Chapter published in:
Complex Dynamic Systems Theory and L2 Writing Development
Edited by Gary G. Fogal and Marjolijn H. Verspoor
[Language Learning & Language Teaching 54] 2020
► pp. 161182
References
Baba, K., & Nitta, R.
(2014) Phase transitions in development of writing fluency from a complex dynamic systems perspective. Language Learning, 64(1), 1–35. DOI logoGoogle Scholar
Bardy, B. G., Oullier, O., Bootsma, R. J., & Stoffregen, T. A.
(2002) Dynamics of human postural transitions. Journal of Experimental Psychology: Human Perception and Performance, 28(3), 499–514. DOI logoGoogle Scholar
Byrnes, H.
(2018) Affirming the context of instructed SLA: The potential of curricular thinking. Language Teaching Research, 1–19. DOI logoGoogle Scholar
Chan, H., Verspoor, M., & Vahtrick, L.
(2015) Dynamic development in speaking versus writing in identical twins. Language Learning, 65(2), 298–325. DOI logoGoogle Scholar
Chan, H., Lowie, W. & de Bot, K.
(2016) Input outside the classroom and vocabulary development: A dynamic perspective. In M. Reif & J. Robinson (Eds.), Perspectives on bilingualism (pp. 183–203). Berlin: De Gruyter Mouton. DOI logoGoogle Scholar
Castro, E.
(2018) Complex adaptive systems, language advising, and motivation: A longitudinal case study with a Brazilian student of English. System 74, 138–148. DOI logoGoogle Scholar
Collentine, J., & Freed, B. F.
(2004) Learning context and its effects on second language acquisition: Introduction. Studies in Second Language Acquisition, 26(2), 153–171. DOI logoGoogle Scholar
de Bot, K., Lowie, W., & Verspoor, M.
(2007) A dynamic systems theory approach to second language acquisition. Bilingualism, 10(1), 7–21. DOI logoGoogle Scholar
DeKeyser, R.
(2014) Research on language development during study abroad: Methodological consideration and future perspectives. In C. Pérez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (p. 313–325). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner individual differences in second language acquisition: Mahwah, NJ: Lawrence Erlbaum Associates. DOI logoGoogle Scholar
(2009) Individual differences: Interplay of learner characteristics and learning environment. Language Learning 59(Supplement 1), 230–248. DOI logoGoogle Scholar
Fogal, G. G.
(2015) Pedagogical stylistics and concept-based instruction: An investigation into the development of voice in the academic writing of Japanese university students of English (Unpublished doctoral dissertation). University of Toronto, Toronto, ON.Google Scholar
(2019a) Tracking microgenetic changes in authorial voice development from a complexity theory perspective. Applied Linguistics, 40(3), 432–455. DOI logoGoogle Scholar
(2019b) Investigating variability in L2 development: Extending a complexity theory perspective on L2 writing studies and authorial voice. Applied Linguistics, 1–27. DOI logoGoogle Scholar
Gardner, R. C.
(1968) Attitudes and motivation: Their role in second-language acquisition. TESOL Quarterly, 2(3), 141–150. DOI logoGoogle Scholar
Gilmore, R.
(1981) Catastrophe theory for scientists and engineers: New York, NY: Wiley & Sons.Google Scholar
Han, J., & Hiver, P.
(2018) Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59. DOI logoGoogle Scholar
Hepford, E.
(2017) Dynamic second language development: The interaction of complexity, accuracy, and fluency in a naturalistic learning context (Unpublished doctoral dissertation). Temple University. Retrieved from ProQuest Dissertations Publishing. (10257524).Google Scholar
Hiver, P., & Al-Hoorie, A. H.
(2016) A dynamic ensemble for second language research: Putting complexity theory into practice. Modern Language Journal, 100(4), 741–756. DOI logoGoogle Scholar
Kinginger, C.
(2008) Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92(Supplement), 1–131. DOI logoGoogle Scholar
Krashen, S. D.
(1983) The din in the head, input, and the language acquisition device. Foreign Language Annals, 16(1), 41–44. DOI logoGoogle Scholar
Larsen-Freeman, D.
(1997) Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141–165. DOI logoGoogle Scholar
(2006) The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590–619. DOI logoGoogle Scholar
(2013) Complexity theory: A new way to think. Revista Brasileira de Linguistica Aplicada, 13, 369–373. DOI logoGoogle Scholar
(2019) On language learner agency: A complex dynamic systems theory perspective. The Modern Language Journal, 103(Supplement 2019), 61–79. DOI logoGoogle Scholar
Larsen-Freeman, D., & Cameron, L.
(2008) Research methodology on language development from a complex systems perspective. Modern Language Journal, 92(2), 200–213. DOI logoGoogle Scholar
Laufer, B., & Girsai, B.
(2008) Form-focused Instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 29(4), 694–716. DOI logoGoogle Scholar
Levelt, W. J. M.
(1989) Speaking: From intention to articulation. Cambridge, MA: The MIT 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
Lightbown, P., & Spada, N.
(1999) How languages are learned. Oxford: Oxford University Press.Google Scholar
Masgoret, A., & Gardner, R.
(2003) Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and Associates. Language Learning, 53(1), 123–163. DOI logoGoogle Scholar
Mijares, L., & Relaño Pastor, A. M.
(2011) Language programs at Villababel High: Rethinking ideologies of social inclusion. International Jounral of Bilingual Education and Bilingualism, 14(4), 427–442. DOI logoGoogle Scholar
Nitta, R., & Baba, K.
(2015) Self-regulation in the evolution of the ideal L2 self: A complex dynamic systems approach to the L2 motivational system. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 164–194). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Ortega, L., & Iberri-Shea, G.
(2005) Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics, 25, 26–45. DOI logoGoogle Scholar
Rosmawati, R.
(2014) Dynamic development of complexity and accuracy: A case study in second language academic writing. Australian Review of Applied Linguistics, 37(2), 75–100. DOI logoGoogle Scholar
Ruhland, R., & van Geert, P.
(1998) Jumping into syntax: Transitions in the development of closed class words. The British Journal of Developmental Psychology, 16, 65–95. DOI logoGoogle Scholar
Sasaki, M.
(2004) A multiple-data analysis of the 3.5-year development of EFL student writers. Language Learning, 54, 525–582. DOI logoGoogle Scholar
Schmidt, R. W.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. DOI logoGoogle Scholar
Shoaib, A., & Dörnyei, Z.
(2005) Affect in lifelong learning: Exploring L2 motivation as a dynamic process. In P. Benson & D. Nunan (Eds.), Language learners’ stories: Differences and diversity in language learning. Cambridge: Cambridge University Press.Google Scholar
Skehan, P.
(2009) Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. DOI logoGoogle Scholar
Spoelman, M., & Verspoor, M.
(2010) Dynamic patterns in development of accuracy and complexity: A longitudinal case study in the acquisition of Finnish. Applied Linguistics, 31(4), 532–553. DOI logoGoogle Scholar
Tavakoli, P., & Foster, P.
(2011) Task design and second language performance: The effect of narrative type on learner output. Language Learning 61(1), 37–72. DOI logoGoogle Scholar
Taylor, W. A.
(2000) Change-point analysis: A powerful new tool for detecting changes. Retrieved from http://​www​.variation​.com​/cpa​/tech​/changepoint​.html> (7 January 2020).
Thompson, A. S.
(2017) Don’t tell me what to do! The anti-ought-to self and language learning motivation. System: An International Journal of Educational Technology and Applied Linguistics, 67, 38–49. DOI logoGoogle Scholar
van Dijk, M. & van Geert, P.
(2007) Wobbles, humps and sudden jumps: A case study of continuity, discontinuity and variability in early language development. Infant and Child Development 16, 7–33. DOI logoGoogle Scholar
van Dijk, M., Verspoor, M., & Lowie, W.
(2011) Variability in DST. In M. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development: Methods and techniques (pp. 55–84). Amsterdam: John Benjamins. DOI logoGoogle Scholar
van Geert, P.
(1991) A dynamic systems model of cognitive and language growth. Psychological Review, 98(1), 3–53. DOI logoGoogle Scholar
(1995) Growth dynamics in development. In R. F. Port & T. van Gelder (Eds.), Mind as motion: Explorations in the dynamics of cognition. Cambridge, MA: The MIT Press.Google Scholar
VanPatten, B.
(1990) Attending to form and content in the input. SSLA, 12(3), 287–301. DOI logoGoogle Scholar
Verspoor, M., Lowie, W., & van Dijk, M.
(2008) Variability in second language development from a dynamic systems perspective. Modern Language Journal, 92(2), 214–231. DOI logoGoogle Scholar
Verspoor, M., Lowie, W., van Geert, P., van Dijk, M., & Schmid, M. S.
(2011) How to sections. In M. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development (pp. 130–199). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Waninge, F., de Bot, K., & Dörnyei, Z.
(2014) Motivational dynamics in language learning: Change, stability, and context. The Modern Language Journal, 98(3), 704–723. DOI logoGoogle Scholar
Zeeman, E. C.
(1976) Catastrophe theory. Scientific American, 234(4), 65. DOI logoGoogle Scholar
Zheng, Y.
(2016) The complex, dynamic development of L2 lexical use: A longitudinal study on Chinese learners of English. System: An International Journal of Educational Technology and Applied Linguistics, 56, 40–53. DOI logoGoogle Scholar
Cited by

Cited by 1 other publications

Fogal, Gary G.
2022. Second language writing from a complex dynamic systems perspective. Language Teaching 55:2  pp. 193 ff. DOI logo

This list is based on CrossRef data as of 06 january 2023. 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.