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Kees de Bot
University of Groningen, the Netherlands |
The
Language Learning Round Table Conference
Dynamic aspects of language development
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| The aim of this colloquium is to explore the possible contribution of a new set of theories dealing with complex systems (Chaos/Complexity/Dynamic Systems theories) that have been fruitfully applied in other branches of the study of development to our understanding of the process of SLA and multilingual processing. |
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Papers
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Modeling L1 and L2 development as an iterative process |
| Paul van Geert, University of Groningen, The Netherlands |
L1 and L2 are complex systems that can be decribed by means of distinct variables. These variables, e.g. a person's level of grammatical skill in L1 and L2, can be conceived of as mutually influencing phenomena. For instance, knowledge of G1 can help a speaker discover or learn principles of G2, but G1 can also negatively interfere with G2 if the languages at issue differ in underlying principles (e.g. SVO- versus SOV-order). These influences can be modeled in the form of iterative processes, which involve principles of support, competition and conditionality. The general principles behind such modeling will be explained and illustrated by means of examples from L1 and L2. |
The role of simulations in developing models of language development |
| Paul Meara, Univerersity of Swansea, UK |
This paper discusses the way that fundamental assumptions about language often become accepted in a uncritical way. Implementing some of these assumptions as formal models can sometimes produce surprising results, and which do not always fall out the way we would have expected them to do.
The paper illustrates this idea with some simple models of word association behaviour in L1 and L2. These simulations suggest that the idea of a "lexical network" is not as straightforward or intuitive as it seems at first glance. |
Variation in L2 development from a DST perspective |
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Marjolijn Verspoor, University of Groningen, The Netherlands
Wander Lowie, University of Groningen, The Netherlands
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DST views variation as a normal characteristic of any complex systems, but a high degree of variation signals a transitional phase of development. Using methodology developed by Van Dijk (2004), we will trace the development of Norwegian over three years by a Dutch L1 writer. The results clearly show the hypothesized jumps in development. |
The role of metalinguistic knowledge in L2 and L3 development |
| Ulrike Jessner, University of Innsbruck , Austria |
From a DST-perspective metalinguistic knowledge and awareness of this knowledge plays a crucial role in the development of a multilingual system. A number of studies on multilingualism have shown that there are qualitative differences between second and third language learning and that these can be related to an increased level of metalinguistic awareness. But how exactly can the development metalinguistic knowledge in dynamic bi- and multilingual systems be modeled and how does it relate to metalinguistic awareness? |
Research methodology on language development from a DST and C/CT perspective |
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Diane Larsen-Freeman, English Language Institute, University of Michigan
Lynne Cameron, School of Education, University of Leeds
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DST and C/CT invite new research methodologies. The move from static systems to dynamic systems and from reductionism to interconnectedness makes this a particularly challenging area. In this paper, we offer some general methodological principles for investigating development that emerges from use, and we suggest how the principles can be adapted for specific contexts. |
Cognitive processes in the emergence of second language as a dynamic system |
Nick Ellis, University of Michigan, USA |
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An emergentist perspective views the limited end-state typical of adult second language learners as the result of dynamic cycles of language use, language change, language perception, and language learning in the interactions of members of language communities. High frequency use of grammatical functors causes their lenition and erosion. Lower salience cues are harder to perceive and show reduced associative learning because of blocking and overshadowing. Hence the ‘Basic Variety' of interlanguage, an attractor state that can only be escaped by the social recruitment of the dynamics of learner consciousness, attention and explicit learning. |
Universal Grammar and DST |
| Carolina Plaza Pust, University of Frankfurt, Germany |
The development of grammars qua complex dynamic systems is characterised by asuccession of stable and unstable states. The study of the latter provides important insights into the organisation of grammars, the loci of their bifurcation sensitivity, and the processes that underlie the self-similarity of different types of language development. The apparent dynamics of language is compatible with a modular conception of grammar, as put forward within the UG paradigm, but contradicts the common deterministic view of UG. The question thus arises as to the role of UG in the apparent dichotomy of chance and necessity in the evolution of grammars. |
DST and language teaching |
| Kees de Bot, University of Groningen, The Netherlands |
To what extent can a DST/CT/C approach contribute to our understanding of learning and teaching? While some critics have described this approach as a return to black boxes and behaviorism, it can also be argued that DTS/CT/C presents a more complete theory to cover both the internal and external factors in language learning. |
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