff.
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2025. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality. International Review of Applied Linguistics in Language Teaching 63:2 ► pp. 1031 ff.
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2024. Developing explicit and implicit L2 knowledge with Duolingo’s input-based features: Case studies of L2 Spanish learning. Studies in Second Language Learning and Teaching 14:4 ► pp. 687 ff.
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2024. Age‐related differences in the interplay of fluency and complexity in Chinese‐speaking seniors’ oral narratives. International Journal of Language & Communication Disorders 59:5 ► pp. 1672 ff.
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2024. The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance. International Review of Applied Linguistics in Language Teaching 62:1 ► pp. 79 ff.
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2022. Towards a non‐dichotomous view of motivators and demotivators in language learning. International Journal of Applied Linguistics 32:1 ► pp. 94 ff.
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2021. Building on International Good Practices and Experimenting with Different Teaching Methods to Address Local Training Needs: The Academic Lecturing Experience. Revista Alicantina de Estudios Ingleses :34 ► pp. 107 ff.
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2021. A CDST Perspective on Variability in Foreign Language Learners’ Listening Development. Frontiers in Psychology 12
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Melo-Pfeifer, Sílvia
2021. Understanding Dominant Language Constellations Through Analysis of Visual Linguistic Autobiographies by Foreign Language Student Teachers in Germany. In Dominant Language Constellations Approach in Education and Language Acquisition [Educational Linguistics, 51], ► pp. 203 ff.
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2021. The Effect of Dual Language Activation on L2-Induced Changes in L1 Speech within a Code-Switched Paradigm. Languages 6:3 ► pp. 114 ff.
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Granget, Cyrille, Pascale Hadermann, Malin Ågren, Sonia Gerolimich, Marie-Eve Michot, Camille Noûs, Isabelle Stabarin, F. Neveu, B. Harmegnies, L. Hriba, S. Prévost & A. Steuckardt
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2020. The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements. The Modern Language Journal 104:3 ► pp. 662 ff.
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2017. The Development, Validation and Use of a Test of Word Recognition for English Learners. In Revisiting EFL Assessment [Second Language Learning and Teaching, ], ► pp. 171 ff.
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2017. A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States. ETS Research Report Series 2017:1 ► pp. 1 ff.
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2017. L2 Motivation and Multilingual Identities. The Modern Language Journal 101:3 ► pp. 548 ff.
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2017. Exploring the Dynamic Long‐Term Interaction Between Cognitive and Psychosocial Resources in Adult Second Language Development at Varying Proficiency. The Modern Language Journal 101:2 ► pp. 369 ff.
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HASKO, VICTORIA
2013. Capturing the Dynamics of Second Language Development via Learner Corpus Research: A Very Long Engagement. The Modern Language Journal 97:S1 ► pp. 1 ff.
Opitz, Conny
2013. A dynamic perspective on late bilinguals’ linguistic development in an L2 environment. International Journal of Bilingualism 17:6 ► pp. 701 ff.
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ZHANG, JIE & XIAOFEI LU
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[no author supplied]
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[no author supplied]
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This list is based on CrossRef data as of 6 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
