Language Learning as Chaos/Complexity System: Evidence Based on Iranian EFL Learners’ Backgrounds

Abstract

Language learning process was traditionally investigated through the reductionist perspective as a fixed, linear, cause and effect phenomenon in addition to imposing three levels of reductionism including context reduction, data reduction, and complexity reduction on the field of Second Language Acquisition (SLA). With the emergence of Chaos/Complexity Theory (CC/T), language learning was considered as a nonlinear, complex, and dynamic system evolving, growing, and changing from the bottom-up in an organic and unpredictable manner through the dynamics of language. Considering language learning as a complex system, its complex behavior as a whole is influenced by a large number of factors, forces, and agents within or beyond its boundaries which is more than the behavior of its individual components. Despite the fact that C/CT provides new insights, understandings, and implications for researchers in the field of SLA, very few practical attempts are available which investigate the complexities of language learning. Accordingly, ten male/ female Iranian EFL learners participated in this narrative research based on purposive sampling. The researcher used semi-structured interview to elicit participants' histories and stories concerning their language learning process. After the transcription of the data, the participants' personal experiences and histories in terms of time and 1 Graduate Student, Shiraz University, School of Literature and Humanities, psafari2009@gmail.com. place were reorganized, analyzed, and shaped into a framework on the basis of a chronological sequence. In regard to the theoretical underpinnings and insights of C/CT, the derived meanings and themes showed the pieces of evidence to justify the complexities of Iranian EFL learners' language learning.

Orchestrating Harmony in the Chaos of Maltese Language Learning through the Lens of Chaos/Complexity Theory

“…The period during which an L2 learner experiences a plateau is termed as chaotic in C/CT, as the introduction of new content can disrupt the understanding of previously taught content (Safari and Rashidi, 2015). This stagnation in the learning process typically persists until the learner comprehends how to integrate the newly taught concept into the existing concepts.…”

Language learning difficulties of selected foreign students in National University, Philippines

“…On the other hand, the convention of a linear relationship between factors (which arises from reductionism) and L2 learning has been rebutted by new researches claiming the dynamism and complexity of these factors through the use of the Chaos/Complexity Theory (Safari & Rashidi, 2015). Hence, the field of L2 learning research has been becoming more considerable of various factors (social, biological, behavioral, sociopsychological, self-image, etc.…”

“…Studies conducted during the 20 th century have provided significance (through model construction) on sociopsychological factors that focus on individual undertaking such as attitude, motivation, and innate capacity of the mind (Pavlenko, n.d.;Safari & Rashidi, 2015;Cook, 2013 (Malone, 2012;Cook, 2013;Second Language Theories, n.d.).…”

“…Through its three important concepts (Mediation, Zone of Proximal Development, and Scaffolding), the theory argues that L2 learning occurs through a social interaction (mediation) when there is a gap between an individual's actual developmental level and potential level (Zone of Proximal development) that he can attain through the assistance (scaffolding) of a more capable individual (Safari & Rashidi, 2015). These approaches are popularly referred to as "poststructuralist approaches" since they reconceptualise L2 learning as "intrinsically social" rather than "simply cognitive" which Language learning difficulties of selected foreign students in National University, Philippines…”

“…A C/CT model views L2 learning as something which no particular theory can explain due to its complexity. However, different theories (whether nativist such as Chomsky's, Input-based such as Krashen's, Environmental such as Skinner's, or Interactionist such as Anderson's) can be integrated into a whole for a better understanding of the process (Safari & Rashidi, 2015; Theories of L2, n.d.).…”