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Journal mutations
Part of
Complex Dynamic Systems Theory and L2 Writing Development
Edited by Gary G. Fogal and Marjolijn H. Verspoor
[
Language Learning & Language Teaching
54] 2020
► pp.
299
–
304
◄
previous
Index
A
academic writing
8, 72, 109, 114, 124–126, 145
see also
L2 writing
and L2 learners
52–53, 81, 117
in language development
xiii
and source texts
87–89, 97
and syntactic complexity
111–115, 125
accuracy
33, 37, 40–42, 111, 170–171, 212–214 ;
see also
CAF
see also
CAFIC
acquisition
247
see also
SLA (second language acquisition)
of first language
28, 104
adaptation
and CDST
135, 176
of L2 learners
53, 73, 153, 253
adaptive behavior
173, 175
adaptive imitation
vii, xiii, 82, 97–100, 102–104
adaptive system
language as
102, 244
administrators
260, 275, 279–280, 283–286, 290
affordances
153–154, 183, 191–193, 199
agency
246, 256–257, 289
and L2 literacy development
256–259
and L2 writing development
126, 134–137, 139, 154–155
of learners
see
lerner agency
agents
175, 263, 278, 281
impact on writing development
284–285, 288–289
learners as
7, 152
agentic orientation
146, 152–154, 258
Al-Hoorie
178, 208, 213, 237
anti-reductionism
232
asynchronous patterns
73
attractor state
102, 163–164, 168, 170, 173–174, 179, 230
attractors
83, 264
authorial voice
5, 50, 173–174, 252, 279
automaticity of language use
27, 83, 111
automatization
xii, 30
autonomous processes
243
B
Baba
5, 153, 163–164, 168, 171–172, 176
Bakhtin
102
biases
231
Biesta
256, 263
biographical retrodiction
xiii–xiv, 133, 135–136, 154
boundary
167, 250, 261, 263, 291
boundary problem
291
boundary setting
250
boxplot
219
Bryman
188–190
Bulté
51, 113
Byrnes
53, 272–274, 276–277
C
CAF (complexity, accuracy, fluency)
5, 50, 242
and CDST
xi, 172, 208, 212
in L2 research
x–xiv, 110, 179, 255, 261
as metric of language development
xii, 29–30
CAFIC (complexity, accuracy, fluency idiomaticity, and coherence)
27, 32–36
carrying capacity
72, 164–165
catastrophe theory
163, 169–171, 174
cause-effect relationships
203
CDST (Complex Dynamic Systems Theory)
vii–viii, 117, 125, 153, 162
see also
learner agency
see also
CAF
see also
development
and change over time
175–176, 207
and L2 complexity
54, 228, 230
and L2 writing development
vii, 137
as a metatheory
245–246, 248, 269
CDST research
5, 43, 74, 135, 162, 166–167, 172, 175–178, 208, 232–235
benefits of
228–231
of L2 complexity
228, 230
of L2 writing
5, 50, 74, 113, 171, 176, 178, 209–228, 271–272
of SLA
50, 208, 231
Chan
3–4, 113, 165, 167, 178–179, 215
change-point analysis
12, 16, 20, 62, 168
Change-Point Analyzer
12, 172
chaos
163, 244
chaotic fluctuations
161
chunks
xiii, 33–34, 85, 88
memorized
81–83, 98, 101
Churchill
230–231
co-adaptation
49, 54, 73 135, 257
co-dependencies
272, 287–288, 291
coding
56–57, 101, 116–118, 282
manual vs. computer
85, 90, 127
cognitive ecosystem
162, 165–166, 172–173, 176, 179
cognitive variables
176
collaborative
148–149, 151, 190
collocations
42–43
collocation ratio (Coll)
41–42
verb-noun
84–85, 247
competence and performance
213
competition
137, 161, 171, 173, 214, 288–289
between variables
27–28, 40, 42, 70, 170
and L2 learners
280, 284–286, 288–289
complex dynamic systems theory
see
CDST
complex nominal structures (CN)
60, 73, 112, 123–125
complexification
51, 53, 73, 112, 114, 120, 122, 124, 126, 218
complexity
33, 171, 249
in L2 writing
xiii, 51–52, 53–54, 73–74, 111–114, 136–137, 184–186, 190, 209, 211, 215, 230
linguistic
49–50, 52–53, 71–73, 154, 207, 209, 234–235
measures
28, 30, 119, 215
theory
241, 244, 257, 259, 261–265
theorists
7, 262
control parameters
xiv, 166, 169, 172, 175, 177–179
conversation analysis
201, 246
coordination
27, 30–31, 44
as complexity metric
53, 74, 111
correlation
35, 42
analyses
xii, 35, 37–38, 214
methodology
135
moving
170–171, 214, 227
critical events
139–140
curriculum
xv, 241, 246, 260, 262–265, 273–275, 289–292
curricular thinking
260–261, 275–277, 290–291
curricular view
259–264
engagement with
274, 277
reform of
276–278, 290–292
as simplex system
274–275, 287–289
D
data
visualization
212
dense
208, 228
de Bot
165, 233, 247
density of moves (DOM)
35, 42
development
x–xii, 43, 165, 186, 188, 244–246, 258
see also
L2 writing
see also
L2 language
and CDST
ix, 20, 28–29, 117–118, 125, 175, 215–216, 229–230
of fluent formulaicity
83, 86, 96, 104
of L1 language
161, 163
of language
71, 100, 103, 115 ;
see also
second language development
non-linear
167, 174, 209, 229
of syntactic complexity
113–114, 165, 215
developmental
jump
169–172, 174
path
xi, 4, 71–74, 224, 228–229
processes
185, 271, 273
research
289
trajectories
xi–xii, 5–7, 11–12, 29, 57, 216, 264, 274
diachronic interaction
135, 152
digital screen capture (DSC)
184, 188, 190–191, 194, 196, 198, 201
discourse
analysis
xiii, 81–82, 185, 206, 250, 295
community
81–83, 86, 96, 98, 101–102
-interactional complexity
110
-semantic complexity
49–51, 53–54
divergence
163, 174
of linear response
170–171
Dörnyei
134, 177, 184
dynamic development
49, 117
dynamic patterns
40
Dynamic Systems Theory
see
CDST
Dynamic Usage-based Approach
216
dynamism
248–250
E
ecology
228, 231, 274
ecosystem
cognitive
162, 164–165, 172, 175, 179
social
162, 165, 172–179
educational context
243, 245, 264, 274, 288
educational setting
241, 247, 250, 257, 260–261, 272
educators
260–263, 265, 275, 277
Ell
275, 277–278, 287
embeddedness
244, 247, 250, 259
emergent capacities
52–53
emergent grammar
246
emic perspective
242–243, 250, 259
Emig
252, 259
Emirbayer
258, 289
English as a Foreign Language (EFL)
xiii, 8, 150, 272, 291
English as a Second Language (ESL)
3–4, 6, 45, 75, 112
epistemology
189, 203, 243, 246, 262
CDST
viii, xi, xv, 3–4, 272
etic perspective
242–243, 250, 259
exposure
and language development
x, 28, 101 143, 165, 176–177
eye-tracking
50, 188, 194, 196, 202
F
field
see
L2 writing research
see
Second Language Acquisition
finite verb-token ratio (FVTR)
34, 112–113, 122
flags
163–164, 169–171
flow of information
248
fluctuations
166–168, 171, 173
fluent formulaicity
83–90, 96, 101, 103–104
fluency
17, 111
see also
CAF
see also
CAFIC
see also
L2 writing
measuring
11, 18, 33
oral
4
writing
3–5, 140, 163
focal system
135
Fogal
173–175, 178
form-oriented
243, 249
formulaic language
84–85, 100–101, 103–104
formulaicity
81–86, 96–97, 101–104 ;
see also
fluent formulaicity
fossilization
82–83
frequency
247
effects
82
high-frequency combinations
6, 86, 101
future self
as motivator for language
153, 286–289
G
generalizability of findings
207, 232–233
generalizations
253
genre
71, 254–255, 268–269, 277, 281
and L2 writing
173, 186, 251, 253
grammar
8, 10, 33, 81, 246–247, 249
grammatical metaphor (GM)
xii, 49, 51–52
granularity
166, 177–178, 245, 248, 250, 261
group study
32, 37, 228, 233
group trends
modeling of
216
see also
traditional analysis
growth
see
unconditional growth model
see
individual growth curve modeling
Guiraud Index
218
H
Halliday
249–250, 254
hidden Markov model (HMM)
167, 208, 215, 230
hierarchical language
115, 135–136, 257
Hierarchical linear modeling (HLM)
3
histogram
220
history
of personal language learning
97, 143–145, 152–154, 200–201
vs. imitation
81
Hiver
175, 178, 208, 213
holistic scoring
32–33, 43
Housen
110
I
identity
change in
137, 146–147
construction of
103, 252
idiomatic language
33, 40, 90
idiomaticity
33, 34, 43
imitation
81–82, 100, 102–104
see also
adaptive imitation
of source texts
87–89, 101
individual development
166, 216, 224–225, 233
individual differences (ID)
5, 134, 173, 220–221
individual growth curve modeling (IGC)
3, 5–6, 11, 13
initial conditions
9, 43, 151–152
initial state
162–163, 179
instructed
L2 learning
262
L2 writing development
243, 245, 262
learning
see
curriculum
SLA
272
instructors
4, 50, 54, 277
inter-individual variation
4, 216
interaction
see also
nested systems
see also
diachronic interaction
see also
synchronous interaction
within CDST research
xiv, 50, 178, 244, 256
cognitive and social ecosystems
165, 175–177
of L2 complexity
51, 70–74, 114–115, 165, 272
between learner resources
28–29, 150, 154, 198, 203, 257
interlanguage
110–111, 163, 213
intra-individual variability
66, 212–214, 228
iteration
103, 173
see also
task iteration
and agency
256–258, 289
K
key-stroke logging
191
knowledge construction
198, 242, 251, 253
Krashen
161
L
L2 development
examples of
43, 55, 73, 113, 230
limitations of
28
study of
x, xii, 27, 44, 54, 109, 166, 199, 207, 213, 224, 228–233, 275
L2 production
212–213, 215, 229, 234
L2 proficiency
4, 110, 161
development of
4–5, 150–151
L2 writing
183, 245–246
see also
academic writing
see also
complexity
see also
phase shifts
development of
20–21, 50, 83–87, 96, 101, 73–74, 124–126, 264–256
fluency
3, 73–74, 84–85, 140–142, 252
and learner agency
150–155, 258–259
macro-, meso-, and micro-levels
191, 193–200
narrative
xii, 10–11, 176
proficiency
21, 96, 104, 285
study of
x–xi, 5–7, 50, 89, 96, 110, 171–175, 179, 184–191, 203, 210–217, 232–235, 241–242, 271–272, 278–279, 290–291
syntactic complexity
111–115, 127
writing process
xiv, 50, 125–126, 184, 188, 190–191, 196, 200, 203
language change
see
L2 development
language performance
50, 110–111, 182, 276
language use
49, 53, 71, 83–85, 102, 111, 209, 245, 248, 255–256
language-learning environments
291
Larsen-Freeman
4, 34, 103, 207–208, 212, 228, 231, 246, 256, 256
Larsen-Freeman and Cameron
184, 203
learner agency
vii, 22, 126, 133–137, 145–146, 148–149, 152–155, 257–259
learners
162, 164, 231–233, 289
advanced
30, 42, 54, 73–74, 84
expert
133–134, 138, 150–155
high- and low-growth
11–12, 34
trajectories of
xii, 15–20, 166, 174, 227–228, 289
lexical complexity
52, 113, 127, 138–139
lexical diversity
52, 210
lexicogrammatical
82, 87, 90, 97–98, 101, 245–246, 248–249, 253–256
linear mixed model
222–223
linguistic system
28, 43
linguistic choice
126, 185, 244–245, 249
linguistic complexity
see
complexity
longitudinal study
xii, 22, 43, 177, 209, 228, 274
Lowie
30, 165, 233
Ludlow
275, 282
M
mean length of noun phrase (MLNP)
52, 218, 226–227
mean length of T-unit (MLTU)
165, 215, 218
meaning-making
xii, 52–53, 71, 243–245, 248, 251–253, 257–259, 265
measurement practices
232, 261
Mercer
135, 153
metafunction
248
metaphor
see
grammatical metaphor
methodology
135, 203, 211–212, 217, 243
microgenetic
50, 185, 188, 199, 201, 213, 261, 289
Mische
258, 289
mixed methods
xiv, 183, 186–192, 200, 202–203
modalities
215, 245, 250–253, 259
multi-
163, 169
mode
ix, 52–53, 153, 251, 253–254
modeling
techniques
216, 230
see
hierarchical linear modeling
see
hidden markov model
see
individual growth curve modeling
modifiers
72, 100, 113, 119, 215–216
Monte Carlo simulation
167, 170–171, 173, 208, 213
morphosyntactic
81–82, 86, 99–102
moving correlation
170–171, 213–214, 227
graphs
70–71, 170
multilevel synchrony method
109, 115–118, 120–127
multilingual
242, 250, 258–260, 264–265
N
narrative
see also
L2 writing
method
136–137, 154–155
nested
xiii, 11, 111, 114–117, 123–127, 273, 282
systems
115, 135–136
Nitta
5, 22, 136, 153, 163–164, 168, 171–172
nominalization
51–54, 112, 114, 176
non-linear
135, 232, 272, 274
development
xi, 29–30, 165, 167–168, 174, 216, 229
modeling
208
nonverbal behavior
199
Norris
x–xi, 53, 111–113, 261–262, 276
noun phrase complexity
112
O
object theory of language
241, 245, 248–250
ontogenetic
185, 192
Ortega
x–xi, 53, 111–113, 261–262, 276
Overton
244
P
paired-samples T-test
219
patterns
82–83, 98, 100, 102, 163
in agentic systems
151–154
competitive
40
of development
xiv, 5, 20, 28, 35, 40, 42, 60, 73, 113, 125, 161–162
of elaboration
120, 125
of interaction
72–74, 275, 282
lexicogrammatical
90–91, 98, 101, 256
native
90
syntactic
102, 113
usage
82–83, 85, 88–89, 101, 103
Pennycook
103
performance
213
foreign language
4, 50, 264, 276
measuring
6, 110–111, 251
periodicity
252
perturbation
153, 164, 172, 175–179
phase shift
xiv, 5, 136, 161–164, 166, 178–179
phase transition
72, 136, 162, 169, 231
phrasal complexity
72, 112, 123–124, 226
Pienemann
209
Plonsky
217
polynomial time
216–217, 222
proficiency
see
L2 proficiency
see
L2 writing
process
developmental
27, 29, 60, 88, 104, 166, 212, 228
writing
xiv, 73, 125, 185, 190–196, 201, 203, 259
propositional complexity
110
Q
qualitative
analysis
20, 162, 172–174, 213, 227, 229, 230–232
case study
5, 81–82
changes
168, 172–173
methods
161, 162, 189
research
187–189
studies
230, 232
quantitative
187
analysis
162, 174, 209, 212
data
176, 230
description technique
179
methods
189, 230
studies
176–177, 213, 232
Quantitative vs. Qualitative
187–189
questionnaires
176, 194, 279
R
raw data
167–168, 215, 224
reductionism
4, 134, 203, 207–208, 231–232
reflective writing
3, 5, 12, 16
register
126, 253–255
regression
49, 55, 173
repetition
7, 11, 136, 173, 271
research design
166, 175–176, 178
research methods
xv, 82, 189, 194, 207, 218, 230–231
retrodiction
xiii–xiv, 27, 31, 40, 43, 133, 135–136, 154
retroductive
251, 260
Rosmawati
115, 171
Ryan
134, 153
S
Schön
xii, 21
Second Language Acquisition (SLA)
11, 110, 272
CDST approach to
50, 207–209, 217, 231, 242
studies on
22, 228
second language development (SLD)
x, xvi
studies
110, 161–163
self-organization
49, 73, 175, 215, 230–231
semantic
86, 253–256
complexity
49–51, 53–54, 56–57, 59–60, 66–67, 70–73
semiotic
101, 154, 185, 199, 244–245, 248–249, 253
sentence length
28, 34, 140, 213
sequences
4–6, 84–88, 96, 98–101
simplex systems
xv, 22, 262–263, 271–278, 287–288, 290–291
social ecosystem
161–162, 164–165, 172–179
social-semiotic
244–245, 248–249
sociocultural theory
82, 100, 156
soft-assembly
271, 288, 291
source-based writing
250
Spoelman
28, 213–214
stability
82, 103, 163, 168, 256–257, 259, 272, 291
phases of
30
stable behavior
288
within linguistic system
168
stakeholders
249, 273, 275, 283
Stenhouse
262, 274
Steenbeek
263, 272–278
stimulated retrospective recall
191, 194, 198, 201
structure
216, 244
see also
nested
see also
complex nominal structure
-agency relationship
256–258
grammatical
19, 53
ideological
245–246, 273
linguistic
58, 100, 115
study abroad
6, 133, 136–137, 147, 174
subordination
49, 52–53, 72, 111–114, 119–122, 124–126, 215
Sumara
273, 290
supportive relationship
28, 60, 214
synchronous development
xii, 27, 73
syntactic complexity
3, 42, 49–50, 52–53, 111–114, 115, 125–127, 255, 261
syntactic complexity measures
112–113, 118, 127, 226
syntax
28, 33, 249, 252
system
cognitive
28, 164, 177
developmental
73, 164
education
xv, 250–251, 257–258, 263, 278
linguistic
xii, 42–43
map
xv, 275, 279–283, 285, 290–291
social
186, 188
subsystems
x, xiii, xv, 28–31, 44, 49, 60, 72–74, 125, 248–251, 253–254, 261–264
variables
275, 278, 280–281, 283–284, 286–287, 290
systemic functional linguistics (SFL)
51, 71, 246, 277
T
task iteration
xii, 3, 7, 20
teacher
73–74, 153, 262–263, 275
teaching
73–74, 250, 262
research on
126–127, 242, 260
tenor
244, 253–254
text construction
183, 191, 195–196, 201
Thelen and Smith
ix, 234
think-aloud protocols
191, 194
time series
39, 222
timescale
166, 183–185, 188, 192, 209, 289
TOEFL
84, 89–90, 96, 137–138, 174
traditional analysis
218, 222, 223
traditional approaches
210, 218, 224
trajectory
graph
167, 173, 176
see
developmental
see
learners
triangulation
188, 190, 201–202
Tyler
247
U
unconditional growth model
13–14
usage-based approach
229, 247
usage pattern
82–83, 87–89, 98
V
Vahtrick
3–4, 72, 113
van Dijk
28–30, 72, 112, 175
van Geert
28, 30, 164, 175, 287, 290
van Geert and Steenbeek
263, 273, 275–278, 280
van Lier
151
variability
degrees of
27–29, 35, 42–43, 275
intra-individual
66, 210–215, 228–229
in L2 development
207, 213, 228, 234
patterns
30
phases of
29
and variation
38–40
verb forms (VF)
86, 119, 218–219
verb-noun collocations
84, 247
Verspoor
28–30, 72, 85, 113, 165, 168–170, 213–214, 231
vocabulary acquisition
208
Vyatkina
115, 216
W
writing across the curriculum (WAC)
286–289
willingness to communicate
237
window size
167, 214, 227
writing development
see
L2 writing
writing fluency
see
L2 writing