Dynamic Systems Theory and Applied Linguistics: the ultimate "so what"?

Bot, de Cornelis; Verspoor, Marjolijn; Lowie, Wander

doi:10.1111/j.1473-4192.2005.0083b.x

Cited by 32 publications

(13 citation statements)

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“…The growth of interest in second language acquisition and applied linguistics in complex and dynamic systems theory, although not completely new at the time, was heightened in the mid-2000s by several key publications, including de Bot et al (2005aBot et al ( , 2005b, the articles in special issues of Applied Linguistics (edited by Ellis & Larsen-Freeman, 2006) and the Modern Language Journal (de Bot, 2008), and Larsen- Freeman and Cameron (2008). Attributes of complex systems including ecology, emergentism, dynamism, change, unpredictability, interconnectedness, and nonlinearity confronted notions of fixedness and codification in language description and acquisition and their evolutionary trajectories over time.…”

Section: The Complex Chaotic Systems Ontology In Language Teacher Comentioning

confidence: 99%

Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition

Burns

Freeman

Edwards

2015

The Modern Language Journal

142

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The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher cognition research and synthesizing various themes that arise across this body of work. To that end, we begin by first making the case for the construct under examination and posing some key questions: What is the nature of the mind that we are examining in language teacher cognition research? How have conceptualizations of that mind changed over the period that language teacher cognition research has emerged as a field of empirical study? We then consider how the mind in language teacher cognition research has been studied ontologically, and the conceptual advances that have characterized such research. We conclude by examining how studies in this collection reflect our account of these changes over time.

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Section: The Complex Chaotic Systems Ontology In Language Teacher Comentioning

confidence: 99%

Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition

Burns

Freeman

Edwards

2015

The Modern Language Journal

142

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“…12 I use the terms meaning and message in the Columbia School sense: meaning as the encoded semantic content of a grammatical signal, message as the discourse-level inference made or intended by the joint presence of linguistic forms in context. See, e.g., Huffman (1997, 16 -19), Davis (2009), Diver (2012a.…”

Section: Learning Rules or Patterns Is Not Enoughmentioning

confidence: 98%

“…In practice, of course, learners will not always make the most felicitous choices (not even native speakers do that), but, guided by both the meanings and the facts of usage, these learners are better off than their peers who have either no direction or else suffer from misdirection. Davis (2009) argues for a concerted effort to sensitize second-language teachers to the meaningful nature of grammar and to have them develop their explicit knowledge of the language's systems of forms and meanings. The approach, termed Focus on Form and Meaning (FFM), expands upon FFI in that it would tie particular linguistic meanings to particular linguistic forms.…”

Section: The Intersection Of Noun and Verb Numbermentioning

confidence: 99%

“…).2 The classic grammatical rule is a "correspondence" between linguistic elements(Crystal 1985, 268) and thus precludes choice. Attempts to have both rule and choice, such as to say that one must know how to choose which rule to use(Larsen-Freeman 2002), are making use of the term rule in a quite different -even orthogonal -way, for example as a label for the relationship between a form and its meaning(Davis 2009). …”

mentioning

confidence: 99%

“…See Note 17 inDavis (2009) for references to some analyses that explicitly state hypotheses for forms and meanings for other grammatical systems.…”

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confidence: 99%

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Rule, pattern, and meaning in the second-language teaching of grammar

Davis

2015

Acta Linguistica Hafniensia

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To cite this article: Joseph Davis (2015) Rule, pattern, and meaning in the secondlanguage teaching of grammar, Acta Linguistica Hafniensia, 47:1, 53-75, This is a position paper aimed at the interface between meaning-oriented linguistics generally and instructed language learning. The alliance between usage-based linguistics and form-focused instruction in language teaching stands to benefit from advances on both sides: a recognition by theoretical linguists that systematic meanings of grammatical forms are responsible for observed, emerging patterns of usage; and a greater willingness on the part of advocates of the teaching of grammar to engage in focusing upon individual, meaningful grammatical forms, as distinct from unanalyzed, holistic form. Explicit knowledge of forms and their meanings can usefully guide the practice of teachers and, potentially, the performance of learners. Pending the wide availability of practical analyses, teachers' and learners' focused grammatical inquiry on authentic discourse can yield useful insights about both language structure and discourse.

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Hampel¹

2019

Disruptive Technologies and the Language Classroom

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Dynamic Systems Theory and Applied Linguistics: the ultimate "so what"?

Cited by 32 publications

References 3 publications

Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition

Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition

Rule, pattern, and meaning in the second-language teaching of grammar

Theoretical Framework

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