Chapter 10. Energy conservation in SLA
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ZhaoHong Han
Abstract
This chapter takes a system view on second language (L2) development. However, unlike proponents of Complex Dynamic Systems Theory (CDST) viewing the developmental system as ever dynamic without a finite state, we take up a long-standing observation about a signature L2 phenomenon, inter-learner differential attainment, and theorize about its ontology. Drawing on a fundamental physics law, the Law of Conservation of Energy – importantly, not only conceptually but also mathematically – we lay out the key parameters and their interactional relationship in engineering L2 differential attainment. The parameters include aptitude, motivation, L2 input, and L1-TL distance, all of them interacting over time vis-à-vis the developmental positioning of the learner once s/he enters the field of learning, another concept key to the system view we expound in this chapter. The resulting theory, Energy Conservation Theory in L2 or ECT-L2, promises broad descriptive, explanatory, and predictive powers. We discuss the theory in conjunction with CDST, arguing for their complementarity.
Abstract
This chapter takes a system view on second language (L2) development. However, unlike proponents of Complex Dynamic Systems Theory (CDST) viewing the developmental system as ever dynamic without a finite state, we take up a long-standing observation about a signature L2 phenomenon, inter-learner differential attainment, and theorize about its ontology. Drawing on a fundamental physics law, the Law of Conservation of Energy – importantly, not only conceptually but also mathematically – we lay out the key parameters and their interactional relationship in engineering L2 differential attainment. The parameters include aptitude, motivation, L2 input, and L1-TL distance, all of them interacting over time vis-à-vis the developmental positioning of the learner once s/he enters the field of learning, another concept key to the system view we expound in this chapter. The resulting theory, Energy Conservation Theory in L2 or ECT-L2, promises broad descriptive, explanatory, and predictive powers. We discuss the theory in conjunction with CDST, arguing for their complementarity.
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
