The complexity epistemology and ontology in second language acquisition: A critical review

Published online by Cambridge University Press: 02 November 2022

ZhaoHong Han, Eun Young Kang and Sarah Sok

Abstract

Complex Dynamic Systems Theory (CDST), an instantiation in applied linguistics of complexity

epistemology that transcends disciplinary boundaries, has gained much traction and momentum
over the last decade, finding expressions in a fast-growing number of empirical second language
developmental studies. However, the literature, while rapidly expanding, has displayed much
confusion, notably oscillating between invoking CDST as a metatheory and as an object theory.
Then, too, the metaphorical genesis of CDST—the metaphorical adoption of complexity
epistemology from physical sciences—has seemed to invite miscellaneous interpretations, rendering
CDST an ostensibly all-in-one conceptual prism. This article explores the epistemology of CDST,
tracing its ontology and examining its role in second language developmental research. This enables
a more nuanced understanding of CDST, while at once surfacing critical issues and directions for
future research, as it moves toward a pluralistic approach to investigating CDST as a potentially
unique lens on second language development.

Age effects in spoken second language vocabulary attainment beyond the critical period

Published online by Cambridge University Press: 14 November 2022

Kazuya Saito

Abstract

The current study set out to examine to what degree age of acquisition (AOA), defined as a learner’s
first intensive exposure to a second language (L2) environment, mediates the final state of
postpubertal, spoken vocabulary attainment. In Study 1, spontaneous speech samples were elicited
from experienced Japanese users of English (n = 41) using storytelling and interview tasks. The
samples were analyzed using a range of corpus- and rater-based lexical measures and compared to
the speech of inexperienced Japanese speakers (n = 40) and native speakers of English (n = 10). The
results showed that most experienced L2 learners tended to demonstrate nativelike proficiency for
relatively easy lexical dimensions of speech (i.e., richness), but that AOA appeared to play a key role
in predicting the ultimate attainment of relatively difficult lexical dimensions (i.e., appropriateness).
In Study 2, the findings were successfully replicated with experienced L1 Polish users of English (n =
50).

Network analysis for modeling complex systems in SLA research

Published online by Cambridge University Press: 14 October 2022

Lani Freeborn, Sible Andringa, Gabriela Lunansky and Judith Rispens

Abstract

Network analysis is a method used to explore the structural relationships between people or
organizations, and more recently between psychological constructs. Network analysis is a novel
technique that can be used to model psychological constructs that influence language learning as
complex systems, with longitudinal data, or cross-sectional data. The majority of complex dynamic
systems theory (CDST) research in the field of second language acquisition (SLA) to date has been
time-intensive, with a focus on analyzing intraindividual variation with dense longitudinal data
collection. The question of how to model systems from a structural perspective using relation-
intensive methods is an underexplored dimension of CDST research in applied linguistics. To expand
our research agenda, we highlight the potential that psychological networks have for studying
individual differences in language learning. We provide two empirical examples of network models
using cross-sectional datasets that are publicly available online. We believe that this methodology
can complement time-intensive approaches and that it has the potential to contribute to the
development of new dimensions of CDST research in applied linguistics.

Comparing the longitudinal development of phraseological complexity across oral and written
tasks

Published online by Cambridge University Press: 13 October 2022

Nathan Vandeweerd, Alex Housen and Magali Paquot

Abstract

This study builds upon previous research investigating the construct validity of phraseological
complexity as an index of L2 development and proficiency. Whereas previous studies have focused
on cross-sectional comparisons of written productions across proficiency levels, the current study
compares the longitudinal development of phraseological complexity in written and oral
productions elicited over a 21-month period from learners of French. We also improve upon the
state of the art by including L1 data to benchmark learner levels of phraseological complexity.
Phraseological complexity, operationalized as the diversity (no. types) and sophistication (PMI) of
adjectival modifiers (adjective + noun) and direct objects (verb + noun), was generally higher in
learner writing as compared to speaking. Over the study period, the sophistication of phraseological
units increased slightly but developmental patterns were found to differ between tasks, highlighting
the importance of considering task characteristics when measuring phraseological complexity.
Second language productive knowledge of collocations: Does knowledge of individual words
matter?

Published online by Cambridge University Press: 10 October 2022

Suhad Sonbul, Dina Abdel Salam El-Dakhs and Ahmed Masrai

Abstract

Recent studies suggest that developing L2 receptive knowledge of single words is associated with
increased receptive knowledge of collocations. However, no study to date has directly examined the
interrelationship between productive word knowledge and productive collocation knowledge. To
address this gap, the present study administered a controlled productive word test and a controlled
productive collocation test to 27 native English speakers and 55 nonnative speakers (L1-Arabic). The
tests assessed word and collocation knowledge of the most frequent 3,000 lemmas in English (1K,
2K, and 3K frequency bands). The test scores were analyzed using three mixed-effects models for
the following outcome variables: collocation appropriacy, collocation frequency, and collocation
strength. Results revealed productive word knowledge as a significant predictor of productive
collocation knowledge, though with a small effect. This association was omnipresent regardless of
frequency band. We discuss implications of these findings for L2 learning and teaching.