Complex Dynamic Systems Theory and L2 Writing Development

Editors
| Sophia University
| University of Groningen & University of Pannonia
HardboundAvailable
ISBN 9789027205575 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027205582 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027261144 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspectives on complexity, accuracy, and fluency, (ii) new constructs, approaches, and domains of L2-writing scholarship, (iii) methodological issues, and finally (iv) curricular perspectives. This work should appeal to graduate students and academics interested in expanded discussions on CDST, highlighting its utility for theorizing and researching language change, and to L2 writing scholars curious about how this fresh approach to researching L2 development can inform understandings of how L2 writing develops. As a CDST approach to language change has matured and taken a place among the dominant epistemologies in the field, students and researchers of L2 development alike will benefit from this volume.
[Language Learning & Language Teaching, 54]  2020.  xvii, 304 pp.
Publishing status: Available
Table of Contents
Foreword
Diane Larsen-Freeman
vii–viii
Introduction
Gary G. Fogal and Marjolijn H. Verspoor
ix–xvii
Part I. CAF perspectives
1–78
Chapter 1. Exploring dynamic developmental trajectories of writing fluency: Who benefited from the writing task?
Kyoko Baba
3–25
Chapter 2. Coordination of linguistic subsystems as a sign of automatization?
Junping Hou, Hanneke Loerts and Marjolijn H. Verspoor
27–48
Chapter 3. The dynamic co-development of linguistic and discourse-semantic complexity in advanced L2 writing
Yu Wang and Shoucun Tao
49–78
Part II. New constructs, approaches, and domains
79–158
Chapter 4. Adaptive imitation: Formulaicity and the words of others in L2 English academic writing
Susy Macqueen and Ute Knoch
81–108
Chapter 5. Profiling the dynamic changes of syntactic complexity in L2 academic writing: A multilevel synchrony method
R. Rosmawati
109–131
Chapter 6. Biographical retrodiction for investigating the evolution of learner agency and L2 writing development through study abroad experiences
Ryo Nitta
133–158
Part III. Methodological perspectives
159–238
Chapter 7. The elusive phase shift: Capturing changes in L2 writing development and interaction between the cognitive and social ecosystems
Elizabeth Hepford
161–182
Chapter 8. Investigating complexity in L2 writing with mixed methods approaches
Alex Gilmore and Gabriela Adela Gánem-Gutiérrez
183–206
Chapter 9. A critical appraisal of the CDST approach to investigating linguistic complexity in L2 writing development
Bram Bulté and Alex Housen
207–238
Part IV. Curricular perspectives
239–294
Chapter 10. Envisioning L2 writing development in CDST under a curricular optic: A proposal
Heidi Byrnes
241–270
Chapter 11. Unpacking ‘simplex systems’: Curricular thinking for L2 writing development
Gary G. Fogal
271–294
List of contributors
295–297
Index
299–304
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2020011993