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20230719T101520230719T1315Europe/Amsterdam[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLDHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Using network analysis to model individual difference constructs as complex systems
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Network analysis encompasses a diverse range of new and rapidly-developing techniques, such as social network analysis, dynamic network analysis, and psychological network analysis. Network models provide a graphical representation of relationships (edges) between variables (nodes). In this presentation, we highlight the benefits of studying complex systems using psychological network analysis of cross-sectional data, which is an underrepresented dimension of CDST approaches to SLD. A number of individual difference constructs related to SLD have been conceptualised as complex systems, such as L2 motivation (Henry, 2017), anxiety (Gregerson, 2020), and willingness to communicate (MacIntyre, 2020). To date, these constructs have mainly been explored from time-intensive perspectives, using longitudinal data to examine changes in a single variable over time. Cross-sectional data is rarely used in CDST research, but could offer an additional, relation-intensive perspective that is currently missing from our line of enquiry. Network analysis can identify the structural relationships between and across individual difference constructs by analysing which components interact to form a system, and how these components are related to other systems. As such, network analysis of cross-sectional data can provide us with a nomological net; a snapshot of a system in time. For example, psychologists are using network analysis as an exploratory tool to model psychological constructs such as intelligence (van der Maas et al., 2017), personality (Christensen et al., 2020) as complex systems. We present two different network models of individual difference constructs, estimated from the data of 400 learners of Dutch as a second language. The first model is of L2 motivation, where we examine relationships between closely-related motivational constructs such as integrativeness and the ideal L2 self, instrumentality and the ought-to L2 self, intended effort, and attitudes towards the L2. This analysis is at item-level, to gain better insight into the instruments we are using to measure these constructs and to ascertain the extent that these constructs overlap or can be viewed as distinct sub-systems. The second model is on a more macro-level, where we use composite scores to analyse the relationships between multiple individual difference constructs. In this model, we expand our nomological network to include additional constructs such as willingness to communicate, anxiety, and self-efficacy. With these two models, we hope to highlight network analysis as a useful technique that can offer a new perspective to researching complex systems in SLD. Christensen, A., Golino, H., & Silvia, P. (2020). A psychometric network perspective on the validity and validation of personality trait questionnaires. European Journal of Personality, 34(6), 1095-1108. Gregersen, T. (2020). Dynamic properties of language anxiety. Studies in Second Language Learning and Teaching, 10(1), 67-87. Henry, A. (2017). L2 motivation and multilingual identities. The Modern Language Journal, 101(3), 548-565. MacIntyre, P. (2020). Expanding the theoretical base for the dynamics of willingness to communicate. Studies in Second Language Learning and Teaching, 10(1), 111-131. Van Der Maas, H., Kan, K., Marsman, M., & Stevenson, C. (2017). Network models for cognitive development and intelligence. Journal of Intelligence, 5(2).
Presenters Lani Freeborn PhD Student, University Of Amsterdam
Motif detection and teacher-child interaction in bilingual children's Mandarin learning
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Purpose: In Western contexts and languages, teacher's comments and questions during shared book reading have been found to facilitate children's vocabulary development. It is unclear to what extent such findings can be replicated in other contexts and languages, and the mechanisms of the possible impact of teacher-child interaction are largely unknown. Method: The current study examines the relationship between teachers' (n = 31) discoures-sequences of questions and comments-and children's (n = 505) receptive vocabulary growth across two years of Singaporean kindergarten with mixed-effects models. Additionally, this study sought to consider the structure of classroom discourse on a deeper scale. Using motif detection analysis, we explored multi-turn sequences of conversations to understand the associations between teacher's strategies and student's responses. Results: We discovered that low-level questions and comments, such as utterances during classroom routines, were associated with children's faster vocabulary development. Questions and comments, such as asking children to describe an object in the picture book, could significantly result in more responses from children and maintain them in the conversation. Conclusion: The findings enable us to pinpoint the conversational moves associated with stronger language development and offer possible suggestions for Chinese language teaching in early bilingual programs.
He Sun is a research scientist at the National Institute of Education, Nanyang Technological University, Singapore (https://www.researchgate.net/profile/He_Sun6). Her research is about how cognition and environment (i.e., individual differences) co-shape the developmental rate and route of early bilingualism, and how the bilingual experience, book reading and language use in particular, influences children's social-emotional skills and executive function. Her work has appeared in many renowned journals such as Bilingualism: Language and Cognition, Child Development, International Journal of Bilingual Education and Bilingualism, and Studies in Second Language Acquisition. She serves as an associate editor for Journal of Child Language and Journal for the Study of Education and Development. Marjolijn Verspoor is a professor of English language and English as a second language at the University of Groningen, Netherlands. She is known for her work on second language development and Complex Dynamic Systems Theory. Her publications have appeared in various edited books and journals. Siew Ann Cheong is an associate professor at School of Physical & Mathematical Sciences, Nanyang Technological University. He is interested in understanding the dynamics of complex systems with very many degrees of freedom, from both modeling and data perspectives. His goal is to develop a computational theory of complex systems, by treating their dynamics as information processing, and discover the underlying logic. In particular, he would like to how understand evolutionary processes geared towards information processing shape the complex network topologies and dynamics of complex systems.
Development of Brazilian Portuguese (L3) vowels by an Argentinean learner: a Bayesian approach
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
In the last decade, Complex Dynamic Systems Theory (CDST) has challenged researchers to try out new methods and techniques. These new approaches have allowed us to rethink the research goals in CDST studies. As a result, not only new means of data collection, but also different statistical procedures, have been employed so as to model language changes in time. Departing from this scenario, in the last few years we have investigated the development of BP vowels by an Argentinean learner (L2: English; L3: BP) who had been living in Brazil for three years at the beginning of the data collection. We carried out a longitudinal study within a time window of approximately one year and 24 fortnightly data collections in a sentence-reading task. Explicit instruction on BP pronunciation was provided between data collections 10 to 15, aiming to foster more rapid changes in the learner's vowel system. The acoustic data (F1 and F2 values) from these recordings received different statistical treatments in previous studies, such as Monte-Carlo Analyses (Van Dijk, Verspoor, and Lowie 2011) and Change-Point Analyses (Taylor, 2000). In this study, however, we reanalyzed the data using a Bayesian multilevel regression model, aiming to verify possible advantages of this approach to statistical inference. We highlight, as advantages, the fact that (i) since it is a regression model, all data points (instead of means and standard deviations) are used to inform the model; (ii) since it is Bayesian, the model accounts for the probability of the parameters given the data (instead of the probability of the data given a null-hypothesis), and it incorporates prior knowledge of plausible F1 and F2 values; and (iii) since it is multilevel, both individual- and group-level analyses are easily carried out, thus addressing questions around variability and development within and beyond the individual learner. The fact that Bayesian multilevel regressions are not field-specific, and are proposed to be the default of any probability analysis (McEalreath 2020), is an additional advantage. The results obtained from this study have important empirical and methodological implications, demonstrating that a general approach to statistical inference can help move CDST applied to second language research beyond its metaphorical interpretation, highlighting several components of Complex Dynamic Systems through the data analysis process. References McElreath, R. (2020). Statistical rethinking: A Bayesian course with examples in R and Stan. Chapman and Hall/CRC. Taylor, W. A. (2000). Change-point analysis: A powerful new tool for detecting changes. Retrieved March 13, 2022, from http://www.variation.com/cpa/tech/changepoint.html. Van Dijk, M., M. Verspoor & W. Lowie (2011). Variability in second language development from a dynamic systems perspective. In M. Verspoor, K. de Bot & W. Lowie (eds.), A Dynamic Approach to Second Language Development: Methods and Techniques, 55–84. Amsterdam: John Benjamins.
Presenters Ronaldo Lima Jr. Professor, Federal University Of CearáUbiratã Alves Associate Professor, Federal University Of Rio Grande So Sul
Multilingual writing development through the lens of Complex Dynamic Systems: an empirical approach to fit the puzzle
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
The present paper explores the potential of Complex Dynamic Systems Theory (CDST) in approaching writing development. Through the lens of CDST, multilingual writing development is seen as a self-organizing system "that (1) involves multiple interconnected parts (2) changing together (3) through non-linear processes that (4) lead to emergent patterns over time (De Bot, Lowie, & Verspoor, 2007; Hiver & Al-Hoorie, 2020; Larsen-Freeman, 2012). The paper proposes an empirical approach to statistical data analyses addressing multilingual writing development in the CDST framework. The approach consists of two steps: (1) We elaborate an integrated model of multilingual writing competence consisting of writing proficiencies in different languages and (2) trace their relational development over time. We applied data from a German panel study, "Multilingual Development: A Longitudinal Perspective (MEZ)" (Gogolin et al., 2017), funded by the German Federal Ministry of Education and Research (BMBF). The panel comprised 2103 students from the German secondary educational system with Russian, Turkish, and monolingual German language backgrounds. In four waves (2013 to 2018), students' multilingual writing proficiencies were measured in the majority language (German), heritage languages (Russian or Turkish), and the first foreign language learned at school (English). The writing data was analyzed based on a generic model of writing proficiency, which is comparative across the investigated languages, covering textual-pragmatic, lexico-syntactic, and productivity proficiency dimensions. For our current analyses, we use a sample n = 965 bilingual secondary students (n = 364 German–Russian and n = 601 German–Turkish) in German (ML), Russian or Turkish (HL), and English (FL). Firstly, we analyzed multilingual writing's dimensionality to model students' writing proficiency in ML, HL, and FL as an integrated construct. As a statistical method, we used second-order confirmatory factor analysis (CFA) to translate the theory on multilingual writing into an integrated statistical model. The results present multilingual writing competence as a complex interconnected system. Secondly, we analyzed multilingual writing development by tracing the interconnectedness of different writimg proficiencies over time. We used cross-lagged panel analysis to analyze the development of interindividual differences in multilingual writing development in ML, HL, and FL in three waves over a timespan of two years. Our findings indicate that language-specific writing skills may serve as mutual resources for the development of multilingual writing proficiency. Overall, the proposed CDST-based empirical approach to multilingual writing development provides convincing evidence for the interconnected parts and developmental patterns to fit the puzzle of multilingual writing development proposed by the theory.
De Bot, K., Wander, L., & Verspoor, M. (2007). A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21. Gogolin, I., Klinger, T., Lagemann, M., & Schnoor, B. (2017). Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ) (MEZ Arbeitspapiere Nr. 1). Hamburg. Universität Hamburg. http://www.pedocs.de/volltexte/2017/14825/pdf/Gogolin_et_al_2017_Indikation_Konzeption_Untersuchungsdesign.pdf Hiver, P. and Al-Hoorie, A. H. (2020). Research methods for complexity theory in applied linguistics. Multilingual Matters. Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45(2), 202-214. doi:10.1017/S0261444811000061
A longitudinal investigation of young learners’ L2 English speaking development: is there evidence for ergodic groups?
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Complex dynamic systems theory (CDST) studies have often been set up as single case studies or studies with few participants. This is sometimes considered a limitation of CDST as it endangers the generalizability of the findings (Bulté & Housen, 2020). CDST-researchers have begun to investigate the possibilities of discerning ergodic groups (i.e. groups where the individual is similar to the group and vice versa) as being able to identify ergodic samples makes it possible to make claims both about individuals and groups. Lowie and Verspoor (2019) divided their participants in highly similar groups but found that even in these similar groups there were large differences in learning trajectories over time.
In the present study we will further investigate the possibilities of discerning ergodic groups and thus the possibilities to do group analyses when investigating language development. In this study we will focus on the development of young L2 English learners' speaking skills. 64 learners who attended the first year of secondary school participated in a longitudinal study in which they were asked to do a speaking activity every week over the course of one school year. They were also tested extensively at the start of the study in order to map individual differences between the learners (e.g. differences in prior knowledge, instruction, out-of-school exposure, motivation and cognitive differences).
The learners belonged to three different class groups which each had a different profile. Group 1 (n = 21) attended a school in Flanders. They did not receive any English lessons in primary education and were at the start of formal English education. Group 2 (n = 22) attended a school in Flanders. They did not receive any English lessons in primary education and did not yet have formal English lessons. Group 3 (n = 21) attended a school in the Netherlands. They started with English lessons in primary education.
In order to investigate ergodicity, we will first look into speaking development through group analyses starting from the three pre-defined groups in our study. Through cluster analysis (cf. Peng et al., 2021), we will then further explore whether other groups of learners can be identified based on individual difference variables measured at the start of the study and whether these learner types can be seen as ergodic groups when investigating speaking development.
The results and implications of our study will be discussed during the presentation and suggestions will be done for future studies.
References: -Bulté, B., & Housen, A. (2020). Chapter 9. A critical appraisal of the CDST approach to investigating linguistic complexity in L2 writing development.In G. G. Fogal & M. H. Verspoor (Eds.), Language Learning & Language Teaching (Vol. 54, pp. 207–238). John Benjamins Publishing Company. -Lowie, W. M., & Verspoor, M. H. (2019). Individual Differences and the Ergodicity Problem: Individual Differences and Ergodicity. Language Learning, 69, 184–206. -Peng, H., Jager, S., & Lowie, W. (2021). A person-centred approach to L2 learners' informal mobile language learning. Computer Assisted Language Learning, 1–22.
Presenters Vanessa De Wilde Postdoctoral Researcher, Ghent University
Lani Freeborn
Ronaldo Lima Jr.
Ubiratã Alves
Vanessa De Wilde
