Complex Dynamic Systems Theory and L2 Writing Development (Language Learning & Language Teaching)

✍ Scribed by Gary G. Fogal (editor), Marjolijn H. Verspoor (editor)

• Publisher: John Benjamins Publishing Company
• Year: 2020
• Tongue: English
• Leaves: 324
• Category: Library

✦ Synopsis

This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspectives on complexity, accuracy, and fluency, (ii) new constructs, approaches, and domains of L2-writing scholarship, (iii) methodological issues, and finally (iv) curricular perspectives. This work should appeal to graduate students and academics interested in expanded discussions on CDST, highlighting its utility for theorizing and researching language change, and to L2 writing scholars curious about how this fresh approach to researching L2 development can inform understandings of how L2 writing develops. As a CDST approach to language change has matured and taken a place among the dominant epistemologies in the field, students and researchers of L2 development alike will benefit from this volume.

✦ Table of Contents

Complex Dynamic Systems Theory and L2 Writing Development
Editorial page
Title page
Copyright page
Table of contents
Foreword
Reference
Introduction
References
Part I. CAF perspectives
Chapter 1. Exploring dynamic developmental trajectories of writing fluency: Who benefited from the writing task?
Introduction
Research on patterns of changes in L2 writing
Methods
Setting
Participants
Task and procedure
Data
Analysis
Results
Discussion and conclusion
References
Appendix
Chapter 2. Coordination of linguistic subsystems as a sign of automatization?
Introduction
CDST and development
The study
Subjects
Texts
Holistic scoring
Operationalizing constructs
Statistical analyses
Results
Statistical analyses
Correlation analyses
Variability and variation over time
Interactions of variables over time
Discussion and conclusion
References
Appendix 1. Writing topics
Appendix 2. Samples for the first and the last text written by each learner
Text 1 Julia
Text 12. Julia
Text 1. David
Text 12. David
Chapter 3. The dynamic co-development of linguistic and discourse-semantic complexity in advanced L2 writing
Introduction
Rationale
Complexity in L2 research
Connecting nominalization to semantic complexity
Measuring L2 linguistic complexity
Nominalization as an indicator of discourse-semantic complexity in advanced L2 writing
The present study
The setting
The participants
Measures
Data coding and analysis
Results
Intra-variability in the development of linguistic and semantic complexity
Interaction between linguistic complexity and semantic complexity
Discussion
Conclusion
References
Appendix. Writing samples with GMs annotated in bold
Tablets Should Replace Printed Textbooks
Funding information
Online photo sharing: A New Trend
Part II. New constructs, approaches, and domains
Chapter 4. Adaptive imitation: Formulaicity and the words of others in L2 English academic writing
Introduction
Fluent formulaicity
Developmental perspectives on fluent formulaicity
Source text imitation
Developmental perspectives on source text imitation
Two studies
Study 1: Cross-sectional study of writing test responses
Aim
Participants
Writing data
Analytic method 1: Fluent formulaicity
Analytic method 2: Source text imitation
Statistical analysis
Findings
Density of fluent formulae
Source text imitation
Summary of Study 1
Study 2: Longitudinal case study
Aim
Method
Context and focus sentence
Identification of source text content and patterns for imitation
Adaptive imitation of source text
Summary of Study 2
Discussion and conclusion
Acknowledgements
References
Funding information
Chapter 5. Profiling the dynamic changes of syntactic complexity in L2 academic writing: A multilevel synchrony method
Introduction
Measuring second language performance and development
Syntactic complexity in L2 writing
Nestedness in complex dynamic systems
Multilevel synchrony method
The present study
Data coding and analysis
Results
Discussion and implications
Conclusion
References
Chapter 6. Biographical retrodiction for investigating the evolution of learner agency and L2 writing development through study abroad experiences
Introduction
Understanding learner agency from a CDST perspective
Biographical retrodiction for researching learner agency
Effects of study abroad experiences on learner agency
Method
Context and research participants
Research procedure and analysis
Findings
Changes in L2 writing
Narrative analysis
Jun’s narrative
Yu’s narrative
Discussion
Development of L2 proficiency and writing through SA experiences
Uniqueness and patterns in individual agentic systems
Evolution of learner agency
Conclusion
References
Appendix
Part III. Methodological perspectives
Chapter 7. The elusive phase shift: Capturing changes in L2 writing development and interaction between the cognitive and social ecosystems
Introduction
What is a phase shift?
The interacting social and cognitive ecosystems
Cognitive ecosystems
Social ecosystems
Finding phase shifts
Quantitative measurements for investigating the cognitive ecosystem
Qualitative analyses in the social ecosystem
Finding control parameters using social ecosystem factors
Discussion and conclusion
References
Chapter 8. Investigating complexity in L2 writing with mixed methods approaches
Introduction
A complex systems perspective on L2 writing
Mixed methods research and the study of complex dynamic systems
A brief history of mixed methods research
Mixed methods and their relationship to complex dynamic systems
The challenges associated with mixed methods research
Applying a mixed methods approach to the investigation of L2 writing processes
Methodological affordances: Investigating different levels of the complex system
The macro-level
The meso-level
The micro-level
Example 1
Example 2
Methodological challenges
The preparation stage
The implementation stage
The analytical stage
The dissemination stage
Conclusion
References
Appendix. Transcription conventions (Clift, 2016)
Chapter 9. A critical appraisal of the CDST approach to investigating linguistic complexity in L2 writing development
Introduction
CDST studies on L2 writing development
A ‘traditional’ versus CDST analysis of L2 writing development: A case study
Participants, data, and measures
A traditional analysis
A CDST analysis
Discussion
Added value of a CDST approach
Controversial issues
Link between new (metaphorical) concepts and research methods
Confirmation and selection biases
The forest and the trees, or why size matters and extreme anti-reductionism is self-defeating
To generalize or not?
Bring the noise
Conclusion
References
Part IV. Curricular perspectives
Chapter 10. Envisioning L2 writing development in CDST under a curricular optic: A proposal
Introduction
Positioning L2 writing research
Calling for etic and emic inquiry in context with a system orientation
Setting the stage
Toward a proposal for integrated perspectives within a CDST framework
1. CDST as a metatheory – Searching for an object theory
From metatheory to object theory
A CDST-compatible object theory of language: System, dynamism, complexity
2. Writing development as an educational phenomenon
3. L2 writing as textual meaning-making
Textual meaning-making as thinking and learning with language
4. L2 writing development as the ability to compose in increasing registerial and generic environments
A registerial understanding of development
Writing development as expansion of the generic repertoire
Writing development along the continuum of oral–literate language use
5. Evolving agency in L2 literacy development
Exploring agency in relation to structures and systems: A CDST perspective
Agency in second language learning: Some considerations
L2 literacy development as agency: From macro to micro and back
6. Adopting a curricular view for understanding L2 writing development
Interrogating the choice of a curricular optic
Voices supporting a curricular optic
Complexity theory and a curricular optic: Of simplex systems and subsystems
Complexity theory and a curricular optic: Of simplex systems and subsystems
Reflecting on L2 writing development under a curricular optic
References
Chapter 11. Unpacking ‘simplex systems’: Curricular thinking for L2 writing development
Introduction
Complex and simplex systems
A curricular frame for simplex systems
Uses of simplex systems and curricular thinking
The present study
Method
Background and context for the study
Participants
Instruments
Analysis
Findings
Discussion
Moving forward
Conclusion
References
List of contributors
Index