L2 Development from a CDST Perspective and the Issue of Generalizability

Autor/in	Massaro, Abby
Titel	L2 Development from a CDST Perspective and the Issue of Generalizability
Quelle	In: Studies in Applied Linguistics & TESOL, 22 (2023) 2, S.12-14 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Generalization; Interlanguage; Second Language Learning; Second Language Instruction; Correlation; Systems Approach; Context Effect; Learning Processes; Language Research + Suchen Sie Ihr Suchwort? Zielsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Systemischer Ansatz; Learning process; Lernprozess; Sprachforschung
Abstract	From a complex dynamic systems (CDST) perspective, language is understood as a dynamic system comprised of subsystems that change and develop over time in response to learner-internal and -external factors (Verspoor et al., 2008). Accordingly, language development is seen as a process responsive to the dynamic interaction between the learner and her context over time. While CDST prefers a process over product approach to analyzing language and its development, extant research on language learning has traditionally taken a more static and rigid perspective on acquisition, generally operating under the assumption that development can be understood (more or less) by drawing a straight line between individual variables or conditions and changes in the interlanguage. Findings from traditional research are often presented in "before and after" terms, framing language outcomes as a product of treatments, rather than characterizing developments as an ongoing and variable process. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01