Complex Dynamic Systems Theory frames learner language as hierarchical, interdependent subsystems in dynamic relations over time¶

Theory · All theories
Evidence · no claims cited

Description¶

The article presents Complex Dynamic Systems Theory (CDST) as an explanatory framework for second language development in which "a system is composed of hierarchical, interdependent subcomponents (learner, learner language, and environment) in dynamic relations". Growth is conceptualized through van Geert's cognitive growth model, an ecological metaphor in which language components are growers dependent on limited internal and external resources. Because resources are limited and learners cannot prioritize all aspects of performance equally, growth in one subsystem can affect others, producing variability that is inherent to a complex dynamic system.

Design Implications¶

Context¶

Requirements¶

• Longitudinal, process-oriented observation of learners at different time periods, as the CDST studies the review describes adopt

Constraints¶

• The article notes variability and non-linear trajectories are inherent, so development cannot be read as uniform progress

Target Learners¶

• second language learners

Target Learning Objectives¶

• second language development across interrelated subsystems such as vocabulary, grammar, complexity, accuracy and fluency

Claims¶

Related Theories¶

• Framework of the teacher agency system: agency as multi-layered interacting subsystems
• Cognitive Linguistics as a usage-based model of language in which meaning motivates form

Examples¶

• Future CDST research should examine learner-environment interactions and define systems on a principled basis

Key Sources¶

• Shetye, S. (2023). Interconnected Dynamic Components of Learner Language. Studies in Applied Linguistics & TESOL at Teachers College, Columbia University, 22(2), 15-18. https://www.tc.columbia.edu