Articles
https://orcid.org/0000-0003-4479-0385
According to Complex Dynamic Systems Theory (CDST), language development is an individually owned process. CDST studies should draw from both group-based and individual-based data since research results should not be generalized from the group to the individual and vice versa unless the group is an ergodic ensemble. This paper describes a part of a sequential mixed method (MM) study in which group-based data obtained in a panel study were further analysed with respect to all individual learners. The aim of the study was to examine the individual learners’ development of syntactic complexity, accuracy, lexical complexity, and fluency (CALF) in L2 English writing at secondary school in comparison to the whole group. The study was based on The Written English Developmental Corpus of Polish Learners (WEDCPL), which includes 1,923 essays written by one hundred learners during twenty-one data waves organized over the period of three years at secondary school. The results of the study indicated that the individual learners rarely differed from the group in terms of the average CALF results, but in terms of progress over time, most learners represented different learning profiles than the group. The main implication for practitioners is to empower moreindividual learners to succeed in L2.
Atkinson, D. (ed.). 2011. Alternative Approaches to Second Language Acquisition. London: Routledge.
Baba, K. 2020. “Exploring Dynamic Developmental Trajectories of Writing Fluency: Who Benefited from the Writing Task?” In: Fogal, G. and M. Verspoor (eds.). Complex Dynamic Systems Theory and L2 Writing Development. Amsterdam: John Benjamins, 3–26. https://doi.org/10.1075/lllt.54.01bab.
Baba, K. and R. Nita. 2014. “Phase Transitions in the Development of Writing Fluency from a Complex Dynamic Systems Perspective.” Language Learning 64.1. 1–35. https://doi.org/10.1111/lang.12033.
Bulté, B. and A. Housen. 2012. “Defining and Operationalizing L2 Complexity.” In: Housen, A., F. Kuiken and I. Vedder (eds.). Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA. Amsterdam: John Benjamins, 23–46. https://doi.org/10.1075/lllt.32.02bul.
Bulté, B. and A. Housen. 2014. “Conceptualizing and Measuring Short-Term Changes in L2 Writing Complexity.” Jour- nal of Second Language Writing 26.4. 42–65. https://doi.org/10.1016/j.jslw.2014.09.005.
Bulté, B. and A. Housen. 2018. “Syntactic Complexity in L2 Writing: Individual Pathways and Emerging Group Trends.” International Journal of Applied Linguistics 28.1. 147–64. https://doi.org/10.1111/ijal.12196.
Bülow, L. and S. Pfenninger. 2021. “Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics.” Linguistics Vanguard 7.2.20200027. https://doi.org/10.1515/lingvan-2020-0027.
Caspi, T. 2010. “A Dynamic Perspective on Second Language Acquisition.” Unpublished Diss. U ofGroningen.
Chan, H. P., W. Lowie and K. de Bot. 2014. “A Case Study of Lexical Development of Writing and Speaking in Identical Twins.” In: Gao, J. et al. (eds.). Actes des 16`emes Rencontres Jeunes Chercheurs en Sciences du Langage: Mod`eles et Mod ́elisation dans les Sciences du Langage. Paris: HAL-SHS, 54–65.
de Bot, K. 2017. “Complexity Theory and Dynamic Systems Theory: Same or Different?” In: Ortega, L. and Z. Han (eds.). Complexity Theory and Language development. In Celebration of Diane Larsen-Freeman Amsterdam: John Benjamins, 51–58. https://doi.org/10.1075/lllt.48.03deb.
Dörnyei, Z. 2007. Research Methods in Applied Linguistics. Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford UP.
Durán, P., et al. 2004. “Developmental Trends in Lexical Diversity.” Applied Linguistics 25.2.220–42. https://doi.org/10.1093/applin/25.2.220.
Ellis R. and G. Barkhuizen. 2005. Analysing Learner Language. Oxford: Oxford UP.
Finkel, S. E. 1995. Causal Analysis with Panel Data. Thousand Oaks: Sage. https://doi.org/10.4135/9781412983594.
Foster P. and G. Wigglesworth. 2016. “Capturing Accuracy in Second Language Performance: The Case for a Weighted Clause Ratio.” Annual Review of Applied Linguistics 36. 98–116. https://doi.org/10.1017/S0267190515000082.
Granger, S. 2002. “A Bird’s-Eye View of Learner Corpus Research.” In: Granger, S., J. Hung and S. Petch-Tyson (eds.). Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching. Amsterdam: John Benjamins, 3–33.
Gunnarsson, C. 2012. “The Development of Complexity, Accuracy and Fluency in the Written Production of L2 French.” In: Housen, A., F. Kuiken and I. Vedder (eds.). Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA. Amsterdam: John Benjamins, 247–76. https://doi.org/10.1075/lllt.32.
Hemchua, S. and N. Schmitt. 2006. “An Analysis of Lexical Errors in the English Compositions of Thai Learners.” Prospect 21.3. 3–25. Retrieved from https://api.semanticscholar.org/CorpusID:42846941. 16 Dec. 2021.
Hiver, P. and A. Al-Hoorie. 2020. Research Methods for Complexity Theory in Applied Linguistics. Bristol: Multilingual Matters. https://doi.org/10.21832/HIVER5747.
Hou, J., H. Loerts and M. Verspoor. 2020. “Coordination of Linguistic Subsystems as a Sign of Automatization?” In: Fogal, G. and M. Verspoor (eds.). Complex Dynamic Systems Theory and L2 Writing Development. Amsterdam: John Benjamins, 27–48. https://doi.org/10.1075/lllt.54.02hou.
Housen A. and F. Kuiken. 2009. “Complexity, Accuracy, and Fluency in Second Language Acquisi- tion.” Applied Linguistics 30.4. 461–73. https://doi.org/10.1075/lllt.32.01hou.
Housen, A., F. Kuiken and I. Vedder. 2012. “Complexity, Accuracy and Fluency: Definitions, Measurement and Research.” In: Housen, A., F. Kuiken and I. Vedder (eds.). Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA. Amsterdam: John Benjamins, 1–20.
Hunt, K. 1965. “Grammatical Structures Written at Three Grade Levels. NCTE Research Report, No. 3.” Retrieved from https://files.eric.ed.gov/fulltext/ED113735.pdf. 25 Oct. 2019.
Inoue, Ch. 2016. “A Comparative Study of the Variables Used to Measure Syntactic Complexity and Accuracy in Task-Based Research.” The Language Learning Journal 44.4. 487–505.
James, C. 1998. Errors in Language Learning and Use: Exploring Error Analysis. London: Longman.
Johnson, R. and L. Christensen. 2004. Educational Research: Quantitative, Qualitative, and Mixed Approaches. Boston: Allyn. Retrieved from https://www.researchgate.net/publication/264274753. 15 Nov. 2022.
Knoch, U., A. Rouhshad and N. Storch. 2014. “Does the Writing of Undergraduate ESL Students Develop after One Year of Study in an English-Medium University?” Assessing Writing 21.1. 1–17. https://doi.org/10.1016/j.asw.2014.01.001.
Kowal, I. 2016. The Dynamics of Complexity, Accuracy and Fluency in Second Language Development. Kraków: Jagiellonian UP. https://doi.org/10.4467/K9474.72/16.16.6986.
Kuiken, F. and I. Vedder. 2008. “Cognitive Task Complexity and Written Output in Italian and French as a Foreign Language.” Journal of Second Language Writing 17.1. 48–60. https://doi.org/10.1016/j.jslw.2007.08.003.
Laufer, B. and P. Nation. 1995. “Vocabulary Size and Use: Lexical Richness in L2 Written Production.” Applied Linguistics 16. 307–22. https://doi.org/10.1093/applin/16.3.307.
Larsen-Freeman, D. 2006. “The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English.” Applied Linguistics 27. 590–616. https://doi.org.10.1093/applin/aml029.
Larsen-Freeman, D. and L. Cameron. 2008. Complex Systems and Applied Linguistics. Oxford: Oxford UP.
Leech, G., P. Rayson and A. Wilson. 2001. Word Frequencies in Written and Spoken English: Based on the British National Corpus. London: Longman.
Leijten, M. and L. van Waes. 2013. “Keystroke Logging in Writing Research: Using Inputlog to Analyse and Visualize Writing Processes.” Written Communication 30.3. 358–92. https://doi. org/10.1177/0741088313491692.
Levelt, W. 1989. Speaking: From Intention to Articulation. Cambridge: MIT.
Lowie, W., et al. 2017. “Finding the Key to Successful L2 Learning in Groups and Individuals.” Studies in Second Language Learning and Teaching 7.1. 127–48.
Lowie, W. and M. Verspoor. 2019. “Individual Differences and the Ergodicity Problem.” Language Learning 69. 184–206. https://doi.org/10.1111/lang.12324.
Lu, X. 2010. “Automatic Analysis of Syntactic Complexity in Second Language Writing.” International Journal of Corpus Linguistics 15.4. 474–96. https://doi.org/10.1075/ijcl.15.4.02lu.
Lu, X. 2012. “The Relationship of Lexical Richness to the Quality of ESL Learners’ Oral Narratives.” The Modern Language Journal 96. 190–208.
McKee, G., D. Malvern and B. Richards. 2000. “Measuring Vocabulary Diversity Using Dedicated Software.” Literary and Linguistic Computing 15. 323–37.
Malvern, D., et al.2004. Lexical Diversity and Language Development: Quantification and Assessment. Basingstoke: MacMillan.
Michel M. 2017. “Complexity, Accuracy and Fluency in L2 Production.” In: Loewen, S. and M. Sato (eds.). The Routledge Handbook of Instructed Second Language Acquisition. London: Routledge, 50–68.
Molenaar, P. and C. Campbell. 2009. “The New Person-Specific Paradigm in Psychology.” Current Directions in Psychological Science 18.2. 112–17. https://doi.org/10.1111/j.1467-8721.2009.01619.x.
Norris, J. and L. Ortega. 2009. “Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity.” Applied Linguistics 30.4. 555–78.
Nuance®. 2014. Dragon speech recognition software. Retrieved from https://www.nuance.com/dragon/support/dragonnaturallyspeaking.html. 15 Dec. 2014.
Ortega, L. and G. Iberri-Shea. 2005. “Longitudinal Research in Second Language Acquisition: Recent Trends and Future Directions.” Annual Review of Applied Linguistics 25. 26–45. https://doi.org/10.1017/S0267190505000024.
Pallotti, G. 2022. “Cratylus’ Silence: On the Philosophy and Methodology of Complex Dynamic Systems Theory in SLA.” Second Language Research 38.3. 689–701. https://doi.org/10.1177/0267658321992451.
Penris, W. and M. Verspoor. 2017. “Academic Writing Development: A Complex, Dynamic Process.” In: Pfenninger, S. and J. Navracsics (eds.). Future Research Directions for Applied Linguistics. Bristol: Multilingual Matters, 215–42.
Pfenninger, S. 2017. “Not So Individual after All: An Ecological Approach to Age as an Individual Difference Variable in a Classroom.” Studies in Second Language Learning and Teaching 7.1. 19–46. https://doi.org/10.14746/ssllt.2017.7.1.2.
Pfenninger, S. 2020. “The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence from a Longitudinal Content and Language Integrated Learning Study with Dense Time Serial Measurements.” The Modern Language Journal 104.3. 662–86. https://doi.org/10.1111/modl.12666.
Polio, C. 1997. “Measures of Linguistic Accuracy in Second Language Writing Research.” Language Learning 47. 101–43. https://doi.org/10.1111/0023-8333.31997003.
Polio, C. and M. Shea. 2014. “An Investigation into Current Measures of Linguistic Accuracy in Second Language Writing Research.” Journal of Second Language Writing 26. 10–27. https://doi.org/10.1016/J.JSLW.2014.09.003.
Read, J. 2000. Assessing Vocabulary. Oxford: Oxford UP.
Richards, J. C. 2008. Moving Beyond the Plateau: From Intermediate to Advanced Levels in Language Learning. New York: Cambridge UP.
Robinson, P. 2001. “Task Complexity, Task Difficulty, and Task Production: Exploring Interactions in a Componential Framework”, Applied Linguistics, 22. 27–57.
Robinson, P., T. Cadierno and Y. Shirai. 2009. “Time and Motion: Measuring the Effects of the Conceptual Demands of Tasks on Second Language Speech Production.” Applied Linguistics 30. 533–54. https://doi.org/10.1093/applin/amp046.
Salkind, N. 2010. Encyclopaedia of Research Design. Thousand Oaks: Sage. https://doi.org/10.4135/9781412961288.
Seawright, J. 2016. “Better Multimethod Design: The Promise of Integrative Multimethod Research.” Security Studies 25. 42-49. https://doi.org/10.1080/09636412.2016.1134187.
Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford UP.
Spoelman, M. and M. Verspoor. 2010. “Dynamic Patterns in Development of Accuracy and Complexity: A Longitudinal Case Study in the Acquisition of Finnish.” Applied Linguistics 31.532–53. https://doi.org.10.1093/applin/amq001.
Storch, N. and J. Tapper. 2009. “The Impact of an EAP Course on Postgraduate Writing.” Journal of English for Academic Purposes 8.3. 207–23. https://doi.org.10.1016/j.jeap.2009.03.001.
Towell, R. and R. Hawkins. 1994. Approaches to Second Language Acquisition. Bristol: Multilingual Matters.
Ure, J. 1971. “Lexical Density: A Computational Technique and Some Findings.” In: Coulthard, M. (ed.). Talking About Text. Birmingham: English Language Research, 24–48.
van Geert, P. and M. van Dijk. 2002. “Focus on Variability: New Tools to Study Intra-Individual Variability in Developmental Data.” Infant Behaviour and Development 25. 340–75. https://doi.org/10.1016/S0163-6383(02)00140-6.
van Geert, P. and M. Verspoor. 2015. “Dynamic Systems and Language Development.” In: MacWhinney, B. and W. O’Grady (eds.). The Handbook of Language Emergence. New York: Wiley, 537–56. https://doi.org.10.1002/9781118346136.ch24.
Vercellotti, M. 2017. “The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study.” Applied Linguistics 38.1. 90–111. https://doi.org/10.1093/applin/amv002.
Verspoor, M., W. Lowie and M. van Dijk. 2008. “Variability in Second Language Development from a Dynamic Systems Perspective.” Modern Language Journal 92. 214–31. https://doi.org.10.1111/j.1540-4781.2008.00715.x.
Verspoor, M., K. de Bot and W. Lowie. 2011. A Dynamic Approach to Second Language Development. Amsterdam: John Benjamins.
Verspoor, M., M. Schmid and X. Xu. 2012. “A Dynamic Usage Based Perspective on L2 Writing.” Journal of Second Language Writing 21.3. 239–63. https://doi.org/10.1016/j.jslw.2012.03.007.
Verspoor, M., W. Lowie and M. Wieling. 2020. “L2 Developmental Measures from a Dynamic Perspective.” In: Le Bruyn, B. and M. Paquot (eds.). Learner Corpus Research Meets Second Language Acquisition. Cambridge: Cambridge UP, 172–90. https://doi.org/10.1017/9781108674577.009.
English
Język Polski
https://doi.org/10.19195/0301-7966.62.1.5
