Chapter 1. Complexity Theory
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Diane Larsen-Freeman
Abstract
Interest in Complexity Theory (CT) is growing. This is not surprising, considering the state of the modern world – its dynamism, interconnectivity, mobile populations, changing climate, pattern of unintentional consequences, space-time compression, and technological innovation. These qualities make the non-reductionist, ecological, dynamic systems view that CT affords appropriate for our post-structural times. This is not to say that CT is without antecedents in history, some of which are mentioned in the chapter. I also relate how I have come to see CT as a metatheory. A metatheory has wide, transdisciplinary implications. Nevertheless, a metatheory still warrants object theories: in the case of second language development, a theory of language and a theory of learning. These are discussed here as thirty aphorisms. Also taken up are additional lessons afforded by the theory, specifically, overcoming dualities, the need to distinguish a focal system from its environment for the purposes of investigation, and how generalizability can be achieved.
Abstract
Interest in Complexity Theory (CT) is growing. This is not surprising, considering the state of the modern world – its dynamism, interconnectivity, mobile populations, changing climate, pattern of unintentional consequences, space-time compression, and technological innovation. These qualities make the non-reductionist, ecological, dynamic systems view that CT affords appropriate for our post-structural times. This is not to say that CT is without antecedents in history, some of which are mentioned in the chapter. I also relate how I have come to see CT as a metatheory. A metatheory has wide, transdisciplinary implications. Nevertheless, a metatheory still warrants object theories: in the case of second language development, a theory of language and a theory of learning. These are discussed here as thirty aphorisms. Also taken up are additional lessons afforded by the theory, specifically, overcoming dualities, the need to distinguish a focal system from its environment for the purposes of investigation, and how generalizability can be achieved.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- List of figures xi
- List of tables xiii
- Acknowledgements xv
- Introduction 1
- Chapter 1. Complexity Theory 11
- Chapter 2. Complexity Theory and Dynamic Systems Theory 51
- Chapter 3. Neural complexity meets lexical complexity 59
- Chapter 4. Conceptualizing learner characteristics in a complex, dynamic world 79
- Chapter 5. The emerging need for methods appropriate to study dynamic systems 97
- Chapter 6. Lost in state space? 123
- Chapter 7. Complex Dynamic Systems Theory and L2 pedagogy 143
- Chapter 8. Language destabilization and (re-)learning from a Complexity Theory perspective 163
- Chapter 9. A neuropsycholinguistic approach to complexity 191
- Chapter 10. Energy conservation in SLA 209
- Index 233
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- List of figures xi
- List of tables xiii
- Acknowledgements xv
- Introduction 1
- Chapter 1. Complexity Theory 11
- Chapter 2. Complexity Theory and Dynamic Systems Theory 51
- Chapter 3. Neural complexity meets lexical complexity 59
- Chapter 4. Conceptualizing learner characteristics in a complex, dynamic world 79
- Chapter 5. The emerging need for methods appropriate to study dynamic systems 97
- Chapter 6. Lost in state space? 123
- Chapter 7. Complex Dynamic Systems Theory and L2 pedagogy 143
- Chapter 8. Language destabilization and (re-)learning from a Complexity Theory perspective 163
- Chapter 9. A neuropsycholinguistic approach to complexity 191
- Chapter 10. Energy conservation in SLA 209
- Index 233
