DOCSLIB.ORG

Co-Adaptation Processes of Syntactic Complexity in Real-Time Kindergarten Teacher-Student Interactions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Co-Adaptation Processes of Syntactic Complexity in Real-Time Kindergarten Teacher-Student Interactions 1 Nonlinear Dynamics, Psychology, and Life Sciences, Vol. 23, No. 2, pp. 229-260. 2 © 2019 Society for Chaos Theory in Psychology & Life Sciences 3 Co-Adaptation Processes of Syntactic Complexity in 4 Real-Time Kindergarten Teacher-Student Interactions 5 Astrid Menninga, Marijn van Dijkler1, Ralf Cox, Henderien Steenbeek 6 and Paul van Geert, University of Groningen 7 Abstract: Under the premise that language learning is bidirectional in nature, 8 this study aimed to investigate syntactic coordination within teacher-student 9 interactions by using cross-recurrence quantification analysis (CRQA). Seven 10 teachers’ and a group of their students’ interactions were repeatedly measured in 11 the course of an intervention in early science education. Results showed changes 12 in the proportion of recurrent points; in case of simple sentences teachers and 13 students became less coordinated over time, whereas in case of complex sentences 14 teachers and students showed increasing coordination. Results also revealed less 15 rigid (more flexible) syntactic coordination, although there were no changes in 16 the relative contribution of teacher and students to this. In the light of the 17 intervention under investigation this is an important result. This means that 18 teachers and students learn to use more complex language and coordinate their 19 language complexity better in order to co-construct science discourse. The 20 application of CRQA provides new insights and contributes to better 21 understanding of the dynamics of syntactic coordination. 22 23 Key Words: cross-recurrence quantification analysis (CRQA), syntactic 24 coordination, adaptation processes, kindergarten teacher-student interaction, 25 intervention 26 INTRODUCTION 27 The bidirectional properties of language learning have been 28 demonstrated in several studies (e.g., Bronfenbrenner & Morris, 2006; Sameroff 29 & MacKenzie, 2003; Van Dijk et al., 2013; Van Geert, Steenbeek, & van Dijk, 30 2011). In addition, many researchers agree on the importance of social interaction 31 for language development (Dickinson & Porsche, 2011; Powell, Diamond, 32 Burchinal & Koehler, 2010). In classrooms settings, the teacher-student 33 interaction provides a unique entry point for educational interventions in that 34 improving this interaction can be the direct focus of the intervention (Barber & 35 Mourshed, 2007) or that the interaction may be regarded as a contributing factor 36 to successful implementation of an intervention. The intervention that is described 37 in this paper aimed at improving the quality of the teacher-student interaction and 1 Correspondence address: Marijn van Dijk, Heymans Institute of Psychological Research, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands. E- mail: [email protected] 229 230 NDPLS, 23(2), Menninga et al. 38 used coding of real-time observations to evaluate the effectiveness. Therefore, it 39 is important to use novel analysis techniques that allow capturing the complexity 40 of language use in interaction. Traditional evaluation analyses – such as 41 randomized control trials – are often used to study whether an intervention works, 42 but these analyses do not provide information about how and when change occurs 43 at the micro level. In order to gain insight into possible changes in the dynamics 44 of the teacher-student interaction innovative techniques are required. 45 One of the main reasons why change processes associated with 46 interventions were not widely studied was the lack of appropriate methodology to 47 study them effectively (Granic & Hollenstein, 2003). Recently, more studies have 48 focused on processes of change while taking into account inter- and intra- 49 individual variability (Granic, O’Hara, Pepler, & Lewis, 2007; Lichtwarck- 50 Aschoff, Hasselman, Cox, Pepler, & Granic, 2012; Turner, Christensen, Kackar- 51 Cam, Trucano, & Fulmer, 2014; Van Vondel, Steenbeek, van Dijk, & van Geert, 52 2016). In part, these studies investigate profiles and pathways of change in the 53 structure of adult-child interactions by quantifying the dynamics within these 54 interactions. The aim of the current paper is to examine the dynamics of language 55 use in real-time teacher-student interactions and to analyze whether this changes 56 in the course of an intervention called “Language as a Tool for learning science” 57 (LaT). This intervention is professionalization training for teachers based on video 58 feedback coaching. The LaT aims to improve the quality of kindergarten science 59 lessons with a specific focus on language interaction since science education both 60 demands and supports complex language (Glass & Oliveira, 2014; Wellington & 61 Osborne, 2001). In this paper, we investigate the dynamics of teacher-student 62 interaction – which is measured by sentences of the same syntactic category – and 63 possible changes therein in the course of the intervention. 64 Complex Dynamic Systems Approach 65 The complex dynamic systems approach proposes to study evolving 66 patterns within micro-level real-time interactions in educational settings, 67 specifically also focusing on language (Kunnen & van Geert, 2012; Steenbeek & 68 van Geert, 2013; Van Geert, 1994; 2003; Cox & van Dijk, 2013). From a complex 69 dynamic systems point of view, it is argued that the emergence of new patterns or 70 pattern transitions occurs through even small changes of relevant parameters of 71 systems functioning (Heinzel, Tominschek, & Schiepek, 2014). Language, in this 72 context, can be seen as the product of a transactional process between interacting 73 and adapting complex dynamic systems, in this case teacher and students, which 74 is characterized by iterativity, variability, nonlinearity, and self-organization 75 (Cameron & Larsen-Freeman, 2007; Van Geert, 2003; Van Dijk et al., 2013). 76 More coordinated language interactions are expected to be related to more optimal 77 developmental outcomes. The amount and structure of variability in the language 78 interaction is related to the coordination between teacher and students (Menninga, 79 van Dijk, Steenbeek, & van Geert, 2017). Analyzing the patterns of variability by 80 using nonlinear time series techniques, provides a window on the coupled 81 dynamics of teacher and students language interaction. Changes in these patterns NDPLS, 23(2), Syntactic Coordination 231 82 over time, for instance due to an intervention, can be detected in this way, and can 83 be linked to outcome measures, like intervention effectiveness, and provide clues 84 on the underlying developmental processes (e.g., Heinzel et al., 2014; Lichtwarck- 85 Aschoff et al., 2012). 86 Coordination of Syntactic Complexity 87 Language is of great importance in (early) science lessons (Snow, 2014; 88 Wellington & Osborne, 2001). The acquisition of sophisticated forms of language 89 use, including increasing syntactic complexity, is required to appropriately “speak 90 science” (Gee & Green, 1998). This is a process of co-constructing complex 91 science discourse, which entails coordination between teacher and students in a 92 way that enables students to sufficiently understand and contribute to the 93 conversation (Clark, 1996; Garrod & Pickering, 2004; Mercer, 1995). To achieve 94 this contribution, they align their words, grammar and sounds in order to 95 ultimately create mutual understanding (Brown-Schmidt & Tanenhaus, 2008; 96 Pickering & Garrot, 2004). 97 Many studies have emphasized the crucial role of adaptive processes in 98 language development of children (e.g., Snow, 1972; Van Dijk et al., 2013). 99 Language can be seen as an ordered, coupled and meaningful sequence of 100 utterances of the individual in a specific interactional context (e.g., teacher- 101 student discourse during science lesson). Typically, the utterances of the 102 interaction partners are co-constructed and coordinated, to create meaning and 103 understanding. Both teacher and students adapt their individual utterances to the 104 other, and the probability that certain combinations of utterances will recur within 105 and across multiple interactions increases, creating more predictable patterns of 106 language use. From previous studies, we know that speakers coordinate their 107 language use on various levels; for instance on vocalisations (Goldstein, King, & 108 West, 2003), speech characteristics (Ko, Seidl, Cristia, Reimchen, & Soderstrom, 109 2015; Reuzel et al., 2013, 2014), verbal expressions (Brennan & Clark, 1996; 110 Garrod & Anderson, 1987; Tamis-LeMonda & Bornstein, 2002), syntactic 111 complexity (Branigan, Pickering, & Cleland, 2000; Dale & Spivey, 2006; 112 Hopkins, Yuill, & Keller, 2016; Van Dijk et al., 2013) but also in gestures, gazes 113 and body posture during conversation (Abney, Warlaumont, Haussman, Ross & 114 Wallot, 2014; de Jonge-Hoekstra, Van der Steen, Van Geert, & Cox, 2016; 115 Golden-Meadow, 1998; Richardson, Dale & Kirkham, 2007; Shockley, Baker, 116 Richardson, Fowler, 2007). Coordination of syntactic complexity in the teacher- 117 student interaction is the focus of the current study. In this paper, coordination is 118 defined as the on-going and (un)intentional process of mutual interpersonal 119 adaptation (Garrod & Pickering, 2009; Van Dijk, Cox, & van Geert, 2016). This 120 means that within an on-going interaction, input as well as (effective) contingent 121 responses of both teachers and students shape their language toward syntactic 122 coordination (Dale & Spivey, 2006):
Load more

Recommended publications
  • University of Groningen Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons Kupers, Elisa; Van Dijk, M
    University of Groningen Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons Kupers, Elisa; van Dijk, Marijn; van Geert, Paul Published in: Journal of the Learning Sciences DOI: 10.1080/10508406.2016.1259624 IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2017 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Kupers, E., van Dijk, M., & van Geert, P. (2017). Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach. Journal of the Learning Sciences, 26(1), 131-166. https://doi.org/10.1080/10508406.2016.1259624 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 27-09-2021 Journal of the Learning Sciences ISSN: 1050-8406
    [Show full text]
  • Multilingualism and Third Language Acquisition
    Multilingualism and third language acquisition Learning and teaching trends Edited by Jorge Pinto Nélia Alexandre language Contact and Multilingualism 2 science press Contact and Multilingualism Editors: Isabelle Léglise (CNRS SeDyL), Stefano Manfredi (CNRS SeDyL) In this series: 1. Lucas, Christopher & Stefano Manfredi (eds.). Arabic and contact­induced change. 2. Pinto, Jorge & Nélia Alexandre. Multilingualism and third language acquisition: Learning and teaching trends. ISSN (print): 2700­8541 ISSN (electronic): 2700­855X Multilingualism and third language acquisition Learning and teaching trends Edited by Jorge Pinto Nélia Alexandre language science press Pinto, Jorge & Nélia Alexandre (eds.). 2021. Multilingualism and third language acquisition: Learning and teaching trends (Contact and Multilingualism 2). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/290 © 2021, the authors Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-96110-296-9 (Digital) 978-3-96110-297-6 (Hardcover) ISSN (print): 2700-8541 ISSN (electronic): 2700-855X DOI: 10.5281/zenodo.4449726 Source code available from www.github.com/langsci/290 Collaborative reading: paperhive.org/documents/remote?type=langsci&id=290 Cover and concept of design: Ulrike Harbort Typesetting: Marten Stelling, Sebastian Nordhoff Proofreading: Amir Ghorbanpour, Bojana Bašaragin, Dora Uštulica, Eliane Lorenz, Emma Vanden Wyngaerd, Havenol Schrenk, Jean Nitzke,
    [Show full text]
  • Gestures and Some Key Issues in the Study of Language Development Gullberg, Marianne; De Bot, Kees; Volterra, Virginia
    Gestures and some key issues in the study of language development Gullberg, Marianne; de Bot, Kees; Volterra, Virginia Published in: Gesture DOI: 10.1075/gest.8.2.03gul 2008 Link to publication Citation for published version (APA): Gullberg, M., de Bot, K., & Volterra, V. (2008). Gestures and some key issues in the study of language development. Gesture, 8(2), 149-179. https://doi.org/10.1075/gest.8.2.03gul Total number of authors: 3 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Running title: Key issues in language development Gestures and some key issues in the study of language development Marianne Gullberg1, Kees de Bot2, & Virginia Volterra3 1 Max Planck Institute for Psycholinguistics, 2 Rijksuniversiteit Groningen, 3 Istituto di Scienze e Tecnologie della Cognizione, CNR In Gesture, 8(2), Special issue Gestures in language development, eds.
    [Show full text]
  • Dynamic Variability Patterns of L2 Lexical Processing
    Rika Plat & Wander Lowie & Kees de Boot The Colour of Noise: Dynamic Variability Patterns of L2 Lexical Processing Series A: General & Theoretical Papers ISSN 1435-6473 Essen: LAUD 2012 Paper No.A775 Universität Duisburg-Essen Rika Plat & Wander Lowie & Kees de Boot University of Groningen, Germany The Colour of Noise: Dynamic Variability Patterns of L2 Lexical Processing Copyright by the author Reproduced by LAUD 2012 Linguistic Agency Series A University of Duisburg-Essen General and Theoretical FB Geisteswissenschaften Paper No.775 Universitätsstr. 12 D- 45117 Essen Order LAUD-papers online: http://www.linse.uni-due.de/linse/laud/index.html Or contact: [email protected] ii Rika Plat, Wander Lowie & Kees de Bot The Colour of Noise: Dynamic Variability Patterns of L2 Lexical Processing Abstract Lexical knowledge is not stable and unchanging within an individual; instead, it is constantly influenced by experiences and context dependent language use. Therefore, lexical knowledge should be looked at as inseparable from the time and context in which it is used, and is highly variable. Consequently, the variability in language production will have to be regarded as a source of information rather than as meaningless noise. In this paper, we report on a study in which one single participant took part in a word naming experiment in his mother tongue (L1) and his second language (L2) for a period of two years. The lexical processing data resulting from this experiment are explored using linear and non-linear statistical methods to make sense of the variability in L1 and L2 language production on a variety of time scales.
    [Show full text]
  • Finding the Key to Successful L2 Learning in Groups and Individuals
    Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 7 (1). 2017. 127-148 doi: 10.14746/ssllt.2017.7.1.7 http://www.ssllt.amu.edu.pl Finding the key to successful L2 learning in groups and individuals Wander Lowie University of Groningen, The Netherlands [email protected] Marijn van Dijk University of Groningen, The Netherlands [email protected] Huiping Chan University of Groningen, The Netherlands [email protected] Marjolijn Verspoor University of Groningen, The Netherlands [email protected] Abstract A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to moti- vation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than oth- ers, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global indi- vidual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, 127 Wander Lowie, Marijn van Dijk, Huiping Chan, Marjolijn Verspoor while both language development and the factors affecting it are instances of complex dynamic processes that develop over time.
    [Show full text]
  • Chapter 7 Exploring Learner Attitudes in Multilingual Contexts
    Chapter 7 Exploring learner attitudes in multilingual contexts: An empirical investigation at the primary school level Barbara Hofer Dyme Research Group, Innsbruck University Recent research highlights the dynamic and complex nature and the situatedness of multilingual development. It emphasises the need for learners to have ample op- portunity for interaction in order to progress on their learning trajectories and sug- gests that positive attitudes and emotions are key to language learning motivation and learning outcomes. Indications are that how children feel about languages and language learning can impact their learning behavior and willingness to engage with a particular L2/Ln. In this paper I investigate how sociolinguistic and educa- tional context and amount of contact with the L2 (and/or other languages) relate to learner attitudes at the primary level. I report on work in progress carried out in variously multilingual settings in South Tyrol with the aim of establishing whether learning in multilingual contexts as opposed to monolingual surroundings has any effect on pupils’ attitudes and motivations. To my knowledge no previous studies in South Tyrol have looked into attitudinal factors and/or young learners’ beliefs with regards to language(s). The present research seeks to bridge this gap. 1 Introduction International research has found that the way children feel about languages and language learning can impact their learning behavior and willingness to engage. No previous studies carried out in South Tyrol that I know of, have looked into young learners’ (YLs) attitudes and/or beliefs relative to language(s) and lan- guage learning. The present study therefore sets out to fill this gap by probing into primary schoolers’ language-related attitudes and motivations.
    [Show full text]
  • Variability As Normal As Apple Pie
    Linguistics Vanguard 2021; 7(s2): 20200034 Marjolijn Verspoor*, Wander Lowie and Kees de Bot Variability as normal as apple pie https://doi.org/10.1515/lingvan-2020-0034 Abstract: In recent studies in second language (L2) development, notably within the focus of Complex Dy- namic Systems Theory (CDST), non-systematic variation has been extensively studied as intra-individual variation, which we will refer to as variability. This paper argues that variability is functional and is needed for development. With examples of four longitudinal case studies we hope to show that variability over time provides valuable information about the process of development. Phases of increased variability in linguistic constructions are often a sign that the learner is trying out different constructions, and as such variability can be evidence for change, and change can be learning. Also, a limited degree of variability is inherent in automatic or controlled processes. Conversely, the absence of variability is likely to show that no learning is going on or the system is frozen. Keywords: automatic processes, complex dynamic systems theory, free variation, longitudinal studies, second language development, variability 1 Introduction The title of this article is related to the presentation one of the authors, Kees de Bot, gave at the conference “Intra-speaker variation across time–Sociolinguistics meets psycholinguistics” held in Salzburg in February 2019, organized by the editors of the current special issue. In the paper he argued that variability is inherent in all processes and that actually stability—something being exactly the same as before—is something that hardly ever occurs, and he gave an extended example of baking apple pies.
    [Show full text]
  • Heuristic Techniques for the Analysis of Variability As a Dynamic Aspect of Change
    Heuristic techniques for the analysis of variability as a dynamic aspect of change Marijn van Dijk & Paul van Geert Department of Clinical and Developmental Psychology University of Groningen Grote Kruisstraat 2/1 9712 TS Groningen The Netherlands [email protected] [email protected] Abstract Due to the influence of dynamic systems and microgenetic perspectives, variability is nowadays often seen as an important phenomenon that helps us understand the underlying mechanisms of development. This paper aims at demonstrating several simple techniques that can be used to analyze variability in data of developing (or learning) individuals. These techniques will be illustrated by applying them to a time serial dataset of early child language (to be specific, the emergence of grammatical preposition use). First, we show some descriptive techniques that are essential first steps for generating hypotheses. Also, we propose a measure that expresses qualitative variability. Furthermore, we demonstrate how resampling techniques can be used to test the presence of performance peaks, which may be important because they indicate the emergence of new abilities. Finally, we show the use of a technique that is especially useful for exploring interactions between ordinal variables (the State Space Grid, or SSG). With this illustration, we hope to encourage researchers to take a more exploratory approach to variability in their data and to develop methods directed at analyzing dynamic aspects of change. Keywords: variability, development, repeated measures, methodology, dynamic systems, microgenetic perspective, language acquisition, prepositions 1 Técnicas heurísticas para analizar la variabilidad como un aspecto dinámico de cambio Resumen (Abstract) Debido a la influencia de los sistemas dinámicos y las perspectivas microgenéticas, hoy en día la variabilidad se vé frecuentemente como un fenómeno importante que nos ayude entender los mecanismos subyacentes de desarrollo.
    [Show full text]
  • Vol. 7 No. 1 March 2017
    Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://www.ssllt.amu.edu.pl Editors: Editor: Mirosław Pawlak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Edyta Olejarczuk (Poznań University of Technology) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 7 No. 1 March 2017 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Helen Basturkmen (University of Auckland) Adriana Biedroń (Pomeranian University, Słupsk) Simon Borg (University of Leeds) Anne Burns (Aston University, Birmingham, University of New South Wales, Sydney) Anna Cieślicka (Texas A&M International University, Laredo) Kata Csizér (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Robert DeKeyser (University of Maryland) Jean-Marc Dewaele (Birkbeck College, University of London) Zoltán Dörnyei (University of Nottingham) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) Danuta Gabryś-Barker (University of Silesia) Carol Griffiths (Fatih University, Istanbul) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) Diane Larsen-Freeman (University of Michigan) Barbara Lewandowska-Tomaszczyk (University of Łódź) Jan Majer (University
    [Show full text]
  • The Effect of Dual Language Activation on L2-Induced Changes in L1 Speech Within a Code-Switched Paradigm
    languages Article The Effect of Dual Language Activation on L2-Induced Changes in L1 Speech within a Code-Switched Paradigm Ulrich Reubold 1,* , Sanne Ditewig 1 , Robert Mayr 2 and Ineke Mennen 1,* 1 Department of English, University of Graz, 8010 Graz, Austria; [email protected] 2 Centre for Speech and Language Therapy and Hearing Science, Cardiff School of Health Sciences, Cardiff Metropolitan University, Cardiff CF5 2YB, UK; [email protected] * Correspondence: [email protected] (U.R.); [email protected] (I.M.) Abstract: The present study sought to examine the effect of dual language activation on L1 speech in late English–Austrian German sequential bilinguals, and to identify relevant predictor variables. To this end, we compared the English speech patterns of adult migrants to Austria in a code-switched and monolingual condition alongside those of monolingual native speakers in England in a monolingual condition. In the code-switched materials, German words containing target segments known to trigger cross-linguistic interaction in the two languages (i.e., [v–w], [St(K)-st(ô)] and [l-ª]) were inserted into an English frame; monolingual materials comprised English words with the same segments. To examine whether the position of the German item affects L1 speech, the segments occurred either before the switch (“He wants a Wienerschnitzel”) or after (“I like Würstel with mustard”). Critical acoustic measures of these segments revealed no differences between the groups in the monolingual condition, but significant L2-induced shifts in the bilinguals’ L1 speech production in the code- switched condition for some sounds.
    [Show full text]
  • The Dynamic Systems Approach in the Study of L1 and L2 Acquisition: an Introduction
    The Dynamic Systems approach in the study of L1 and L2 acquisition: an introduction Paul van Geert University of Groningen Abstract The basic properties and concepts of dynamic systems theory are introduced by means of an imaginary, literary example, namely Alice (from Wonderland) walking to the Queen in Trough the Looking Glass (Carroll, 1872). The discussion encompasses notions such as time evolution, evolution term, attractor, self-organization, time scales and so forth. These abstract notions are then applied to the study of L2 and L1. A description is given of the steps that should be taken towards the construction of dynamic systems models of L2 learning, including a discussion of the difficulties but also of the theoretical opportunities that accompany this model building. Finally, a concrete example is given of model building and of the study of variability as an indicator of developmental transitions in first language acquisition. Dynamic Systems Introduction – Van Geert 2 About twenty years ago the term dynamic systems began to appear in the titles of articles in developmental psychology. Since then, dynamic systems has been steadily but rather slowly increasing in the field, in terms of numbers of publications and areas of application. Nevertheless, and to my view rather disappointingly, the dissemination has not been very spectacular. Disappointing, because I believe dynamic systems should be the central approach in studies of development, learning and acquisition, because these phenomena are prime examples of dynamic systems. They cannot be truly understood if they are treated in the way we got used to, which is through investigating associations between variables across populations (for a discussion of this viewpoint, see Van Geert, 1998a; Van Geert and Steenbeek, 2005).
    [Show full text]
  • Finding the Key to Successful L2 Learning in Groups and Individuals Lowie, Wander; Van Dijk, Marijn; Chan, Huiping; Verspoor, Marjolijn
    University of Groningen Finding the key to successful L2 learning in groups and individuals Lowie, Wander; van Dijk, Marijn; Chan, HuiPing; Verspoor, Marjolijn Published in: Studies in Second Language Learning and Teaching DOI: 10.14746/ssllt.2017.7.1.7 IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2017 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Lowie, W., van Dijk, M., Chan, H., & Verspoor, M. (2017). Finding the key to successful L2 learning in groups and individuals. Studies in Second Language Learning and Teaching, 7(1), 127-148. DOI: 10.14746/ssllt.2017.7.1.7 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 18-12-2018 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 7 (1).
    [Show full text]