Chapter 7. Complex Dynamic Systems Theory and L2 pedagogy
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Marjolijn H. Verspoor
Abstract
If we assume that language is a complex adaptive system, the learner is a complex adaptive system, and the teaching and learning is a dynamic process – in which all relevant cognitive, physical, and social systems interact over time – then we must attend to all these systems and their relevant sub-systems when we evaluate existing or newly created pedagogical models. Even though details may have changed over the last two decades since Complex Dynamic Systems Theory (CDST) was introduced in SLA, the approach has implicitly or explicitly always viewed language itself as form-meaning-use mappings at all levels, and language learning and language teaching as dynamic processes. In this chapter I reflect on the main insights offered by CDST on L2 teaching and explore explicitly the links to Complexity and Dynamic Systems Theory, ending with a list of practical implications for good practices in language classrooms.
Abstract
If we assume that language is a complex adaptive system, the learner is a complex adaptive system, and the teaching and learning is a dynamic process – in which all relevant cognitive, physical, and social systems interact over time – then we must attend to all these systems and their relevant sub-systems when we evaluate existing or newly created pedagogical models. Even though details may have changed over the last two decades since Complex Dynamic Systems Theory (CDST) was introduced in SLA, the approach has implicitly or explicitly always viewed language itself as form-meaning-use mappings at all levels, and language learning and language teaching as dynamic processes. In this chapter I reflect on the main insights offered by CDST on L2 teaching and explore explicitly the links to Complexity and Dynamic Systems Theory, ending with a list of practical implications for good practices in language classrooms.
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
