References
Al-Hoorie, A. H.
(2015) Human agency: Does the beach ball have free will? In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 55–72). Bristol, UK: Multilingual Matters.Google Scholar
Andriani, P., & McKelvey, B.
(2007) Beyond Gaussian averages: Redirecting international business and management research toward extreme events and power laws. Journal of International Business Studies, 38, 1212–1230. DOI logoGoogle Scholar
Atkinson, D.
(Ed.) (2011) Alternative approaches to second language acquisition. London: Routledge.Google Scholar
Atkinson, D., Churchill, E., Nishino, T., & Okada, H.
(2007) Alignment and interaction in a sociocognitive approach to second language acquisition. Modern Language Journal, 91, 169–188. DOI logoGoogle Scholar
Baba, K., & Nitta, R.
(2014) Phase transitions in development of writing fluency from a complex dynamic systems perspective. Language Learning, 64, 1–35. DOI logoGoogle Scholar
Baird, R., Baker, W., & Kitazawa, M.
(2014) The complexity of ELF. Journal of English as a Lingua Franca, 3(1), 171–196. DOI logoGoogle Scholar
Barlow, M., & Kemmer, S.
(Eds.) (2000) Usage based models of language. Chicago, IL: University of Chicago Press.Google Scholar
Bastardas-Boada, A.
(2013) Language policy and planning as an interdisciplinary field: Towards a complexity approach. Current Issues in Language Planning, 14(3–4), 363–381. DOI logoGoogle Scholar
(2014) Towards a complex-figurational socio-linguistics: Some contributions from physics, ecology and the sciences of complexity. History of the Human Sciences, 27(3), 55–75. DOI logoGoogle Scholar
Bates, E., & MacWhinney, B.
(1987) Competition, variation, and language learning. In B. MacWhinney (Ed.), Mechanisms of language acquisition (pp. 157–193). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Bateson, G.
(1972) Steps to an ecology of mind. Chicago, IL: University of Chicago Press.Google Scholar
Bisson, M. J., van Heuven, W. J. B., Conklin, K., & Tunney, R. J.
(2014) The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary. Language Learning, 64(4), 855–877. DOI logoGoogle Scholar
Blommaert, J.
(2014) From mobility to complexity in sociolinguistic theory and method. Tilburg Papers in Culture Studies, paper 103.Google Scholar
Blythe, R. A., & Scott-Phillips, T. C.
(2014) Simulating the real origins of communication. PLoS ONE, 9(11): e113636. DOI logoGoogle Scholar
Burns, A., & Knox, J. A.
(2011) Classrooms as complex adaptive systems: A relational model. TESL EJ, 15(1), 1–25.Google Scholar
Bybee, J.
(2006) From usage to grammar: The mind’s response to repetition. Language 82(4), 711–733. DOI logoGoogle Scholar
(2010) Language, usage and cognition. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Byrge, L., Sporns, O., & Smith, L.
(2014) Developmental process emerges from extended brain-body-behavior networks. Trends in Cognitive Science, 18(8), 395–403. DOI logoGoogle Scholar
Byrne, D. S.
(2005) Complexity, configuration and cases. Theory, Culture & Society, 22(5), 95–111. DOI logoGoogle Scholar
Byrne, D.
(2013) Evaluating complex social interventions in a complex world. Evaluation, 19(3), 217–228. DOI logoGoogle Scholar
Byrne, D., & Callaghan, G.
(2014) Complexity theory and the social sciences. The state of the art. Oxon: Routledge.Google Scholar
Byrnes, H.
(2014) Theorizing language development at the intersection of ‘task’ and L2 writing: Reconsidering complexity. In H. Byrnes & R. M. Manchόn (Eds), Task-based language learning: Insights from and for L2 writing (pp. 79–103). Amsterdam: John Benjamins.Google Scholar
Chan, H. -P.
(2014) A dynamic approach to the development of lexicon and syntax in a second language. Unpublished doctoral dissertation, University of Groningen.Google Scholar
Christiansen, M. H., & Chater, N.
(2008) Language as shaped by the brain. Behavioral and Brain Sciences, 31, 449–558. DOI logoGoogle Scholar
Cilliers, P.
(2001) Boundaries, hierarchies and networks in complex systems. International Journal of Innovation Management, 5(2), 135–147. DOI logoGoogle Scholar
(2005) Knowledge, limits and boundaries. Futures, 37, 605–613. DOI logoGoogle Scholar
Cilliers, P., & Preiser, R.
(Eds.) (2010) Complexity, difference and identity: An ethical perspective. Dordrecht: Springer. DOI logoGoogle Scholar
Clark, A.
(1997) Being there: Putting brain, body, and world together again. Cambridge, MA: The MIT Press.Google Scholar
Clarke, M. A., & QuinnWilliams, J.
forthcoming). Changing schools: Identity, transformation, and educational innovation. Ann Arbor, MI: University of Michigan Press.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L.
(2003) Design experiments in educational research. Educational Researcher, 32(1), 9–13. DOI logoGoogle Scholar
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G.
(2014) The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1–38.Google Scholar
Cowley, S. J.
(Ed.) (2011) Distributed language. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Cumming, G.
(2014) The new statistics: Why and how. Psychological Science, 25(1), 7–29. DOI logoGoogle Scholar
Davis, B., & Sumara, D.
(2012) Fitting teacher education in/to/for an increasingly complex world. Complicity: An International Journal of Complexity and Education, 9(1), 30–40.Google Scholar
Deacon, T.
(2012) Incomplete nature. New York, NY: W. W. Norton & Company.Google Scholar
de Bot, K.
(2008) Introduction: Second language development as a dynamic process. Modern Language Journal, 92, 166–178. DOI logoGoogle Scholar
(2015) Rates of change: Timescales in second language development. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 29–37). Bristol, UK: Multilingual Matters.Google Scholar
de Bot, K., Verspoor, M., & Lowie, W.
(2007) A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21. DOI logoGoogle Scholar
De Costa, P., & Bolton, K.
forthcoming). World Englishes and second language acquisition. World Englishes, Special Issue.
De Jesus, P.
(2016) Autopoietic enactivism, phenomenology and the deep continuity between life and mind. Phenomenology and the Cognitive Sciences, 15, 265–289. DOI logoGoogle Scholar
Derrida, J.
(1978) Writing and difference. Alan Bass, translator. Chicago, IL: University of Chicago Press.Google Scholar
Doll, W. E., Jr.
(Ed.) (2005) Chaos, complexity, curriculum and culture: A conversation. New York, NY: Peter Lang.Google Scholar
Dörnyei, Z.
(2009) Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59, 230–248. DOI logoGoogle Scholar
Dörnyei, Z., MacIntyre, P. D., & Henry, A.
(Eds.) (2015) Motivational dynamics in language learning. Bristol, UK: Multilingual Matters.Google Scholar
Dörnyei, Z., & Ushioda, E.
(2013) Teaching and researching motivation (2nd ed.). London: Routledge.Google Scholar
Doughty, C. J., & Long, M. H.
(2003) The scope of inquiry and goals of SLA. In C. J. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 3–16). Malden, MA: Blackwell. DOI logoGoogle Scholar
Duff, P.
(2006) Beyond generalizability: Contextualization, complexity and credibility in applied linguistics research. In M. M. Chalhoub-Deville, C. Chapelle, & P. Duff (Eds.), Inference and generalizability in applied linguistics: Multiple research perspectives (pp. 65–95). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Ellis, N. C., & Larsen-Freeman, D.
(2006) Language emergence: Implications for applied linguistics – Introduction to the special issue. Applied Linguistics, 27(4), 558–589. DOI logoGoogle Scholar
(Eds.) (2009) Language as a complex adaptive system. Boston, MA: Wiley-Blackwell.Google Scholar
Érdi, P.
(2007) Complexity explained. New York, NY: Springer.Google Scholar
Eskildsen, S.
(2012) L2 negation constructions at work. Language Learning, 62(2), 335–372. DOI logoGoogle Scholar
Evans, J.
(2007) The emergence of language: A dynamical systems account. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development, (pp. 128–148). Malden, MA: Blackwell. DOI logoGoogle Scholar
Feryok, A.
(2010) Language teacher cognitions: Complex adaptive systems? System, 38(2), 272–279. DOI logoGoogle Scholar
Friere, M. M.
(2013) Complex educational design: A course design model based on complexity. Campus-Wide Information Systems, 30(3), 174–185. DOI logoGoogle Scholar
Gass, S., & Valmori, L.
(2015) Replication in interaction and working memory research: Révész (2012) and Goo (2012). Language Teaching, 48(4), 545–555. DOI logoGoogle Scholar
Gershkoff-Stowe, L., & Thelen, E.
(2004) U-shaped changes in behavior: A dynamic systems perspective. Journal of Cognition and Development, 5, 11–36. DOI logoGoogle Scholar
Gibbs, R. W., & Cameron, L.
(2008) The social cognitive dynamics of metaphor performance. Cognitive Systems Research, 9(1–2), 64–75. DOI logoGoogle Scholar
Gleick, J.
(1987) Chaos: Making a new science. New York, NY: Penguin Books.Google Scholar
Goldberg, A.
(2006) Constructions at work: The nature of generalization in language. Oxford, UK: Oxford University Press.Google Scholar
Gregersen, T., MacIntyre, P., & Meza, M.
(2014) The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. Modern Language Journal, 98(2), 574–588. DOI logoGoogle Scholar
Gruchalla, R. S., & Sampson, H. A.
(2015) Preventing peanut allergy through early consumption – ready for prime time? [Editorial]. The New England Journal of Medicine, 372, 875–877. DOI logoGoogle Scholar
Gurzynski-Weiss, L., & Baralt, M.
(2014) Exploring learner perception and use of task-based interactional feedback in face-to-face and computer-mediated modes. Studies in Second Language Acquisition, 36(1), 1–37. DOI logoGoogle Scholar
Halliday, M., & Burns, A.
(2006) Applied linguistics: Thematic pursuits or disciplinary moorings? Journal of Applied Linguistics, 3(1), 113–128.Google Scholar
Han, Z-H.
(2004) Fossilization in adult second language acquisition. Clevedon: Multilingual Matters.Google Scholar
Han, Z-H., & Tarone, E.
(Eds.) (2014) Interlanguage. Forty years later. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Hayles, N. K.
(1990) Chaos bound: Orderly disorder in contemporary literature and science. Ithaca, NY: Cornell University Press.Google Scholar
(Ed.) (1991) Chaos and order: Complex dynamics in literature and science. Chicago, IL: The University of Chicago Press.Google Scholar
Heisenberg, W.
(1927) Über den anschaulichen Inhalt der quantentheoretischen Kinematik und Mechanik. Zeitschrift für Physik, 43(3–4), 172–198.Google Scholar
Herdina, P., & Jessner, U.
(2002) A dynamic model of multilingualism. Clevedon: Multilingual Matters.Google Scholar
Herdina, P.
(2017) Entrenchment, embeddedness, and entanglement: A dynamic complexity view. In H. J. Schmid (Ed.), Entrenchment, memory and automaticity. The psychology of linguistic knowledge and language learning (pp. 387–407). American Psychological Association and Walter de Gruyter.Google Scholar
Herdina, P., & Larsen-Freeman, D.
In preparation). Complexity theory and language.
Hiver, P.
(2015) Attractor states. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20–28). Bristol, UK: Multilingual Matters.Google Scholar
Hiver, P., & Al-Hoorie, A. H.
(2016) Putting complexity into practice. A dynamic ensemble for second language research. Modern Language Journal, 100(4), 741–756. DOI logoGoogle Scholar
Hogan-Brun, G., & Hogan, J.
(2013) Language planning and complexity: A conversation. Current Issues in Language Planning, 14(3–4), 490–496. DOI logoGoogle Scholar
Holland, J.
(1998) Emergence: From chaos to complexity. Reading, MA: Addison Wesley.Google Scholar
Hopper, P.
(1998) Emergent grammar. In M. Tomasello (Ed.), The new psychology of language (pp. 155–175). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Horn, J.
(2008) Human research and complexity theory. Educational Philosophy and Theory, 40(1), 130–143. DOI logoGoogle Scholar
Hornberger, N.
(2013) Negotiating methodological rich points in the ethnography of language policy. International Journal of the Sociology of Language, 219, 101–122.Google Scholar
Human, O.
(2015) Complexity: E-Special introduction. Theory, Culture & Society (E-Issue), 3, 1–20.Google Scholar
Human, O., & Cilliers, P.
(2013) Towards an economy of complexity: Derrida, Morin and Bataille. Theory, Culture & Society, 30(5) 24–44. DOI logoGoogle Scholar
Hult, F. M.
(2010a) Analysis of language policy discourses across the scales of space and time. International Journal of the Sociology of Language, 202, 7–24.Google Scholar
(2010b) The complexity turn in educational linguistics. Language, Culture and Curriculum, 23(3), 173–177. DOI logoGoogle Scholar
Ioannidis, J. P. A.
(2005) Why most published research findings are false. PLoS Medicine, 2(8), e124. DOI logoGoogle Scholar
Jessner, U.
(2003) A dynamic approach to language attrition in multilingual systems. In V. Cook (Ed.), Effects of the second language on the first (pp. 234–246). Clevedon: Multilingual Matters.Google Scholar
Jessner, U., Allgäuer-Hackl, E., & Hofer, B.
(2016) Emerging multilingual awareness in educational contexts: From theory to practice. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 72(2), 157–182. DOI logoGoogle Scholar
Joaquin, A. D. L., & Schumann, J. H.
(Eds.) (2013) Exploring the interactional instinct. New York, NY: Oxford University Press. DOI logoGoogle Scholar
Johnson, M.
(1987) The body and the mind: The bodily basis of meaning, imagination, and reason. Chicago, IL: University of Chicago Press.Google Scholar
Juarrero, A.
(2000) Dynamics in action: Intentional behavior as a complex system. Emergence, 2(2), 24–57. DOI logoGoogle Scholar
(2009) Top-down causation and autonomy in complex systems. In N. Murphy, G. F. R. Ellis, & T. O’Connor (Eds.), Downward causation and the neurobiology of free will (pp. 83–102). Berlin: Springer. DOI logoGoogle Scholar
Ke, J., & Holland, J. H.
(2006) Language origin from an emergentist perspective. Applied Linguistics, 27(4), 691–716. DOI logoGoogle Scholar
Keller, R.
(1985) Towards a theory of linguistic change. In T. Ballmer (Ed.) Linguistic dynamics: Discourses, procedures and evolution (pp. 212–237). Berlin: Mouton de Gruyter.Google Scholar
Kelso, J. A. S., & Engstrøm, D.
(2006) The complementary nature. Cambridge, MA: The MIT Press.Google Scholar
Kelso, J. A. S., & Tognoli, E.
(2009) Toward a complementary neuroscience: Metastable coordination dynamics of the brain. In N. Murphy, G. F. R. Ellis, & T. O’Connor (Eds.), Downward causation and the neurobiology of free will (pp.103–124). Berlin: Springer. DOI logoGoogle Scholar
Kirby, S., & Hurford, J. R.
(2002) The emergence of linguistic structure: An overview of the iterated learning model. In A. Cangelosi & D. Parisi (Eds.), Simulating the evolution of language. (pp. 121–148). London: Springer. DOI logoGoogle Scholar
Kozaki, Y., & Ross, S. J.
(2011) Contextual dynamics in foreign language learning motivation. Language Learning, 61(4), 1328–1354. DOI logoGoogle Scholar
Kramsch, C.
(2009) Third culture and language education. In V. Cook & L. Wei (Eds.), Contemporary applied linguistics (pp. 233–254). London: Continuum.Google Scholar
(2012) Why is everybody so excited about complexity theory in applied linguistics? Mélanges CRAPEL n° 33 (numéro spécial : Didactique des langues et complexité: En hommage à Richard Duda).Google Scholar
Kramsch, C., & Whiteside, A.
(2008) Language ecology in multilingual settings: Towards a theory of symbolic competence. Applied Linguistics, 29(4), 645–671. DOI logoGoogle Scholar
Kramsch, C. & Whiteside, A.
(2016) Annotated bibliography on symbolic competence. A presentation at the University of Arizona, February 26.Google Scholar
Kretzschmar, W.
(2009) The linguistics of speech. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
(2015) Language and complex systems. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Langacker, R.
(1988) A usage-based model. In B. Rutzka-Ostyn (Ed.), Topics in cognitive linguistics (pp. 127–161). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Larsen-Freeman, D.
(1997) Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141–165. DOI logoGoogle Scholar
(2003) Teaching language: From grammar to grammaring. Boston, MA: Heinle/Cengage.Google Scholar
(2006) The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27, 590–619. DOI logoGoogle Scholar
(2007) Reflecting on the cognitive-social debate in second language acquisition. Modern Language Journal, 91 (focus volume), 773–787. DOI logoGoogle Scholar
(2010a) The dynamic co-adaption of cognitive and social views: A chaos/complexity theory perspective. In R. Batstone (Ed.), Sociocognitive perspectives on second language use/learning (pp. 40–53). Oxford, UK: Oxford University Press.Google Scholar
(2010b) Having and doing: Learning from a complexity theory perspective. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising learning in applied linguistics (pp. 52–68). Houndmills: Palgrave Macmillan. DOI logoGoogle Scholar
(2011) A complexity theory approach to second language acquisition/development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 48–72). Oxford, UK: Oxford University Press.Google Scholar
(2012a) Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45(2), 202–214. DOI logoGoogle Scholar
(2012b) On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3(2), 195–210. DOI logoGoogle Scholar
(2013) Transfer of learning transformed. Language Learning, 63(Suppl. 1), 107–129. DOI logoGoogle Scholar
(2014) Another step to be taken – Rethinking the end point of the interlanguage continuum. In Z-H. Han & E. Tarone (Eds.), Interlanguage. Forty years later (pp. 203–220). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2015a) Saying what we mean: Making a case for ‘language acquisition’ to become ‘language development.’ A plenary address delivered at the 16th AILA World Congress, Beijing, August 2011. Language Teaching, 48(4), 491–505.
(2015b) Complexity theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 227–244). New York, NY: Routledge.Google Scholar
(2016a) A successful union: Linking ELF with CAS. In L. Lopriore & E. Grazzi (Eds.), Intercultural communication: New perspectives from ELF (pp. 15–29). Rome: Roma Tres Press.Google Scholar
(2016b) The psychology of language learning and “the science of the individual.” A paper presented at the Individual in Context. Psychology of Language Learning 2 conference. University of Jyväskylä, Finland.
forthcoming). Resonances: Second language development and language planning and policy from a complexity theory perspective. In F. Hult, T. Kupisch, & M. Siiner Eds. Bridging language acquisition and language policy Dordrecht Springer
(2017a) Shifting metaphors: From computer input to ecological affordances to adaptation. In T. Pattison (Ed.), Proceedings from the IATEFL 50th Anniversary Conference, Birmingham, pp. 10–19. Kent, England: IATEFL..Google Scholar
(2017b) The fractal shape of language. Paper presented at AILA, Rio de Janeiro.
Larsen-Freeman, D. & Cameron, L.
(2008a) Complex systems and applied linguistics. Oxford, UK: Oxford University Press.Google Scholar
Larsen-Freeman, D., & Cameron, L.
(2008b) Research methodology on language development from a complex systems perspective. Modern Language Journal, 92, 200–213. DOI logoGoogle Scholar
Larsen-Freeman, D., & Freeman, D.
(2008) Language moves: The place of “foreign” language-in classroom teaching and learning. Review of Research in Education 32(1), 147–186. Washington, DC: American Educational Research Association.Google Scholar
Larsen-Freeman, D., & Tedick, D. J.
(2016) Teaching world languages: Thinking differently. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 1335–1388). Washington DC: American Educational Research Association. DOI logoGoogle Scholar
Lee, N., Mikesell, L., Joaquin, A. D. L., Mates, A. W., & Schumann, J. H.
(2009) The interactional instinct: The evolution and acquisition of language. Oxford, UK: Oxford University Press. DOI logoGoogle Scholar
Lemke, J. L., & Sabelli, N. H.
(2008) Complex systems and educational change: Towards a new research agenda. Educational Philosophy and Theory, 40(1), 118–129. DOI logoGoogle Scholar
Lerner, R. M., & Benson, J. B.
(2013) Introduction: Embodiment and epigenesis: A view of the issues. Advances in Child Development and Behavior, 44, 1–19. DOI logoGoogle Scholar
Lewontin, R.
(1998) The evolution of cognition: Questions we will never answer. In D. Scarborough & S. Sternberg (Eds.), An invitation to cognitive science, Volume 4: Methods, models and conceptual issues (pp. 107–132). Cambridge, MA: The MIT Press.Google Scholar
(2001) The triple helix: Gene, organism, and environment. Cambridge, MA: Harvard University Press.Google Scholar
Long, M.
(2003) Stabilization and fossilization in interlanguage development. In C. J. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 487–536). Malden, MA: Blackwell. DOI logoGoogle Scholar
Loritz, D.
(1999) How the brain evolved language. New York, NY: Oxford University Press.Google Scholar
Lowie, W., & Verspoor, M.
(2015) Variability and variation in second language acquisition orders. A dynamic reevaluation. Language Learning, 65(1), 63–88. DOI logoGoogle Scholar
MacIntyre, P. D.
(2012) The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361–367. DOI logoGoogle Scholar
Macintyre, P. D. & Legatto, J. J.
(2011) A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149–171. DOI logoGoogle Scholar
Macqueen, S.
(2012) The emergence of patterns in second language writing: A sociocognitive exploration of lexical trails. Bern: Peter Lang. DOI logoGoogle Scholar
MacWhinney, B.
(Ed.) (1999) The emergence of language. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Mahmoodzadeh, M., & Gkonou, C.
(2015) A complex dynamic systems perspective on foreign language anxiety. Konin Language Studies, 3(1), 89–108.Google Scholar
Menezes, V.
(Ed.) (2013) Complexity Studies in Applied Linguistics. Special issue of Revista Brasilileira de Linguistica Applicada, 13(2).Google Scholar
Mercer, S.
(2011) Understanding learner agency as a complex dynamic system. System, 39(4), 427–436. DOI logoGoogle Scholar
(2012) The complexity of learner agency. Apples – Journal of Applied Language Studies, 6(2), 41–59.Google Scholar
(2013) Towards a complexity-informed pedagogy for language learning. Revista Brasilileira de Linguistica Applicada, 13(2), 375–309. DOI logoGoogle Scholar
(2016) Complexity, language learning and the language classroom. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 473–485). Abingdon: Routledge.Google Scholar
Merleau-Ponty, M.
(1968) The visible and the invisible (Ed. C. Lefort and trans. A. Lingis). Evanston, IL: Northwestern University Press.Google Scholar
Miller, J. H., & Page, S. E.
(2007) Complex adaptive systems: An introduction to computational models of social life. Princeton, NJ: Princeton University Press.Google Scholar
Mitchell, S. D.
(2003) Biological complexity and integrative pluralism. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Molenaar, P. C. M., & Nesselroade, J. R.
(2015) Systems methods for developmental research. In W. F. Overton & P. C. M. Molenaar (Eds.), Handbook of child psychology and developmental science, Volume 1, Theory and method (7th ed., pp. 652–682). Hoboken, NJ: Wiley.Google Scholar
Morin, E.
(2005) Introducao ao pensamento complexo (Introduction to Complex Thinking). Lisboa: Editora Sulina.Google Scholar
(2007) On complexity. Cresskill, NJ: Hampton Press.Google Scholar
Moss, P., & Haertel, E.
(2016) Engaging methodological pluralism. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 127–248). Washington DC: American Educational Research Association. DOI logoGoogle Scholar
Mufwene, S. S.
(2008) Language evolution: Contact, competition and change. London: Continuum.Google Scholar
Mufwene, S. S., Coupé, C., & Pellegrino, F.
(2017) Complexity in language: A multifaceted phenomenon. In S. S. Mufwene, C. Coupé, & F. Pellegrino (Eds.), Complexity in language: Developmental and evolutionary perspectives (pp. 1–29). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Nelson, R.
(2013) Expanding the role of connectionism in SLA theory. Language Learning, 63(1), 1–33. DOI logoGoogle Scholar
Ninio, A.
(2011) Syntactic development, its input and output. Oxford, UK: Oxford University Press. DOI logoGoogle Scholar
Open Science Collaborative
(2015) Estimating the reproducibility of psychological science. Science, 349(6251), 943–952.Google Scholar
Opfer, V. D., & Pedder, D.
(2011) Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. DOI logoGoogle Scholar
Opitz, C.
(2011) First language attrition and second language acquisition in a second language environment. Unpublished doctoral dissertation, Trinity College Dublin.Google Scholar
Ortega, L.
(2009) Understanding second language acquisition. London: Hodder.Google Scholar
(2014) Trying out theories on interlanguage. In Z-H. Han & E. Tarone (Eds.), Interlanguage. Forty years later (pp. 173–202). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Osberg, D.
(2008) The logic of emergence: An alternative conceptual space for theorizing critical education. Journal of the Canadian Association for Curriculum Studies, 6(1), 133–161.Google Scholar
Osberg, D., & Biesta, G.
(Eds.) (2010) Complexity theory and the politics of education. Rotterdam: Sense Publishers.Google Scholar
Overton, W. F.
(2006) Developmental psychology: Philosophy, concepts, and methodology. In R. M. Lerner (Ed.), Handbook of child psychology, Volume 1, Theoretical models of human development (pp. 18–88). New York, NY: Wiley.Google Scholar
(2007) A coherent metatheory for dynamic systems: Relational organicism-contextualism. Human Development, 50, 154–159. DOI logoGoogle Scholar
(2013) A new paradigm for developmental science: Relationism and relational-developmental systems. Applied Developmental Science, 17(2), 94–107. DOI logoGoogle Scholar
(2014) Relational developmental systems and developmental science. A focus on methodology. In P. C. M. Molenaar, R. M. Lerner, & K. Newell (Eds.), Handbook of developmental systems: Theory and methodology (pp. 19–65). New York, NY: The Guilford Press.Google Scholar
(2015) Taking conceptual analyses seriously. Research in Human Development, 12(3–4), 163–171. DOI logoGoogle Scholar
Popper, K.
(1982) The open universe: An argument for indeterminism. New York, NY: Routledge.Google Scholar
Preiser, R.
(Ed.) (2016) Paul Cillier’s critical complexity. Berlin: Walter de Gruyter.Google Scholar
Price, B.
(1997) The myth of postmodern science. In R. A. Eve, S. Horsfall, & M. E. Lee (Eds.), Chaos, complexity, and sociology; Myths, model, and theories (pp. 3–14). Thousand Oaks, CA: Sage.Google Scholar
Ricca, B.
(2012) Beyond teaching methods: A complexity approach. Complicity: An International Journal of Complexity and Education, 9(2), 31–51.Google Scholar
Rose, L. T., Rouhani, P., & Fischer, K. W.
(2013) The science of the individual. Mind, Brain, and Education, 7(3), 152–158. DOI logoGoogle Scholar
Schmid, M. S., Köpke, B., & de Bot, K.
(2013) Language attrition as complex, non-linear development. International Journal of Bilingualism, 17(6), 675–683. DOI logoGoogle Scholar
Schmidt, R.
(1983) Interaction, acculturation, and the acquisition of communicative competence. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 137–174). Rowley, MA: Newbury House.Google Scholar
Schneider, E. W.
(1997) Chaos theory as a model for dialect variability and change? In A. R. Thomas (Ed.), Issues and methods in dialectology (pp. 22–36). Bangor: Department of Linguistics, University of Wales.Google Scholar
Schoenemann, P. T.
(2009) Evolution of brain and language. In N. C. Ellis & D. Larsen-Freeman (Eds.), Language as a complex adaptive system. Language Learning, Special issue, 162–186.Google Scholar
(2017) A complex-adaptive-systems approach to the evolution of language and the brain. In S. Mufwene, C. Coupé, & F. Pellegrino (Eds.), Complexity in language: Developmental and evolutionary perspectives (pp. 67–100). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Schulze, M., & Scholz, K.
(2016) CALL theory: Complex adaptive systems. In C. Caws & M-J. Hamel (Eds.), Learner-computer interactions: New insights on CALL theories and applications (pp. 65–87). Amsterdam: John Benjamins.Google Scholar
Schumann, J.
(2015) Foreword. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. xv–xix). Bristol, UK: Multilingual Matters.Google Scholar
Schumann, J. H., Crowell, S. E., Jones, N. E., Lee, N., Schuchert, S. A., & Woods, L. A.
(Eds.) (2004) The neurobiology of language. Perspectives from second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Sealey, A., & Carter, B.
(2004) Applied linguistics as social science. London: Continuum.Google Scholar
Seargeant, P.
(2010) The historical ontology of language. Language Sciences, 32(1), 1–13. DOI logoGoogle Scholar
Seedhouse, P.
(2010) Locusts, snowflakes, and recasts: Complexity theory and spoken interaction. Classroom Discourse, 1, 4–24. DOI logoGoogle Scholar
Spencer, J. P., Perone, S., & Buss, A. T.
(2011) Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5(4), 260–266. DOI logoGoogle Scholar
Spivey, M.
(2007) The continuity of mind. Oxford, UK: Oxford University Press.Google Scholar
Steels, L.
(2011) Modeling the cultural evolution of language. Physics of Life Reviews, 8, 339–356. DOI logoGoogle Scholar
Steffensen, S. V.
(2011) Beyond mind: An extended psychology of languaging. In S. J. Cowley (Ed.), Distributed language (pp. 185–209). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Strogatz, S.
(2003) Sync. How order emerges from chaos in the universe, nature and daily life. New York, NY: Hyperion.Google Scholar
Svalberg, A. M.-L.
(2012) Language awareness in language learning and teaching: A research agenda. Language Teaching, 45(3), 376–388. DOI logoGoogle Scholar
Tasker
(2013) The dynamics of Chinese learning journeys: A longitudinal study of adult learners of Mandarin in Australia. Unpublished doctoral dissertation, University of New England.Google Scholar
Taylor, M. C.
(2001) The moment of complexity: Emerging network culture. Chicago, IL: University of Chicago Press.Google Scholar
The Douglas Fir Group
(2016) A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47. DOI logoGoogle Scholar
Thelen, E., & Smith, L. B.
(1994) A dynamic systems approach to the development of cognition and action. Cambridge, MA: The MIT Press.Google Scholar
(2007) Dynamic systems theories. Theoretical models of human development. In E. Thelen & Linda B. Smith (Eds.), Handbook of child psychology 1 (pp. 258–312). Hoboken, NJ: Wiley. DOI logoGoogle Scholar
Thibault, P. J.
(2011) First order languaging dynamics and second-order language: The distributed language view. Ecological Psychology, 23(3), 210–245. DOI logoGoogle Scholar
Thomson, E.
(2007) Mind in life. Cambridge, MA: Harvard University Press.Google Scholar
Thompson, P.
(2012) Both dialogic and dialectic. Translation at the crossroads. Learning, Culture, and Social Interaction, 1, 90–101. DOI logoGoogle Scholar
Thorne, S. L., Fischer, I., & Lu, X.
(2012) The semiotic ecology and linguistic complexity of an online game world. ReCALL, null, 279–301. DOI logoGoogle Scholar
Todeva, E.
(2009) Multilingualism as a kaleidoscopic experience: The mini-universes within. In E. Todeva & J. Cenoz (Eds.), The multiple realities of multilingualism (pp. 53–74). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Toit, G. D., Roberts, G., Sayre, P. H., Bahnson, H. T., Radulovic, S., Santos, A. F., et al.
(2015) Randomized trial of peanut consumption in infants at risk for peanut allergy. The New England Journal of Medicine, 372, 803–813. DOI logoGoogle Scholar
Tomasello, M.
(2003) Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Urrestarazu, H.
(2011) Autopoietic systems. A generalized explanatory approach. Constructivist Foundations, Vienna. [URL]
Urry, J.
(2005) The complexity turn. Theory, Culture & Society, 22(5), 1–14. DOI logoGoogle Scholar
Vallacher, R. R., van Geert, P., & Nowak, A.
(2015) The intrinsic dynamics of psychological process. Current Directions in Psychological Science, 24(1), 58–64. DOI logoGoogle Scholar
van Geert, P.
(2003) Dynamic systems approaches and modeling of developmental processes. In J. Valsiner & K. J. Connolly (Eds.), Handbook of developmental psychology (pp. 640–672). London: Sage.Google Scholar
(2008) The dynamic systems approach in the study of L1 and L2 acquisition: An introduction. Modern Language Journal, 92(2), 179–199. DOI logoGoogle Scholar
(2011) The contribution of complex dynamic systems to development. Child Development Perspectives, 5(4), 273–278. DOI logoGoogle Scholar
van Geert, P., & Fischer, K. W.
(2009) Dynamic systems and the quest for individual-based models of change and development. In J. P. Spencer, M. S. C. Thomas, & J. L. McClelland (Eds.), Toward a unified theory of development (pp. 313–336). Oxford, UK: Oxford University Press.Google Scholar
van Geert, P., & Steenbeek, H.
(2014) The good, the bad, and the ugly? The dynamic interplay between educational practice, policy, and research. Complicity: An International Journal of Complexity and Education, 11(2), 22–39.Google Scholar
van Lier, L.
(2000) From input to affordance: Social-interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245–259). Oxford, UK: Oxford University Press.Google Scholar
(2006) The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht: Kluwer.Google Scholar
Varela, F.
(1995) The emergent self. In J. Brockman (Ed.), The third culture: Beyond the scientific revolution (pp. 209–222). New York, NY: Simon & Schuster.Google Scholar
(1999) Ethical know-how: Action, wisdom, and cognition. Stanford University Press.Google Scholar
Verspoor, M., de Bot, K., & Lowie, W.
Verspoor, M., Lowie, W., & van Dijk, M.
(2008) Variability in L2 development from a dynamic systems perspective. Modern Language Journal, 92(2), 214–231. DOI logoGoogle Scholar
Verspoor, M., Schmid, M. S., & Xu, X.
(2012) A dynamic usage based perspective on L2 writing. Journal of Second Language Writing, 21(3), 239–263. DOI logoGoogle Scholar
Walby, S.
(2007) Complexity theory, systems theory and multiple intersecting social inequalities. Philosophy of the Social Sciences, 37(4), 449–470. DOI logoGoogle Scholar
Wallis, S. E.
(2010) Toward a science of metatheory. Integral Review, 6(3), 73–120.Google Scholar
Waring, H. Z.
(2012) “Any questions?”: Investigating the nature of understanding-checks in the language classroom. TESOL Quarterly, 46(4), 722–755.Google Scholar
Weber, K., Christiansen, M. H., Petersson, K. M., Indefrey, P., & Hagoort, P.
(2016) fMRI syntactic and lexical repetition effects reveal the initial stages of learning a new language. The Journal of Neuroscience, 36(26), 6872–6880. DOI logoGoogle Scholar
Wegerif, R. B.
(2008) Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347–361. DOI logoGoogle Scholar
Wertsch, J. V.
(1991) Voices of the mind. New York, NY: Harvester.Google Scholar
Witherington, D. C.
(2007) The dynamic systems approach as metatheory for developmental psychology. Human Development, 50, 127–153. DOI logoGoogle Scholar
(2011) Taking emergence seriously: The centrality of circular causality for dynamic systems approaches to development. Human Development, 54, 66–92. DOI logoGoogle Scholar
Ybema, S., Yanow, D., Wels, H., & Kamsteeg, F.
(2010) Ethnography. In A. Mills, G. Durepos & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 348–352). Thousand Oaks, CA: Sage.Google Scholar
Yin, R. K.
(2014) Case study research. Design and methods (5th ed.). Thousand Oaks, CA: Sage.Google Scholar
Cited by

Cited by 113 other publications

Abendroth-Timmer, Dagmar & David Gerlach
2021. Handlungsorientierte Spracharbeit. In Handlungsorientierung im Fremdsprachenunterricht,  pp. 97 ff. DOI logo
Al-Hoorie, Ali H., Phil Hiver, Tae-Young Kim & Peter I. De Costa
2021. The Identity Crisis in Language Motivation Research. Journal of Language and Social Psychology 40:1  pp. 136 ff. DOI logo
Alves, Ubiratã Kickhöfel & Felipe Guedes Moreira Vieira
2022. O treinamento perceptual no desenvolvimento dos padrões de Voice Onset Time do inglês (L2) por um aprendiz argentino. BELT - Brazilian English Language Teaching Journal 13:1  pp. e42967 ff. DOI logo
Alves, Ubiratã Kickhöfel , Luciene Bassols Brisolara, Leonardo Cláudio Da Rosa & Ana Carolina Signor Buske
2019. Efeitos da duração do vozeamento da fricativa [z] na identificação por brasileiros, de pares mínimos produzidos por hispânicos. Insumos para a discussão sobre inteligibilidade de fala estrangeira. Diacrítica 32:2  pp. 437 ff. DOI logo
Alzaanin, Eman
2023. EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective. Language Teaching Research DOI logo
Belletti, Thais de Freitas Mondini
2019. O conceito de 'jeitinho brasileiro' no âmbito do ensino de português LE/L2. Para além dos lugares-comuns. Diacrítica 32:2  pp. 437 ff. DOI logo
Bouchard, Jérémie
2021. Complex Systems and Social/Cultural Morphogenesis. In Complexity, Emergence, and Causality in Applied Linguistics,  pp. 297 ff. DOI logo
Bouchard, Jérémie
2021. The Need for a Renewed Applied Linguistics. In Complexity, Emergence, and Causality in Applied Linguistics,  pp. 27 ff. DOI logo
Bouchard, Jérémie
2021. Introduction. In Complexity, Emergence, and Causality in Applied Linguistics,  pp. 1 ff. DOI logo
Byrnes, Heidi
2018. Advanced‐Level Grammatical Development in Instructed SLA. In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 131 ff. DOI logo
Byrnes, Heidi
2019. Affirming the context of instructed SLA: The potential of curricular thinking. Language Teaching Research 23:4  pp. 514 ff. DOI logo
Byrnes, Heidi
2020. Chapter 10. Envisioning L2 writing development in CDST under a curricular optic. In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54],  pp. 241 ff. DOI logo
Byrnes, Heidi
Byrnes, Heidi
2021. Review of Webster & Cloran (2019): Describing language: Form and function, volume 5 in the collected works of Ruqaiya Hasan. Language, Context and Text. The Social Semiotics Forum 3:1  pp. 174 ff. DOI logo
Bülow, Lars & Simone E. Pfenninger
2021. Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics. Linguistics Vanguard 7:s2 DOI logo
Bülow, Lars, Hannes Scheutz & Dominik Wallner
Chang, Pengyun & Lawrence Jun Zhang
2021. A CDST Perspective on Variability in Foreign Language Learners’ Listening Development. Frontiers in Psychology 12 DOI logo
Chen, Zhaoyu
2023. Theoretical development of the tourist experience: a future perspective. Tourism Recreation Research  pp. 1 ff. DOI logo
Chorão, Graça, Célia Tavares & Pedro Duarte
2023. Enhancing Speaking Skills in a Foreign Language Using Virtual Reality. A Study in a Portuguese Higher Education Institution. In Perspectives and Trends in Education and Technology [Smart Innovation, Systems and Technologies, 366],  pp. 701 ff. DOI logo
Costa Cruz, Marion & Ubiratã Kickhöfel Alves
2023. Desenvolvimento das habilidades de consciência fonológica em inglês (L2) no uso da plataforma Lexia Core5 Reading: uma análise de processo a partir da teoria de sistemas dinâmicos complexos. Diacrítica 36:2  pp. 100 ff. DOI logo
Cuéllar, Lourdes & Rebecca L. Oxford
2018. Language Teachers’ Emotions: Emerging from the Shadows. In Emotions in Second Language Teaching,  pp. 53 ff. DOI logo
Annick De Houwer & Lourdes Ortega
2018. The Cambridge Handbook of Bilingualism, DOI logo
Dyson, Bronwen
2023. SLA as complex, dynamical and predictable: A Processability Theory perspective. Second Language Research 39:4  pp. 1279 ff. DOI logo
Evans, D. Reid & Diane Larsen-Freeman
2020. Bifurcations and the Emergence of L2 Syntactic Structures in a Complex Dynamic System. Frontiers in Psychology 11 DOI logo
Fogal, Gary G
2020. Investigating Variability in L2 Development: Extending a Complexity Theory Perspective on L2 Writing Studies and Authorial Voice. Applied Linguistics 41:4  pp. 575 ff. DOI logo
Fogal, Gary G.
2022. System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective. International Review of Applied Linguistics in Language Teaching 60:1  pp. 103 ff. DOI logo
Fogal, Gary G.
2022. System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective. International Review of Applied Linguistics in Language Teaching 60:1  pp. 103 ff. DOI logo
Fogal, Gary G.
2022. Second language writing from a complex dynamic systems perspective. Language Teaching 55:2  pp. 193 ff. DOI logo
Fogal, Gary G. & Richard S. Pinner
2019. Exploring Literary Texts as a Tool for Developing L2 Oral Proficiency. In Literature, Spoken Language and Speaking Skills in Second Language Learning,  pp. 202 ff. DOI logo
Fraschini, Nicola
2023. Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study. Language, Culture and Curriculum 36:2  pp. 222 ff. DOI logo
Gao, Yang & Yafang Zhou
2021. Exploring Language Teachers' Beliefs About the Medium of Instruction and Actual Practices Using Complex Dynamic System Theory. Frontiers in Education 6 DOI logo
Guarín, Daniel
2022. Mesetas, multiplicidades e interconexiones en Estrella Distante: entre la complejidad y lo rizomático. La Palabra :43  pp. 1 ff. DOI logo
Gurzynski-Weiss, Laura
2020. Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 4 ff. DOI logo
Han, Lili, Zhisheng (Edward) Wen & Alan James Runcieman
2023. Interpreting as Translanguaging, DOI logo
Han, Yiting & Jonathon Reinhardt
2022. Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development of L2 Digital Identities. TESOL Quarterly 56:3  pp. 985 ff. DOI logo
Han, ZhaoHong
2018. Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language. Annual Review of Applied Linguistics 38  pp. 162 ff. DOI logo
Han, ZhaoHong
2021. Usage-based instruction, systems thinking, and the role of Language Mining in second language development. Language Teaching 54:4  pp. 502 ff. DOI logo
Han, ZhaoHong
2022. Issues of narrowness and staticity in ISLA. Instructed Second Language Acquisition DOI logo
Han, ZhaoHong, Eun Young Kang & Sarah Sok
2023. The complexity epistemology and ontology in second language acquisition: A critical review. Studies in Second Language Acquisition 45:5  pp. 1388 ff. DOI logo
Hartmann, Stefan
2021. Diachronic Cognitive Linguistics. Yearbook of the German Cognitive Linguistics Association 9:1  pp. 1 ff. DOI logo
Hiver, Phil & Ali H. Al-Hoorie
2022. Transdisciplinary research methods and complexity theory in applied linguistics: introduction to the special issue. International Review of Applied Linguistics in Language Teaching 60:1  pp. 1 ff. DOI logo
Hiver, Phil & Ali H. Al-Hoorie
2022. Transdisciplinary research methods and complexity theory in applied linguistics: introduction to the special issue. International Review of Applied Linguistics in Language Teaching 60:1  pp. 1 ff. DOI logo
HIVER, PHIL & ALI H. AL‐HOORIE
2016. A Dynamic Ensemble for Second Language Research: Putting Complexity Theory Into Practice. The Modern Language Journal 100:4  pp. 741 ff. DOI logo
Hiver, Phil, Ali H. Al-Hoorie & Reid Evans
2022. COMPLEX DYNAMIC SYSTEMS THEORY IN LANGUAGE LEARNING. Studies in Second Language Acquisition 44:4  pp. 913 ff. DOI logo
Hiver, Phil, Ali H. Al-Hoorie & Diane Larsen-Freeman
2022. Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide. International Review of Applied Linguistics in Language Teaching 60:1  pp. 7 ff. DOI logo
Hiver, Phil, Zach Whiteside, Ana C. Sánchez Solarte & Claudia J. Kim
2021. Language teacher metacognition: beyond the mirror. Innovation in Language Learning and Teaching 15:1  pp. 52 ff. DOI logo
Huang, Ting, Rasmus Steinkrauss & Marjolijn Verspoor
2022. Learning an L2 and L3 at the same time: help or hinder?. International Journal of Multilingualism 19:4  pp. 566 ff. DOI logo
Ishikawa, Tomokazu
2017. Conceptualising English as a global contact language. Englishes in Practice 4:2  pp. 31 ff. DOI logo
Ishikawa, Tomokazu
2020. Complexity of English as a Multilingua Franca: Place of Monolingual Standard English. In English as a Lingua Franca in Japan,  pp. 91 ff. DOI logo
Ishikawa, Tomokazu
2021. Global Englishes and ‘Japanese English’. Asian Englishes 23:1  pp. 15 ff. DOI logo
Kibler, Amanda K.
2023. Critical and Dialogic Perspectives on Why Ecologies Matter: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”. Language Learning 73:S2  pp. 226 ff. DOI logo
Kibler, Amanda K., Martha Sandstead, Sara Wiger & Jane Weiss
2024. Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students. The Modern Language Journal DOI logo
Kostoulas, Achilleas
2019. Boundaries Crossed, and New Frontiers: Ongoing Theoretical, Empirical, and Pedagogical Issues in Language Education. In Challenging Boundaries in Language Education [Second Language Learning and Teaching, ],  pp. 247 ff. DOI logo
Kubanyiova, Magdalena
2019. Language Teacher Motivation Research: Its Ends, Means and Future Commitments. In The Palgrave Handbook of Motivation for Language Learning,  pp. 389 ff. DOI logo
Larsen-Freeman, Diane
2018. Chapter 12. Task repetition or task iteration?. In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 311 ff. DOI logo
Larsen-Freeman, Diane
2018. Resonances: Second Language Development and Language Planning and Policy from a Complexity Theory Perspective. In Language Policy and Language Acquisition Planning [Language Policy, 15],  pp. 203 ff. DOI logo
Larsen-Freeman, Diane
2020. Chapter 8. Complexity Theory. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 190 ff. DOI logo
Larsen-Freeman, Diane
2021. A Complex Dynamic Systems Perspective to Researching Language Classroom Dynamics. In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ],  pp. 793 ff. DOI logo
Larsen‐Freeman, Diane
2018. Second Language Acquisition, WE, and language as a complex adaptive system (CAS). World Englishes 37:1  pp. 80 ff. DOI logo
Larsen‐Freeman, Diane
2018. Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals 51:1  pp. 55 ff. DOI logo
Larsen‐Freeman, Diane
2020. Chaos/Complexity Theory for Second Language Acquisition/Development. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
LARSEN–FREEMAN, DIANE
2019. On Language Learner Agency: A Complex Dynamic Systems Theory Perspective. The Modern Language Journal 103:S1  pp. 61 ff. DOI logo
Letica Krevelj, Stela & Nives Kovačić
2023. DLC of Consecutive Multilinguals Studying Languages in an Officially Monolingual Environment. In Language Awareness and Identity [Multilingual Education, 45],  pp. 173 ff. DOI logo
Levine, Glenn S.
2020. References. The Modern Language Journal 104:S1  pp. 103 ff. DOI logo
Liu, Di
2021. Prosody transfer failure despite cross-language similarities. Journal of Second Language Pronunciation 7:1  pp. 38 ff. DOI logo
Liu, Di, Hyangeun Ji & Dominique Kliger
2023. Stealth Assessment in Game-Based and Task-Based Language Teaching. In Games as Stealth Assessments [Advances in Educational Technologies and Instructional Design, ],  pp. 289 ff. DOI logo
Liu, Di, Tamara Jones & Marnie Reed
2023. Phonetics in Language Teaching, DOI logo
Liu, Di & Marnie Reed
2021. Exploring the Complexity of the L2 Intonation System: An Acoustic and Eye-Tracking Study. Frontiers in Communication 6 DOI logo
Liu, Yuanyuan & Xiaoli Li
2023. A Narrative Inquiry of Transnational Language Teachers’ Professional Identity Construction. Journal of Language, Identity & Education  pp. 1 ff. DOI logo
MACINTYRE, PETER D., TAMMY GREGERSEN & SARAH MERCER
2019. Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research. The Modern Language Journal 103:1  pp. 262 ff. DOI logo
MATSUMOTO, YUMI
2019. Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions. The Modern Language Journal 103:1  pp. 179 ff. DOI logo
MATSUMOTO, YUMI
2021. Student Self‐Initiated Use of Smartphones in Multilingual Writing Classrooms: Making Learner Agency and Multiple Involvements Visible. The Modern Language Journal 105:S1  pp. 142 ff. DOI logo
Matsumoto, Yumi, Jay Jo Lee & Eunhee Kim
2022. “Laughing moments”: the complex negotiation of laughing acts among students and teachers in an English as a second language classroom. Classroom Discourse 13:1  pp. 32 ff. DOI logo
McGregor, Alison
2021. Commentary: “Vowel Quality and Direction of Stress Shift in a Predictive Model Explaining the Varying Impact of Misplaced Word Stress: Evidence From English” and “Exploring the Complexity of the L2 Intonation System: An Acoustic and Eye-Tracking Study”. Frontiers in Communication 6 DOI logo
Melo-Pfeifer, Sílvia
2021. Understanding Dominant Language Constellations Through Analysis of Visual Linguistic Autobiographies by Foreign Language Student Teachers in Germany. In Dominant Language Constellations Approach in Education and Language Acquisition [Educational Linguistics, 51],  pp. 203 ff. DOI logo
Melo-Pfeifer, Sílvia
2023. The Dynamics of Dominant Language Constellations: Moments of Linguistic ‘Ecological Transition’ as Portrayed by Pre-service Language Teachers. In Language Awareness and Identity [Multilingual Education, 45],  pp. 247 ff. DOI logo
Mendes de Oliveira, Milene
2023. English as a lingua franca and interculturality: navigating structure- and process-oriented perspectives in intercultural interactions. Language and Intercultural Communication  pp. 1 ff. DOI logo
Michaelson, Valerie, William Pickett & Colleen Davison
2019. The history and promise of holism in health promotion. Health Promotion International 34:4  pp. 824 ff. DOI logo
Michońska-Stadnik, Anna
2022. Selected aspects of language-related identity in advanced students of English as a foreign language. In Wissenschaften und ihr Dialog,  pp. 315 ff. DOI logo
Morales-López, Esperanza
2021. Form-function dialectics in the analysis of irony in political discourse. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34:2  pp. 527 ff. DOI logo
Mroz, Aurore P. & Tricia Thrasher
2022. Proficiency development and smartphone usage in study abroad: Microgenetic longitudinal case studies of French learners. Foreign Language Annals 55:2  pp. 455 ff. DOI logo
Nelson, Christina
2022. Do a Learner’s Background Languages Change with Increasing Exposure to L3? Comparing the Multilingual Phonological Development of Adolescents and Adults. Languages 7:2  pp. 78 ff. DOI logo
Nicholas, Howard, Manfred Pienemann & Anke Lenzing
2022. Teacher decision-making, dynamical systems and processability theory. Instructed Second Language Acquisition 6:2 DOI logo
Ortega, Lourdes
2018. Ontologies of language, Second Language Acquisition, and world Englishes. World Englishes 37:1  pp. 64 ff. DOI logo
ORTEGA, LOURDES
2019. SLA and the Study of Equitable Multilingualism. The Modern Language Journal 103:S1  pp. 23 ff. DOI logo
Pallotti, Gabriele
2022. Cratylus’ silence: On the philosophy and methodology of Complex Dynamic Systems Theory in SLA. Second Language Research 38:3  pp. 689 ff. DOI logo
Pallotti, Gabriele
2023. Constructive dialogue, disruptive criticism and the complex dynamics of academic life. Instructed Second Language Acquisition 7:1  pp. 27 ff. DOI logo
PAPI, MOSTAFA & PHIL HIVER
2020. Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value. The Modern Language Journal 104:1  pp. 209 ff. DOI logo
Peng, Zhiyang & Aek Phakiti
2022. What a Directed Motivational Current Is to Language Teachers. RELC Journal 53:1  pp. 9 ff. DOI logo
Perozzo, Reiner Vinicius & Felipe Flores Kupske
2022. berço colonial à dinâmica não linear. Letrônica 15:1  pp. e42641 ff. DOI logo
Pfenninger, Simone E.
2021. About the INTER and the INTRA in age-related research: Evidence from a longitudinal CLIL study with dense time serial measurements. Linguistics Vanguard 7:s2 DOI logo
Pfenninger, Simone E.
2022. Emergent bilinguals in a digital world: a dynamic analysis of long-term L2 development in (pre)primary school children. International Review of Applied Linguistics in Language Teaching 60:1  pp. 41 ff. DOI logo
Pfenninger, Simone E. & David Singleton
2019. A critical review of research relating to the learning, use and effects of additional and multiple languages in later life. Language Teaching 52:4  pp. 419 ff. DOI logo
Phakiti, Aek
2023. How to Run Statistical Analyses. In Current Approaches in Second Language Acquisition Research,  pp. 276 ff. DOI logo
Piccardo, Enrica
2023. Tout se tient : la vision holistique plurilingue et actionnelle du nouveau CECR. Arborescences: Revue d'études françaises :13  pp. 65 ff. DOI logo
Piccardo, Enrica, Marina Antony-Newman, Rebecca Schmor, Geoff Lawrence, Angelica Galante, Aline Germain-Rutherford & Andre Scholze
2022. All Things Interconnected: Activating Holistic, Dynamic and Diverse Perspectives in the Enactment of Innovative Language Education. In Activating Linguistic and Cultural Diversity in the Language Classroom [Educational Linguistics, 55],  pp. 285 ff. DOI logo
Piccardo, Enrica & Coralie Payre-Ficout
2022. Plurilingualism: Integrating Languages and Cultures in a Personally Reflective, and Socially Mediated Process. In Activating Linguistic and Cultural Diversity in the Language Classroom [Educational Linguistics, 55],  pp. 15 ff. DOI logo
Ramón, Noelia & Rosa Rabadán
2024. The Spanish subjunctive mood and its English correspondences. Languages in Contrast 24:1  pp. 33 ff. DOI logo
Rosmawati, R.
2020. Chapter 5. Profiling the dynamic changes of syntactic complexity in L2 academic writing. In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54],  pp. 109 ff. DOI logo
Rostami, Farzad & Mohammad Hosssein Yousefi
2020. Iranian novice English teachers’ agency construction: the complexity dynamic/system perspective. Asian-Pacific Journal of Second and Foreign Language Education 5:1 DOI logo
Seba, Adson Luan Duarte Vilasboas & Valdir Silva
2022. Um estudo de caso sobre as tecnologias digitais e o ensino de línguas estrangeiras em uma escola do campo no município de Cáceres-MT. Letras de Hoje 57:1  pp. e41956 ff. DOI logo
Soyoof, Ali, Barry Lee Reynolds, Boris Vazquez-Calvo & Katherine McLay
2023. Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come. Computer Assisted Language Learning 36:4  pp. 608 ff. DOI logo
Sridhar, S.N. & Kamal K. Sridhar
2018. Coda 2 A bridge half‐built: Toward a holistic theory of Second Language Acquisition and world Englishes. World Englishes 37:1  pp. 127 ff. DOI logo
Taniguchi, Kazumi
2019. Language Acquisition: A Systemic View from Cognitive Linguistics. In A Systems Approach to Language Pedagogy [Translational Systems Sciences, 17],  pp. 11 ff. DOI logo
Weng, Zhenjie & Mark A. McGuire
2021. Developing Teaching Expertise Through Transnational Experience: Implications for TESOL Teacher Education. In Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education,  pp. 311 ff. DOI logo
Xiao, Hao-Zhang, Chen-Yu Dai & Li-Zheng Dong
2021. The development of interlanguage pragmatic markers in alignment with role relationships. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 31:4  pp. 617 ff. DOI logo
Yang, Jianbo
2021. Revisiting Research Methods in Language Learning Psychology From a Complexity Dynamic System Theory Perspective. Frontiers in Psychology 12 DOI logo
Yezdani, Omer, Louis Sanzogni & Luke Houghton
2022. Emergent strategy and cascading behaviour patterns during crises: evidence from Brisbane’s 2011 floods. Australasian Journal of Environmental Management 29:2  pp. 134 ff. DOI logo
Zhang, Chao
2022. Multidimensional interaction of L2 writing fluency and cohesion: A complexity theory perspective. Southern African Linguistics and Applied Language Studies 40:4  pp. 397 ff. DOI logo
Zhang, Chao & Gengxin Sun
2021. Strange Attractors in Writing Competence Development from the Perspective of Complexity Theory Based on Sensor Data. Journal of Sensors 2021  pp. 1 ff. DOI logo
ZHENG, YONGYAN, XIUCHUAN LU & WEI REN
2020. Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology. The Modern Language Journal 104:4  pp. 781 ff. DOI logo
Zhou, Qianqian
2023. Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom. Language Teaching Research DOI logo
Zhou, Shiyao Ashlee, Phil Hiver & Yongyan Zheng
2023. Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement. Applied Linguistics 44:6  pp. 1047 ff. DOI logo

This list is based on CrossRef data as of 19 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.