
Complex Dynamic Systems Theory and L2 Writing Development
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Content
- Intro
- Complex Dynamic Systems Theory and L2 Writing Development
- Editorial page
- Title page
- Copyright page
- Table of contents
- Foreword
- Reference
- Introduction
- References
- Part I. CAF perspectives
- Chapter 1. Exploring dynamic developmental trajectories of writing fluency: Who benefited from the writing task?
- Introduction
- Research on patterns of changes in L2 writing
- Methods
- Setting
- Participants
- Task and procedure
- Data
- Analysis
- Results
- Discussion and conclusion
- References
- Appendix
- Chapter 2. Coordination of linguistic subsystems as a sign of automatization?
- Introduction
- CDST and development
- The study
- Subjects
- Texts
- Holistic scoring
- Operationalizing constructs
- Statistical analyses
- Results
- Statistical analyses
- Correlation analyses
- Variability and variation over time
- Interactions of variables over time
- Discussion and conclusion
- References
- Appendix 1. Writing topics
- Appendix 2. Samples for the first and the last text written by each learner
- Text 1 Julia
- Text 12. Julia
- Text 1. David
- Text 12. David
- Chapter 3. The dynamic co-development of linguistic and discourse-semantic complexity in advanced L2 writing
- Introduction
- Rationale
- Complexity in L2 research
- Connecting nominalization to semantic complexity
- Measuring L2 linguistic complexity
- Nominalization as an indicator of discourse-semantic complexity in advanced L2 writing
- The present study
- The setting
- The participants
- Measures
- Data coding and analysis
- Results
- Intra-variability in the development of linguistic and semantic complexity
- Interaction between linguistic complexity and semantic complexity
- Discussion
- Conclusion
- References
- Appendix. Writing samples with GMs annotated in bold
- Tablets Should Replace Printed Textbooks
- Funding information
- Online photo sharing: A New Trend
- Part II. New constructs, approaches, and domains
- Chapter 4. Adaptive imitation: Formulaicity and the words of others in L2 English academic writing
- Introduction
- Fluent formulaicity
- Developmental perspectives on fluent formulaicity
- Source text imitation
- Developmental perspectives on source text imitation
- Two studies
- Study 1: Cross-sectional study of writing test responses
- Aim
- Participants
- Writing data
- Analytic method 1: Fluent formulaicity
- Analytic method 2: Source text imitation
- Statistical analysis
- Findings
- Density of fluent formulae
- Source text imitation
- Summary of Study 1
- Study 2: Longitudinal case study
- Aim
- Method
- Context and focus sentence
- Identification of source text content and patterns for imitation
- Adaptive imitation of source text
- Summary of Study 2
- Discussion and conclusion
- Acknowledgements
- References
- Funding information
- Chapter 5. Profiling the dynamic changes of syntactic complexity in L2 academic writing: A multilevel synchrony method
- Introduction
- Measuring second language performance and development
- Syntactic complexity in L2 writing
- Nestedness in complex dynamic systems
- Multilevel synchrony method
- The present study
- Data coding and analysis
- Results
- Discussion and implications
- Conclusion
- References
- Chapter 6. Biographical retrodiction for investigating the evolution of learner agency and L2 writing development through study abroad experiences
- Introduction
- Understanding learner agency from a CDST perspective
- Biographical retrodiction for researching learner agency
- Effects of study abroad experiences on learner agency
- Method
- Context and research participants
- Research procedure and analysis
- Findings
- Changes in L2 writing
- Narrative analysis
- Jun's narrative
- Yu's narrative
- Discussion
- Development of L2 proficiency and writing through SA experiences
- Uniqueness and patterns in individual agentic systems
- Evolution of learner agency
- Conclusion
- References
- Appendix
- Part III. Methodological perspectives
- Chapter 7. The elusive phase shift: Capturing changes in L2 writing development and interaction between the cognitive and social ecosystems
- Introduction
- What is a phase shift?
- The interacting social and cognitive ecosystems
- Cognitive ecosystems
- Social ecosystems
- Finding phase shifts
- Quantitative measurements for investigating the cognitive ecosystem
- Qualitative analyses in the social ecosystem
- Finding control parameters using social ecosystem factors
- Discussion and conclusion
- References
- Chapter 8. Investigating complexity in L2 writing with mixed methods approaches
- Introduction
- A complex systems perspective on L2 writing
- Mixed methods research and the study of complex dynamic systems
- A brief history of mixed methods research
- Mixed methods and their relationship to complex dynamic systems
- The challenges associated with mixed methods research
- Applying a mixed methods approach to the investigation of L2 writing processes
- Methodological affordances: Investigating different levels of the complex system
- The macro-level
- The meso-level
- The micro-level
- Example 1
- Example 2
- Methodological challenges
- The preparation stage
- The implementation stage
- The analytical stage
- The dissemination stage
- Conclusion
- References
- Appendix. Transcription conventions (Clift, 2016)
- Chapter 9. A critical appraisal of the CDST approach to investigating linguistic complexity in L2 writing development
- Introduction
- CDST studies on L2 writing development
- A 'traditional' versus CDST analysis of L2 writing development: A case study
- Participants, data, and measures
- A traditional analysis
- A CDST analysis
- Discussion
- Added value of a CDST approach
- Controversial issues
- Link between new (metaphorical) concepts and research methods
- Confirmation and selection biases
- The forest and the trees, or why size matters and extreme anti-reductionism is self-defeating
- To generalize or not?
- Bring the noise
- Conclusion
- References
- Part IV. Curricular perspectives
- Chapter 10. Envisioning L2 writing development in CDST under a curricular optic: A proposal
- Introduction
- Positioning L2 writing research
- Calling for etic and emic inquiry in context with a system orientation
- Setting the stage
- Toward a proposal for integrated perspectives within a CDST framework
- 1. CDST as a metatheory - Searching for an object theory
- From metatheory to object theory
- A CDST-compatible object theory of language: System, dynamism, complexity
- 2. Writing development as an educational phenomenon
- 3. L2 writing as textual meaning-making
- Textual meaning-making as thinking and learning with language
- 4. L2 writing development as the ability to compose in increasing registerial and generic environments
- A registerial understanding of development
- Writing development as expansion of the generic repertoire
- Writing development along the continuum of oral-literate language use
- 5. Evolving agency in L2 literacy development
- Exploring agency in relation to structures and systems: A CDST perspective
- Agency in second language learning: Some considerations
- L2 literacy development as agency: From macro to micro and back
- 6. Adopting a curricular view for understanding L2 writing development
- Interrogating the choice of a curricular optic
- Voices supporting a curricular optic
- Complexity theory and a curricular optic: Of simplex systems and subsystems
- Complexity theory and a curricular optic: Of simplex systems and subsystems
- Reflecting on L2 writing development under a curricular optic
- References
- Chapter 11. Unpacking 'simplex systems': Curricular thinking for L2 writing development
- Introduction
- Complex and simplex systems
- A curricular frame for simplex systems
- Uses of simplex systems and curricular thinking
- The present study
- Method
- Background and context for the study
- Participants
- Instruments
- Analysis
- Findings
- Discussion
- Moving forward
- Conclusion
- References
- List of contributors
- Index
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