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Part of
Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman
Edited by Lourdes Ortega and ZhaoHong Han
[Language Learning & Language Teaching 48] 2017
► pp. 11–50

Chapter 1
Complexity Theory

The lessons continue

 | University of Michigan
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.
Article outline
  • Introduction
  • Complexity Theory: What is it?
  • My connection
  • What paradigm is CT attempting to shift?
  • Taking stock
  • The lessons continue
    • Lesson 1.CT invites us to “interrogate dichotomies” (Morin, 2007). How can we do this and what can we learn from doing so?
    • Lesson 2.If everything is connected to everything else, how can you distinguish a system from its environment?
    • Lesson 3.If we reject simple linear causality, do we have to give up on generalizability?
  • Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 1 November 2017
DOI logo
https://doi.org/10.1075/lllt.48.02lar
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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
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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
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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
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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
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
Levine, Glenn S.
2020. References. The Modern Language Journal 104:S1 ► pp. 103 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
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
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
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
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
Bülow, Lars, Hannes Scheutz & Dominik Wallner
2019. Variation and change of plural verbs in Salzburg’s base dialects. In Morphological Variation [Studies in Language Companion Series, 207], ► pp. 95 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
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
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
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
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
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
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
2020. Chapter 4. Toward an agenda for researching L2 writing and language learning. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 73 ff. DOI logo
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
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
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
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
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
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
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

This list is based on CrossRef data as of 24 october 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.