In:Complex Dynamic Systems Theory and L2 Writing Development
Edited by Gary G. Fogal and Marjolijn H. Verspoor
[Language Learning & Language Teaching 54] 2020
► pp. 299–304
Index
Published online: 4 June 2020
https://doi.org/10.1075/lllt.54.index
https://doi.org/10.1075/lllt.54.index
A
- academic writing
8, 72, 109, 114, 124–126, 145
see also L2 writing
- and L2 learners 52–53, 81, 117
- in language developmentxiii
- and source texts 87–89, 97
- and syntactic complexity 111–115, 125
- accuracy 33, 37, 40–42, 111, 170–171, 212–214 ; see also CAFsee also CAFIC
- acquisition247see also SLA (second language acquisition)
- of first language 28, 104
- adaptation
- and CDST 135, 176
- of L2 learners 53, 73, 153, 253
- adaptive behavior 173, 175
- adaptive imitation vii, xiii, 82, 97–100, 102–104
- adaptive system
- language as 102, 244
- administrators 260, 275, 279–280, 283–286, 290
- affordances 153–154, 183, 191–193, 199
- agency
246, 256–257, 289
- and L2 literacy development 256–259
- and L2 writing development 126, 134–137, 139, 154–155
- of learnerssee lerner agency
- agents
175, 263, 278, 281
- impact on writing development 284–285, 288–289
- learners as 7, 152
- agentic orientation 146, 152–154, 258
- Al-Hoorie 178, 208, 213, 237
- anti-reductionism232
- asynchronous patterns73
- attractor state 102, 163–164, 168, 170, 173–174, 179, 230
- attractors 83, 264
- authorial voice 5, 50, 173–174, 252, 279
- automaticity of language use 27, 83, 111
- automatization xii, 30
- autonomous processes243
B
- Baba 5, 153, 163–164, 168, 171–172, 176
- Bakhtin102
- biases231
- Biesta 256, 263
- biographical retrodiction xiii–xiv, 133, 135–136, 154
- boundary
167, 250, 261, 263, 291
- boundary problem291
- boundary setting250
- boxplot219
- Bryman 188–190
- Bulté 51, 113
- Byrnes 53, 272–274, 276–277
C
- CAF (complexity, accuracy, fluency)
5, 50, 242
- and CDST xi, 172, 208, 212
- in L2 research x–xiv, 110, 179, 255, 261
- as metric of language development xii, 29–30
- CAFIC (complexity, accuracy, fluency idiomaticity, and coherence) 27, 32–36
- carrying capacity 72, 164–165
- catastrophe theory 163, 169–171, 174
- cause-effect relationships203
- CDST (Complex Dynamic Systems Theory)
vii–viii, 117, 125, 153, 162
see also learner agencysee also CAFsee also development
- and change over time 175–176, 207
- and L2 complexity 54, 228, 230
- and L2 writing development vii, 137
- as a metatheory 245–246, 248, 269
- CDST research
5, 43, 74, 135, 162, 166–167, 172, 175–178, 208, 232–235
- benefits of 228–231
- of L2 complexity 228, 230
- of L2 writing 5, 50, 74, 113, 171, 176, 178, 209–228, 271–272
- of SLA 50, 208, 231
- Chan
3–4, 113, 165, 167, 178–179, 215
- change-point analysis 12, 16, 20, 62, 168
- Change-Point Analyzer 12, 172
- chaos 163, 244
- chaotic fluctuations161
- chunks
xiii, 33–34, 85, 88
- memorized 81–83, 98, 101
- Churchill 230–231
- co-adaptation 49, 54, 73 135, 257
- co-dependencies 272, 287–288, 291
- coding
56–57, 101, 116–118, 282
- manual vs. computer 85, 90, 127
- cognitive ecosystem 162, 165–166, 172–173, 176, 179
- cognitive variables176
- collaborative 148–149, 151, 190
- collocations
42–43
- collocation ratio (Coll) 41–42
- verb-noun 84–85, 247
- competence and performance213
- competition
137, 161, 171, 173, 214, 288–289
- between variables 27–28, 40, 42, 70, 170
- and L2 learners 280, 284–286, 288–289
- complex dynamic systems theorysee CDST
- complex nominal structures (CN) 60, 73, 112, 123–125
- complexification 51, 53, 73, 112, 114, 120, 122, 124, 126, 218
- complexity
33, 171, 249
- in L2 writing xiii, 51–52, 53–54, 73–74, 111–114, 136–137, 184–186, 190, 209, 211, 215, 230
- linguistic 49–50, 52–53, 71–73, 154, 207, 209, 234–235
- measures 28, 30, 119, 215
- theory 241, 244, 257, 259, 261–265
- theorists 7, 262
- control parameters xiv, 166, 169, 172, 175, 177–179
- conversation analysis 201, 246
- coordination
27, 30–31, 44
- as complexity metric 53, 74, 111
- correlation
35, 42
- analyses xii, 35, 37–38, 214
- methodology135
- moving 170–171, 214, 227
- critical events 139–140
- curriculum
xv, 241, 246, 260, 262–265, 273–275, 289–292
- curricular thinking 260–261, 275–277, 290–291
- curricular view 259–264
- engagement with 274, 277
- reform of 276–278, 290–292
- as simplex system 274–275, 287–289
D
- data
- visualization212
- dense 208, 228
- de Bot 165, 233, 247
- density of moves (DOM) 35, 42
- development
x–xii, 43, 165, 186, 188, 244–246, 258
see also L2 writingsee also L2 language
- and CDST ix, 20, 28–29, 117–118, 125, 175, 215–216, 229–230
- of fluent formulaicity 83, 86, 96, 104
- of L1 language 161, 163
- of language 71, 100, 103, 115 ; see also second language development
- non-linear 167, 174, 209, 229
- of syntactic complexity 113–114, 165, 215
- developmental
- jump 169–172, 174
- path xi, 4, 71–74, 224, 228–229
- processes 185, 271, 273
- research289
- trajectories xi–xii, 5–7, 11–12, 29, 57, 216, 264, 274
- diachronic interaction 135, 152
- digital screen capture (DSC) 184, 188, 190–191, 194, 196, 198, 201
- discourse
- analysis xiii, 81–82, 185, 206, 250, 295
- community 81–83, 86, 96, 98, 101–102
- -interactional complexity110
- -semantic complexity 49–51, 53–54
- divergence
163, 174
- of linear response 170–171
- Dörnyei 134, 177, 184
- dynamic development 49, 117
- dynamic patterns40
- Dynamic Systems Theorysee CDST
- Dynamic Usage-based Approach216
- dynamism 248–250
E
- ecology 228, 231, 274
- ecosystem
- cognitive 162, 164–165, 172, 175, 179
- social 162, 165, 172–179
- educational context 243, 245, 264, 274, 288
- educational setting 241, 247, 250, 257, 260–261, 272
- educators 260–263, 265, 275, 277
- Ell 275, 277–278, 287
- embeddedness 244, 247, 250, 259
- emergent capacities 52–53
- emergent grammar246
- emic perspective 242–243, 250, 259
- Emig 252, 259
- Emirbayer 258, 289
- English as a Foreign Language (EFL) xiii, 8, 150, 272, 291
- English as a Second Language (ESL) 3–4, 6, 45, 75, 112
- epistemology
189, 203, 243, 246, 262
- CDST viii, xi, xv, 3–4, 272
- etic perspective 242–243, 250, 259
- exposure
- and language development x, 28, 101 143, 165, 176–177
- eye-tracking 50, 188, 194, 196, 202
F
- fieldsee L2 writing researchsee Second Language Acquisition
- finite verb-token ratio (FVTR) 34, 112–113, 122
- flags 163–164, 169–171
- flow of information248
- fluctuations 166–168, 171, 173
- fluent formulaicity 83–90, 96, 101, 103–104
- fluency
17, 111
see also CAFsee also CAFICsee also L2 writing
- measuring 11, 18, 33
- oral4
- writing 3–5, 140, 163
- focal system135
- Fogal 173–175, 178
- form-oriented 243, 249
- formulaic language 84–85, 100–101, 103–104
- formulaicity 81–86, 96–97, 101–104 ; see also fluent formulaicity
- fossilization 82–83
- frequency247
- effects82
- high-frequency combinations 6, 86, 101
- future self
- as motivator for language 153, 286–289
G
- generalizability of findings 207, 232–233
- generalizations253
- genre
71, 254–255, 268–269, 277, 281
- and L2 writing 173, 186, 251, 253
- grammar 8, 10, 33, 81, 246–247, 249
- grammatical metaphor (GM) xii, 49, 51–52
- granularity 166, 177–178, 245, 248, 250, 261
- group study 32, 37, 228, 233
- group trends
- modeling of216
- growthsee unconditional growth modelsee individual growth curve modeling
- Guiraud Index218
H
- Halliday 249–250, 254
- hidden Markov model (HMM) 167, 208, 215, 230
- hierarchical language 115, 135–136, 257
- Hierarchical linear modeling (HLM)3
- histogram220
- history
- of personal language learning 97, 143–145, 152–154, 200–201
- vs. imitation81
- Hiver 175, 178, 208, 213
- holistic scoring 32–33, 43
- Housen110
I
- identity
- change in 137, 146–147
- construction of 103, 252
- idiomatic language 33, 40, 90
- idiomaticity 33, 34, 43
- imitation
81–82, 100, 102–104
see also adaptive imitation
- of source texts 87–89, 101
- individual development 166, 216, 224–225, 233
- individual differences (ID) 5, 134, 173, 220–221
- individual growth curve modeling (IGC) 3, 5–6, 11, 13
- initial conditions 9, 43, 151–152
- initial state 162–163, 179
- instructed
- L2 learning262
- L2 writing development 243, 245, 262
- learningsee curriculum
- SLA272
- instructors 4, 50, 54, 277
- inter-individual variation 4, 216
- interactionsee also nested systemssee also diachronic interactionsee also synchronous interaction
- within CDST research xiv, 50, 178, 244, 256
- cognitive and social ecosystems 165, 175–177
- of L2 complexity 51, 70–74, 114–115, 165, 272
- between learner resources 28–29, 150, 154, 198, 203, 257
- interlanguage 110–111, 163, 213
- intra-individual variability 66, 212–214, 228
- iteration
103, 173
see also task iteration
- and agency 256–258, 289
K
- key-stroke logging191
- knowledge construction 198, 242, 251, 253
- Krashen161
L
- L2 development
- examples of 43, 55, 73, 113, 230
- limitations of28
- study of x, xii, 27, 44, 54, 109, 166, 199, 207, 213, 224, 228–233, 275
- L2 production 212–213, 215, 229, 234
- L2 proficiency
4, 110, 161
- development of 4–5, 150–151
- L2 writing
183, 245–246
see also academic writingsee also complexitysee also phase shifts
- development of 20–21, 50, 83–87, 96, 101, 73–74, 124–126, 264–256
- fluency 3, 73–74, 84–85, 140–142, 252
- and learner agency 150–155, 258–259
- macro-, meso-, and micro-levels 191, 193–200
- narrative xii, 10–11, 176
- proficiency 21, 96, 104, 285
- study of x–xi, 5–7, 50, 89, 96, 110, 171–175, 179, 184–191, 203, 210–217, 232–235, 241–242, 271–272, 278–279, 290–291
- syntactic complexity 111–115, 127
- writing process xiv, 50, 125–126, 184, 188, 190–191, 196, 200, 203
- language changesee L2 development
- language performance 50, 110–111, 182, 276
- language use 49, 53, 71, 83–85, 102, 111, 209, 245, 248, 255–256
- language-learning environments291
- Larsen-Freeman 4, 34, 103, 207–208, 212, 228, 231, 246, 256, 256
- Larsen-Freeman and Cameron 184, 203
- learner agency vii, 22, 126, 133–137, 145–146, 148–149, 152–155, 257–259
- learners
162, 164, 231–233, 289
- advanced 30, 42, 54, 73–74, 84
- expert 133–134, 138, 150–155
- high- and low-growth 11–12, 34
- trajectories of xii, 15–20, 166, 174, 227–228, 289
- lexical complexity 52, 113, 127, 138–139
- lexical diversity 52, 210
- lexicogrammatical 82, 87, 90, 97–98, 101, 245–246, 248–249, 253–256
- linear mixed model 222–223
- linguistic system 28, 43
- linguistic choice 126, 185, 244–245, 249
- linguistic complexitysee complexity
- longitudinal study xii, 22, 43, 177, 209, 228, 274
- Lowie 30, 165, 233
- Ludlow 275, 282
M
- mean length of noun phrase (MLNP) 52, 218, 226–227
- mean length of T-unit (MLTU) 165, 215, 218
- meaning-making xii, 52–53, 71, 243–245, 248, 251–253, 257–259, 265
- measurement practices 232, 261
- Mercer 135, 153
- metafunction248
- metaphorsee grammatical metaphor
- methodology 135, 203, 211–212, 217, 243
- microgenetic 50, 185, 188, 199, 201, 213, 261, 289
- Mische 258, 289
- mixed methods xiv, 183, 186–192, 200, 202–203
- modalities
215, 245, 250–253, 259
- multi- 163, 169
- mode ix, 52–53, 153, 251, 253–254
- modeling
- techniques 216, 230
- modifiers 72, 100, 113, 119, 215–216
- Monte Carlo simulation 167, 170–171, 173, 208, 213
- morphosyntactic 81–82, 86, 99–102
- moving correlation
170–171, 213–214, 227
- graphs 70–71, 170
- multilevel synchrony method 109, 115–118, 120–127
- multilingual 242, 250, 258–260, 264–265
N
- narrativesee also L2 writing
- method 136–137, 154–155
- nested
xiii, 11, 111, 114–117, 123–127, 273, 282
- systems 115, 135–136
- Nitta 5, 22, 136, 153, 163–164, 168, 171–172
- nominalization 51–54, 112, 114, 176
- non-linear
135, 232, 272, 274
- development xi, 29–30, 165, 167–168, 174, 216, 229
- modeling208
- nonverbal behavior199
- Norris x–xi, 53, 111–113, 261–262, 276
- noun phrase complexity112
O
- object theory of language 241, 245, 248–250
- ontogenetic 185, 192
- Ortega x–xi, 53, 111–113, 261–262, 276
- Overton244
P
- paired-samples T-test219
- patterns
82–83, 98, 100, 102, 163
- in agentic systems 151–154
- competitive40
- of development xiv, 5, 20, 28, 35, 40, 42, 60, 73, 113, 125, 161–162
- of elaboration 120, 125
- of interaction 72–74, 275, 282
- lexicogrammatical 90–91, 98, 101, 256
- native90
- syntactic 102, 113
- usage 82–83, 85, 88–89, 101, 103
- Pennycook103
- performance213
- foreign language 4, 50, 264, 276
- measuring 6, 110–111, 251
- periodicity252
- perturbation 153, 164, 172, 175–179
- phase shift xiv, 5, 136, 161–164, 166, 178–179
- phase transition 72, 136, 162, 169, 231
- phrasal complexity 72, 112, 123–124, 226
- Pienemann209
- Plonsky217
- polynomial time 216–217, 222
- proficiencysee L2 proficiencysee L2 writing
- process
- developmental 27, 29, 60, 88, 104, 166, 212, 228
- writing xiv, 73, 125, 185, 190–196, 201, 203, 259
- propositional complexity110
Q
- qualitative
- analysis 20, 162, 172–174, 213, 227, 229, 230–232
- case study 5, 81–82
- changes 168, 172–173
- methods 161, 162, 189
- research 187–189
- studies 230, 232
- quantitative187
- analysis 162, 174, 209, 212
- data 176, 230
- description technique179
- methods 189, 230
- studies 176–177, 213, 232
- Quantitative vs. Qualitative 187–189
- questionnaires 176, 194, 279
R
- raw data 167–168, 215, 224
- reductionism 4, 134, 203, 207–208, 231–232
- reflective writing 3, 5, 12, 16
- register 126, 253–255
- regression 49, 55, 173
- repetition 7, 11, 136, 173, 271
- research design 166, 175–176, 178
- research methods xv, 82, 189, 194, 207, 218, 230–231
- retrodiction xiii–xiv, 27, 31, 40, 43, 133, 135–136, 154
- retroductive 251, 260
- Rosmawati 115, 171
- Ryan 134, 153
S
- Schön xii, 21
- Second Language Acquisition (SLA)
11, 110, 272
- CDST approach to 50, 207–209, 217, 231, 242
- studies on 22, 228
- second language development (SLD)
x, xvi
- studies 110, 161–163
- self-organization 49, 73, 175, 215, 230–231
- semantic
86, 253–256
- complexity 49–51, 53–54, 56–57, 59–60, 66–67, 70–73
- semiotic 101, 154, 185, 199, 244–245, 248–249, 253
- sentence length 28, 34, 140, 213
- sequences 4–6, 84–88, 96, 98–101
- simplex systems xv, 22, 262–263, 271–278, 287–288, 290–291
- social ecosystem 161–162, 164–165, 172–179
- social-semiotic 244–245, 248–249
- sociocultural theory 82, 100, 156
- soft-assembly 271, 288, 291
- source-based writing250
- Spoelman 28, 213–214
- stability
82, 103, 163, 168, 256–257, 259, 272, 291
- phases of30
- stable behavior288
- within linguistic system168
- stakeholders 249, 273, 275, 283
- Stenhouse 262, 274
- Steenbeek 263, 272–278
- stimulated retrospective recall 191, 194, 198, 201
- structure
216, 244
see also nestedsee also complex nominal structure
- -agency relationship 256–258
- grammatical 19, 53
- ideological 245–246, 273
- linguistic 58, 100, 115
- study abroad 6, 133, 136–137, 147, 174
- subordination 49, 52–53, 72, 111–114, 119–122, 124–126, 215
- Sumara 273, 290
- supportive relationship 28, 60, 214
- synchronous development xii, 27, 73
- syntactic complexity 3, 42, 49–50, 52–53, 111–114, 115, 125–127, 255, 261
- syntactic complexity measures 112–113, 118, 127, 226
- syntax 28, 33, 249, 252
- system
- cognitive 28, 164, 177
- developmental 73, 164
- education xv, 250–251, 257–258, 263, 278
- linguistic xii, 42–43
- map xv, 275, 279–283, 285, 290–291
- social 186, 188
- subsystems x, xiii, xv, 28–31, 44, 49, 60, 72–74, 125, 248–251, 253–254, 261–264
- variables 275, 278, 280–281, 283–284, 286–287, 290
- systemic functional linguistics (SFL) 51, 71, 246, 277
T
- task iteration xii, 3, 7, 20
- teacher 73–74, 153, 262–263, 275
- teaching
73–74, 250, 262
- research on 126–127, 242, 260
- tenor 244, 253–254
- text construction 183, 191, 195–196, 201
- Thelen and Smith ix, 234
- think-aloud protocols 191, 194
- time series 39, 222
- timescale 166, 183–185, 188, 192, 209, 289
- TOEFL 84, 89–90, 96, 137–138, 174
- traditional analysis 218, 222, 223
- traditional approaches 210, 218, 224
- trajectory
- graph 167, 173, 176
- triangulation 188, 190, 201–202
- Tyler247
U
- unconditional growth model 13–14
- usage-based approach 229, 247
- usage pattern 82–83, 87–89, 98
V
- Vahtrick 3–4, 72, 113
- van Dijk 28–30, 72, 112, 175
- van Geert 28, 30, 164, 175, 287, 290
- van Geert and Steenbeek 263, 273, 275–278, 280
- van Lier151
- variability
- degrees of 27–29, 35, 42–43, 275
- intra-individual 66, 210–215, 228–229
- in L2 development 207, 213, 228, 234
- patterns30
- phases of29
- and variation 38–40
- verb forms (VF) 86, 119, 218–219
- verb-noun collocations 84, 247
- Verspoor 28–30, 72, 85, 113, 165, 168–170, 213–214, 231
- vocabulary acquisition208
- Vyatkina 115, 216
W
- writing across the curriculum (WAC) 286–289
- willingness to communicate237
- window size 167, 214, 227
- writing developmentsee L2 writing
- writing fluencysee L2 writing
