Results found: 2

Search results

Search:
in the keywords: Complex Dynamic Systems Theory

Sort By:

Limit search:

Fluency and complexity as coupled growers in speaking English at secondary school – A case study of a good, average, and poor language learner

100%

Rokoszewska K. J.

Linguistics Beyond and Within

2020

vol. 6

160-174

One of the main assumptions of Complex Dynamic Systems Theory (CDST) is that internally complex language subsystems develop non-linearly while entering different kinds of supportive, competitive, conditional, or dual relationships which are characterised by trade-offs caused by learners’ restricted cognitive processing, especially in foreign language speech. The present paper belongs to a short series of articles which examines various aspects of the development of L2 English speech at secondary school on basis of the same longitudinal, exploratory, and corpus-based case study. The aim of this paper is to investigate the dynamics of the relationships between fluency and both syntactic and lexical complexity in the speech of a good, average, and poor language learner at the level of secondary school. Syntactic complexity was investigated in terms of general sentence complexity, subordination, coordination, and nominalisation, whereas lexical complexity was construed in terms of lexical density, sophistication, and variation. In general, the results indicated predominantly supportive relationships between fluency and different measures of syntactic complexity but competitive or dual relationships between fluency and lexical complexity. However, the relationships between the selected variables fluctuated over time and often differed in the case of a good, average, and poor language learner.

Accuracy and complexity as connected growers in L2 English speech at secondary school – a case study of a good, average, and poor language learner

72%

Rokoszewska K.

Neofilolog

2021

issue 56/1

71-90

Complex Dynamic Systems Theory (CDST), which originated in the natural sciences, has recently been applied to second language acquisition, underlining the interdisciplinary character of this humanistic discipline. According to this theory, language is a complex dynamic system consisting of subsystems which develop in a non-linear way forming different kinds of supportive, competitive, or conditional relationships. What is more, these subsystems compete for the learner’s limited resources, which causes trade-offs within and between such subsystems as complexity, accuracy, and fluency, especially in speech. The present paper constitutes a part of a short series of articles which present different aspects of the same longitudinal case study on the development of L2 English speech at secondary school. The aim of this paper is to examine the relationships between language accuracy and a number of specific measures of syntactic complexity, i.e. general sentence complexity, subordination, coordination, and nominalisation; as well as lexical complexity, i.e. lexical density, sophistication, and variation, in the case of a good, average, and poor language learner at secondary school. In general, the results showed that the relationships between the selected variables fluctuated over time and often differed in the case of a good, average, and poor language learner.

Refine search results

1 Linguistics Beyond and Within

1 Neofilolog

1 2021

1 2020

1 Rokoszewska K.

1 Rokoszewska K. J.

Search results

Fluency and complexity as coupled growers in speaking English at secondary school – A case study of a good, average, and poor language learner

Accuracy and complexity as connected growers in L2 English speech at secondary school – a case study of a good, average, and poor language learner