30.162, Review: Applied Linguistics; Cognitive Science; Language Acquisition; Linguistic Theories; Psycholinguistics: Ortega, Han (2017)

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Subject: 30.162, Review: Applied Linguistics; Cognitive Science; Language Acquisition; Linguistic Theories; Psycholinguistics: Ortega, Han (2017)

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Date: Fri, 11 Jan 2019 15:27:29
From: Achilleas Kostoulas [achillefs.kostoulas at uni-graz.at]
Subject: Complexity Theory and Language Development

 
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Book announced at http://linguistlist.org/issues/28/28-5299.html

EDITOR: Lourdes  Ortega
EDITOR: ZhaoHong  Han
TITLE: Complexity Theory and Language Development
SUBTITLE: In celebration of Diane Larsen-Freeman
SERIES TITLE: Language Learning & Language Teaching 48
PUBLISHER: John Benjamins
YEAR: 2017

REVIEWER: Achilleas I. Kostoulas, Karl-Franzens-Universität Graz

The edited volume “Complexity Theory and Language Development” (Lourdes Ortega
& ZhaoHong Han, editors) is a collection of 10 chapters, fronted by brief
introductory comments by the editors, which has been compiled in celebration
of Professor Diane Larsen-Freeman in honour of her seminal work advancing
Complexity Theory in applied linguistics. The contributions that make up the
collection explore different ways in which Complexity Theory has been, or can
be, applied to the field. 

SUMMARY

Following brief editorial comments and chapter summaries (pp. 1-10), the
collection begins with an authoritative discussion of Complexity Theory by
Diane Larsen-Freeman (Chapter 1: “Complexity Theory: The Lessons Continue”,
pp. 11-50). The key thesis of this detailed chapter is that complexity can
most usefully function as a metatheory in applied linguistics, that is to say,
a conceptual frame that connects diverse theories and methods which refer
directly to the empirical world. Larsen-Freeman begins by tracing connections
between Complexity Theory and its antecedents in the physical and social
sciences as well as philosophy. She also usefully positions complexity in
relation to post-modern thinking, with which there is much overlap but also
important theoretical difference. Many readers will also be interested in the
discussion of how Larsen-Freeman’s own thinking about complexity has evolved
since her seminal contributions in the 1990s. 

In addition to describing how complexity perspectives developed,
Larsen-Freeman’s chapter provides readers with a helpful state-of-the-art
account of Complexity Theory in language development research. By listing an
extensive range of publications that have used complexity to investigate
topics ranging from L1 acquisition to World Englishes, she provides ample
evidence of an ongoing paradigm shift in applied linguistics. This is followed
by a manifesto-like statement of 30 aphorisms about language, language
learners and users, and language learning, which constitute a broad framework
for the emerging Complexity paradigm. The chapter concludes by discussing
three major challenges associated with applying complexity thinking to
linguistics research, namely the non-duality of the phenomena that interest
us, the problem of framing a system for study without destroying its
meaningful connections to its context, and the issue of generalisability. 

The second chapter in the collection (“Complexity Theory and Dynamic Systems
Theory: Same or Different”, pp. 51-58) is a short contribution by Kees de Bot,
which juxtaposes two strands of complexity-informed thinking. The first one,
Complexity Theory, developed from systems theory and the work of scholars like
Bateson and Morin, whereas the second one, Dynamic Systems Theory is an
adaptation of work in mathematics that traces its origins to Poincaré and
Mandelbrot, and was actively developed by researchers based at the University
of Groningen (the Groningen group). Although the two terms appear to “have
been used in peaceful cohabitation” (p. 52), and have tended to be used
interchangeably in the literature, de Bot points out that “labels and terms
matter” (p. 56) and argues that the use of the term Complex Dynamic Systems
Theory (CDST), which brings the two perspectives together, affords greater
conceptual clarity. 

Chapter 3, by John H. Schumann, is entitled “Neural Complexity Meets Lexical
Complexity: An Issue both in Language and in Neuroscience” (pp. 59-78). In
this chapter, Schumann addresses issues in neurobiology that might be usefully
conceptualised under a complexity lens. One such example is degeneracy, which
means that the same output or brain function can be produced by structurally
different brain mechanisms. Similar many-to-one correspondences exist in
language, and Schumann exemplifies these with reference to synonymy; and
analogous issues have been raised regarding mismatches between the
neurologically instantiation of emotions, their phenomenological experience
and their lexical representation. It is suggested that the existence of
parallel problems in different disciplinary areas can be ascribed to the fact
that “both the brain and the lexicon of human language are complex and
dynamic” (p. 75). Building on this and drawing on Larsen-Freeman’s view of
complexity as a metatheory, Schumann concludes that Complexity Theory can help
us better understand discrepancies between “the non-material world of words …
and the material worlds” (p. 76).

In Chapter 4 (“Conceptualising Learner Characteristics in a Complex Dynamic
World”, pp. 79-96), Zoltán Dörnyei takes a focused look into how Complexity
Theory has informed individual differences (ID) research in second language
acquisition. Early ID research in Second Language Acquisition (SLA) aspired to
identify the enduring characteristics of learners, such as aptitude or
motivation, which had an impact on language learning outcomes. Such a
perspective, Dörnyei explains, has tended to ignore that learner
characteristics are not as discrete and stable as early research would
suggest. To better account for the interconnectedness and variation of the
IDs, a conceptual framework is put forward, which places the learner’s
narrative identity at the centre, and relates this to dispositional traits and
characteristic adaptations, as well as factors connected to the human nature,
the learning situation and cultural parameters (Dörnyei & Ryan 2015). As
Dörnyei suggests, this revised view on IDs allows for “continuity with past
findings in personality psychology” (p. 93), which contribute toward our
understanding of differentiation, but also highlights the dynamism and
emergent nature of the narratively constructed self. 

The next contribution (Chapter 5: “The Emerging Need for Methods Appropriate
to Study Dynamic systems: Individual Differences in Motivational Dynamics”,
pp. 97-122) explores methodological responses to the challenges associated
with studying complex dynamic systems. In the chapter, Peter D. MacIntyre,
Emily MacKay, Jessica Ross and Esther Abel review 12 different research
methods, drawing on the studies reported in Dörnyei et al.’s (2015) edited
collection on motivational dynamics. Their wide-ranging review spans from
relatively familiar designs (e.g., longitudinal qualitative interviews,
triangulation in mixed-methods research, Q methodology) to more novel
approaches like retrodictive qualitative modelling or qualitative comparative
analysis. These methods, it is argued, are particularly appropriate to
answering the process-oriented questions that are likely to be asked by
researchers working in the Complexity Theory paradigm. 

Chapter 6, by Wander Lowie, is entitled “Lost in State Space? Methodological
Considerations in Complex Dynamic Theory Approaches to Second Language
Development Research” (pp. 123-141). Similarly to MacIntyre et al. (above),
this contribution also makes a distinction between product-oriented and
process-oriented research, of which the latter aligns best to the complexity
paradigm. Lowie argues that “the most appropriate method of analyses of
development over time will have to involve nonlinear analyses of longitudinal
case studies” (p. 125). Such studies satisfy multiple theoretical requirements
for complexity-informed research, such as the explicit inclusion of a temporal
dimension in the research design, the generation of a high density of
observations to capture intra-learner variability, and the study of
interactions between the subsystems that collectively produce the phenomenon
under investigation. To counter potential criticisms against the
generalisability of longitudinal case studies, Lowie stresses that the
empirical discovery of individualised developmental trajectories can be
projected to underlying theory, and that the importance of generalising to
larger populations may be overstated. 

The following chapter (Chapter 7: “Complex Dynamics Systems Theory: Lessons to
be Learned”, pp. 143-162) focuses on pedagogical implications of adopting a
complexity-informed perspective in language development. In this chapter,
Marjolijn Verspoor puts forward a “data-usage-based (DUB)” theory of language,
according to which the building blocks of language are
“Form-Use-Meaning-Mappings”, ranging from individual lexemes to
conventionalised multi-word sequences. In addition to a complexity-informed
view on language, she also advocates a complexity-informed methodology, or
“DUB instruction”, which she compares and contrasts to communicative language
teaching with reference to pedagogical principles derived from Lightbown and
Spada (2013). The chapter concludes by exemplifying this approach using a
teaching method described as Film and Language Integrated Learning.  

Examples of how existing research can be reinterpreted using Complex Systems
Theory as a meta-theoretical lens can be found in Chapter 8, entitled
“Language Destabilisation and (Re-)Learning from a Complexity Perspective”
(pp. 163-183). In this chapter, Conny Optiz describes four studies that looked
into different aspects of language acquisition and attrition, and which
spanned different timescales ranging from weeks to years. For each study,
readers are presented with background information and a summary of key
findings. This description leads to a synthesis of findings, where Optiz
argues that the language systems of multilingual users are in a constant state
of variability, that the magnitude of variation is associated with the
timescales involved, and that the variation does not appear to have a linear
relation to the amount of effort users invest in the language. It is also
suggested that the development of the language system appears to be sensitive
to its initial conditions, as can be expected in complex systems, and that the
linguistic activity of the language users both shapes the context of language
use and is constrained by it. 

The instability of language systems is also the focus of Barbara Köpke’s
chapter (Chapter 9: “A Neuropsycholinguistic Approach to Complexity:
Bi/multilingual Attrition and Aphasia as Destabilization”, pp. 191-208). By
combining the explanatory potential of linguistics, psycholinguistics and
neuroscience, Köpke advances a view of language as an adaptive system that is
prone to destabilisation. Three such examples of destabilising processes are
discussed, namely L1 attrition among neurologically unimpaired bilingual
speakers, learning an additional language, and developing an acquired language
disorder such as aphasia. The findings from the literature that Köpke
synthesizes highlight the adaptive potential of the brain, and suggest that
adaptation is “a permanent and fundamental mechanism guiding both human
behaviour and its biological grounding” (pp. 202-203).  

The final chapter in this collection (Chapter 10: “Energy Conservation in SLA:
The Simplicity of a Complex Adaptive System”, pp. 209-231) brings together the
insights of a linguist (ZhaoHong Han) and two astrophysicists (Gang Bao and
Pail Wiita), in order to “explain and predict L2 ultimate attainment” (p.
210). This is attempted by putting forward a theory of energy conservation
(“Energy Conservation Theory in L2”, ECT-L2) which is analogous to the Law of
Conservation of Energy in classical physics. Parallels are identified between
kinetic energy and motivation and aptitude, centrifugal energy and the
linguistic distance between the L1 and L2, and potential energy and L1
interference (“traction”). These forms of energy are then mathematically
expressed in four formulae, which are used to explain three scenarios of
language acquisition. The authors suggest that despite apparent differences,
their theory is complementary to Complexity Theory, with complexity accounting
for moment-to-moment phenomena, and ECT-L2 providing a macroscopic view. The
claim is also put forward that “none of the extant theories in SLA has
achieved this level of sophistication” and confidently assert that “ECT-L2
could allows us to predict ultimate attainment” in SLA (p. 225).  

EVALUATION

Considering the increasing popularity of complexity in applied linguistics and
language education, this volume makes a very timely contribution. Its most
important strength is that it convincingly advances the view of Complexity
Theory as a meta-theory that can provide much needed coherence in the field by
specifying “what is meaningful and meaningless, acceptable and unacceptable,
central and peripheral as theory … and as method” (Overton 2007: 154, cited in
this volume: 21). This is a thesis argued very compellingly in Chapter 1, and
the ensuing contributions provide ample evidence of how Complexity Theory can
provide a shared conceptual space that brings together insights from diverse
sub-disciplines studying of language and language learning. These connections
are not always seamless, and the diversity of the contributions that make up
this volume alerts us to subtle differences in underlying ontologies,
methodological orientations and terminological preferences. The editors’
decision not to iron out these differences, despite some potential for
confusion, seems particularly astute, as it helps to highlight the theoretical
depth and nuance of the complexity paradigm. 

Overall, this volume would be especially helpful to advanced readers with an
interest in complexity and its implications for studying the language
development, whether their focus is on the first or second language,
acquisition or attrition. Chapter 1 in particular is an indispensable read,
which is likely to exercise considerable influence in shaping future
developments in the field. Chapter 2 also serves a useful orienting purpose,
whereas Chapters 8 and 9 provide readers with interesting examples of how
language can be conceptualised as an adaptive system. Together, these four
chapters provide a helpful conceptual overview of Complexity Theory. 

Chapters 3 and 9 might primarily appeal to researchers with a focus on
neurolinguistics, while readers whose interests lie in second language
learning and teaching will likely find Chapters 4 (on individual differences)
and 7 (on complexity-informed pedagogy) especially useful. For readers with an
interest in developing research methods that are compatible with the
ontological tenets of Complexity, Chapter 5 provides a useful entry point that
showcases different methodological options, and Chapter 6 offers useful
epistemological guidance. Chapter 10, which uses mathematical methods to
explain and predict language learning outcomes is an interesting addition to
the collection. This reviewer regrets that his limited understanding of
advanced mathematic notation precludes him from making an informed appraisal
of the extent to which such modelling can provide a viable alternative to
empirical observation as a means for predicting learning outcomes. However,
the model described by Han et al. may have potential to inform the design of
computer simulations that can be used for time-series analyses, which can then
be juxtaposed to empirical data. Moreover, the chapter illustrates the
potential for interdisciplinary crossover made possible by a metatheory. 

While this volume will doubtless be a valuable read for academics and students
who are already familiar with Complexity Theory, uninitiated readers might
find it relatively challenging. Larsen-Freeman’s detailed chapter provides
readers with useful support in this regard, although its main purpose seems to
be to recapitulate theoretical developments and sustain momentum rather than
to provide a detailed introduction. A final chapter synthesising the common
themes that unite the contributions would have been a welcome addition. 

Overall, this collection achieves two important aims, which are close to the
heart of all scholars working in the complexity paradigm. Firstly, it invites
readers to reflect on the “range of questions, methods and answers” that
Complexity Theory generates when applied to linguistic inquiry (p. 9). The
contributions that make up this chapter do this in ways that consistently
engage the readers’ intellect, even if they do not always prompt unconditional
agreement. Secondly, it pays a very fitting tribute to the scholarship of
Diane Larsen-Freeman, in whose honour and celebration the volume was compiled.

REFERENCES

Dörnyei, Zoltán, Peter D. MacIntyre & Alistair Henry (eds). 2015. Motivational
dynamics in language learning. Bristol: Multilingual Matters.

Dörnyei, Zoltán & Stephen Ryan. 2015. The psychology of the language learner
revisited. New York: Routledge.

Lightbown, Patsy M. & Nina Spada. 2013. How languages are learned, 4th edn.
Oxford: Oxford University Press. 

Overton, Willis, F. 2007. A coherent metatheory for dynamic systems:
Relational organicism-contextualism. Human Development 50. 154-159.


ABOUT THE REVIEWER

Achilleas Kostoulas is a Research Associate at the University of Graz, where
he also teaches courses on Applied Linguistics and Language Teacher Education.





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