Re-orienting CALL through the lens of complexity theory

Robert Godwin-Jones

doi:10.14705/rpnet.2019.38.1001

Abstract

Complexity Theory (CT) provides a useful framework for understanding Second Language Acquisition (SLA). Using an ecological model, CT studies the dynamic processes of change and emergent outcomes over time, tracing back how trajectories may have been affected by changes in and interactions among multiple variables and subsystems. Language learners do not follow linear learning paths, but rather their progress depends on a variety of interlocking variables. Developmental trajectories will look different for each learner. That is particularly the case for informal language learning, in which learners co-adapt from a wide variety of resources, leading to divergent outcomes (Godwin-Jones, 2018a). A CT approach emphasizes the dynamics of the interplay between learner variables and the people, artifacts, and services constituting the L2 learning system. It aligns well with usage-based linguistics. Viewing language learning from a CT perspective has a number of consequences for Computer Assisted Language Learning (CALL) research, explored here.

Highlights

Second Language Acquisition (SLA) theories have difficult issues to account for (Atkinson, 2011)
SLA is unpredictable in its outcomes, with success or failure emerging over time through the intersections of learning goals, available resources, personal language history, external factors, and individual skills/ knowledge/effort
Re-orienting Computer Assisted Language Learning (CALL) through the lens of complexity theory attractive because of its compatibility with views on the nature of language and language learning, which have been increasingly embraced by SLA researchers, namely usage-based linguistics (Ellis, 2017)

Summary

Introduction

SLA theories have difficult issues to account for (Atkinson, 2011). Some students make steady progress in the L2, but many will learn by fits and starts, feeling they have made insufficient progress compared to the time and effort spent. SLA is unpredictable in its outcomes, with success or failure emerging over time through the intersections of learning goals, available resources, personal language history, external factors, and individual skills/ knowledge/effort. Re-orienting CALL through the lens of complexity theory attractive because of its compatibility with views on the nature of language and language learning, which have been increasingly embraced by SLA researchers, namely usage-based linguistics (Ellis, 2017). Language and language learning are from this perspective open systems, with vocabulary and patterns learned over time (Godwin-Jones, 2018b)

Emphasizing the learning context

Questioning simple causality

Focusing on individuals

Drawing themes from data

Conclusions