Bifurcations and the Emergence of L2 Syntactic Structures in a Complex Dynamic System.

D Reid Evans,Diane Larsen-Freeman

doi:10.3389/fpsyg.2020.574603

Abstract

We report on a complex dynamic systems study of an untutored adult French learner’s development of English syntax, specifically two non-finite adverbial constructions. The study was conducted over one academic year of 30 weeks. From an analysis of L2 speech samples collected weekly, certain patterns in the flux emerged. The learner’s ensuing second language development is characterized by a series of bifurcations, stemming from forms competing for the same functional terrain. Each bifurcation is accompanied by turbulence as the system moves from one attractor state to another. The transition is characterized by loss of stability, an increase in variability, and a period of dysfluency. It is in the dynamic relationship of accuracy and fluency that novel syntactic forms emerge, both convergent with and divergent from dominant contextual patterns, with dominance established by consulting a well-known corpus of contemporary English. Non-linear development occurs with continuous and iterative exposure to and interaction in English—from relexification to adaptation and synchronization, animated by the learner’s perception and memory of regular sequential associations, to pruning of divergent forms. What results over time is a branching hierarchy, connecting online processing with over time development. Multiple competing forms continue to co-exist in the learner’s repertoire, which is likely more typical of adult L2 development than of L1 acquisition.

Highlights

Emergentism has been a powerful conceptual framework adopted in many scholarly arenas, it has been interpreted somewhat differently among these
In this article, which deals with L2 or second language learning, we call upon one approach to investigating emergentism, namely complex dynamic systems theory (CDST)
This approach allowed for the qualitative features associated with the bifurcations to be scrutinized, detailing the emergence and restructuring of the attractor states governing the production of two syntactic constructions

Summary

Introduction

Emergentism has been a powerful conceptual framework adopted in many scholarly arenas, it has been interpreted somewhat differently among these. For the purposes of this issue of Frontiers in Psychology, we consider emergence to mean the arising of linguistic structures from patterns of usage over time (MacWhinney, 2015). In this article, which deals with L2 or second language learning, we call upon one approach to investigating emergentism, namely complex dynamic systems theory (CDST). CDST considers the complexity of the language system to be derived from the dynamic interaction of its many interdependent subcomponents, and they with the context in which language is used. CDST characterizes language learning as a multidimensional process—involving embodied cognitive, affective, social, and neurological factors, all operating within a given context (Larsen-Freeman and Cameron, 2008).

Methods

Discussion

Conclusion