Second Language Developmental Dynamics: How Dynamic Systems Theory Accounts for Issues in Second Language Learning

Abstract

Dynamic systems theory (DST) is presented in this article as a suitable approach to research the acquisition of second language (L2) because of its close alignment with the process of second language learning. Through a process of identifying and comparing the characteristics of a dynamic system with the process of L2 learning, this article illustrates that L2 development is indeed a dynamic process. This article argues that DST has not only broadened the theoretical perspective, but also enriched the practical and methodological approaches in the second language developmental research enterprise. DST has the potential to bridge the gap between reductionist and holistic research practice in the Second Language Acquisition (SLA) field and to advance our understanding of L2 acquisition and development. This article argues that incorporating DST into cross-disciplinary inquiries will strengthen its practical application. It concludes by pointing out some directions to apply this framework and to expand beyond its current state.

Keywords::

• language development
• dynamic systems theory
• second language learning
• paradigm shift
• developmental perspectives

Acknowledgments

The author would like to offer special thanks to Dr Aek Phakiti and Dr Minkang Kim (Faculty of Education, The University of Sydney) and the two anonymous reviewers for their valuable comments on the draft of this paper. All remaining weaknesses are my responsibility.

Financial Support

This work was supported by the Prime Minister's Australia Asia Endeavour Award (award no. PMPGI_DCD_3027_2012).