John Benjamins Publishing Company
Chapter 8. Complexity Theory
Abstract
Complexity theorists are interested in understanding the relations among components in a complex system and how individual differences in the components affect their relationship to other components. Specific to our interests here, the ability of speakers to adjust their speech depends on the relationship with the person with whom they interact. Further, all interactions involve mutual influence (Ricca, 2012). Larsen-Freeman and Cameron (2008a) call this bidirectional influence “co-adaptation.”
Existing research on interaction is briefly surveyed before turning to the view of interlocutor interaction that Complexity Theory inspires. Before concluding, research attesting to the effect of interlocutor individual differences (age, experience, sex, status, similarity, identity, first language) is reviewed. Finally, four considerations for enhancing future research on interlocutor individual differences are proposed.
Abstract
Complexity theorists are interested in understanding the relations among components in a complex system and how individual differences in the components affect their relationship to other components. Specific to our interests here, the ability of speakers to adjust their speech depends on the relationship with the person with whom they interact. Further, all interactions involve mutual influence (Ricca, 2012). Larsen-Freeman and Cameron (2008a) call this bidirectional influence “co-adaptation.”
Existing research on interaction is briefly surveyed before turning to the view of interlocutor interaction that Complexity Theory inspires. Before concluding, research attesting to the effect of interlocutor individual differences (age, experience, sex, status, similarity, identity, first language) is reviewed. Finally, four considerations for enhancing future research on interlocutor individual differences are proposed.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgments ix
- List of contributors xi
-
Section I. Introductory material
- Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences 3
-
Section II. Cognitive-interactionist approach
- Chapter 2. On the role of the interlocutor in second language development 19
- Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance 51
-
Section III. Sociocultural theory
- Chapter 4. I ~ You > I ~ Me 79
- Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context 99
-
Section IV. Variationist perspective
- Chapter 6. Variationist perspective(s) on interlocutor individual differences 127
- Chapter 7. Examining the role of instructor first language in classroom-based oral input 159
-
Section V. Complex Dynamic Systems Theory
- Chapter 8. Complexity Theory 189
- Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad 209
-
Section VI. Concluding material
- Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences 247
- Index 267
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgments ix
- List of contributors xi
-
Section I. Introductory material
- Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences 3
-
Section II. Cognitive-interactionist approach
- Chapter 2. On the role of the interlocutor in second language development 19
- Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance 51
-
Section III. Sociocultural theory
- Chapter 4. I ~ You > I ~ Me 79
- Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context 99
-
Section IV. Variationist perspective
- Chapter 6. Variationist perspective(s) on interlocutor individual differences 127
- Chapter 7. Examining the role of instructor first language in classroom-based oral input 159
-
Section V. Complex Dynamic Systems Theory
- Chapter 8. Complexity Theory 189
- Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad 209
-
Section VI. Concluding material
- Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences 247
- Index 267
