Complexity theory and language development : in celebration of Diane Larsen-Freeman /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Ortega, Lourdes (Editor ), Han, Zhaohong, 1962- (Editor ), Larsen-Freeman, Diane (honouree.)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017]
Colección:Language learning and language teaching ; v. 48.
Temas:
Complexity (Linguistics)
Language acquisition > Study and teaching.
Language and languages > Study and teaching.
Discourse analysis.
Linguistic analysis (Linguistics)
Education > Philosophy.
Complexité (Linguistique)
Langage > Acquisition > Étude et enseignement.
Langage et langues > Étude et enseignement.
Analyse linguistique (Linguistique)
Éducation > Philosophie.
LANGUAGE ARTS & DISCIPLINES > Linguistics > Historical & Comparative.
Discourse analysis
Education > Philosophy
Language acquisition > Study and teaching
Language and languages > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • Complexity Theory and Language Development
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • List of contributors
  • List of figures
  • List of tables
  • Acknowledgements
  • Introduction
  • Complexity Theory for SLA and applied linguistics: Larsen-Freeman's précis
  • CT in a pluralistic light
  • Coda
  • References
  • Chapter 1. Complexity Theory: The lessons continue
  • Introduction
  • Complexity Theory: What is it?
  • My connection
  • What paradigm is CT attempting to shift?
  • Taking stock
  • The lessons continue
  • Conclusion
  • Acknowledgements
  • References
  • Chapter 2. Complexity Theory and Dynamic Systems Theory: Same or different?
  • DST and CT in historical perspective
  • DST and CT in the literature
  • Methodological issues
  • Quantitative modeling, qualitative modeling and dynamical descriptions
  • New terms and their impact
  • References
  • Chapter 3. Neural complexity meets lexical complexity: An issue both in language and in neuroscience
  • Introduction
  • Degeneracy
  • Degeneracy, complexity, and synonymy
  • Synonymy and degeneracy: The case of "motivation"
  • One response from neuroscience to the degeneracy/synonymy issue
  • Other responses: Evolutionary and semiotic
  • Network neural architectures
  • The ultimate complexity response: Mind-brain distinctions
  • The structure-function/ degeneracy-synonymy conundrum
  • Conclusion
  • References
  • Chapter 4. Conceptualizing learner characteristics in a complex, dynamic world
  • Introduction
  • The traditional conception of individual differences
  • Challenges to the "individual difference myth"
  • The dawn of a new era
  • McAdams's model of personality: The New Big Five
  • Dörnyei and Ryan's adaptation of McAdams's model to SLA
  • Conclusion: Learner characteristics in a complex, dynamic world
  • Acknowledgements
  • References.
  • Chapter 5. The emerging need for methods appropriate to study dynamic systems: Individual differences in motivational dynamics
  • Introduction
  • Lessons for SLA from psychology
  • CDST in SLA, applied motivation
  • Specific methods for the CDST study of individual differences in motivation
  • Conclusion
  • References
  • Chapter 6. Lost in state space? Methodological considerations in Complex Dynamic Theory approaches to second language development research
  • Introduction
  • Complex Dynamic Systems Theory (CDST) and second language development
  • Methodological challenges: Dimensions of analysis
  • Process-oriented studies
  • Making a choice
  • Intra-individual variability
  • Models of changing relationships
  • Generalization and principal components
  • Conclusion
  • Acknowledgements
  • References
  • Chapter 7. Complex Dynamic Systems Theory and L2 pedagogy: Lessons to be learned
  • Introduction
  • Language from a dynamic usage based view: The what of language teaching
  • Language teaching from a DUB perspective: The how of teaching
  • Beyond CLT: DUB instruction
  • Effective teaching approaches: From CLIL to FLIL
  • Conclusion
  • References
  • Chapter 8. Language destabilization and (re- )learning from a Complexity Theory perspective: Timescales and patterns across four studies
  • Introduction
  • Four studies: A preview
  • The German-Irish migrant study
  • Sandra's case study
  • The multilingual language teachers study
  • The Russian foreign language (FL) student study
  • General discussion
  • Conclusion
  • Acknowledgments
  • References
  • Chapter 9. A neuropsycholinguistic approach to complexity: Bi/multilingual attrition and aphasia as destabilization
  • Introduction
  • Changing language-use patterns in healthy bilinguals
  • Adding a new language to the system
  • Acquired language disorders in monolinguals and bilinguals
  • Conclusion.
  • Acknowledgements
  • References
  • Chapter 10. Energy conservation in SLA: The simplicity of a complex adaptive system
  • Introduction
  • Complex system, complexity theory, and L2 development
  • An SLA-unique phenomenon and key variables
  • Energy conservation in L1A (ECT-L2)
  • A close-up of interconnectedness and self-adaptation
  • Discussion
  • Conclusions
  • Acknowledgements
  • References
  • Index.

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