Prof. Larsen-Freeman talks about complexity theory its implications for TESOL

Summary

Diane Larson-Freeman discusses the application of complexity theory to second language acquisition, focusing on the interplay between grammar, meaning, and learner development. She challenges traditional dichotomies like grammar as product vs. process and form vs. meaning, emphasizing the need for a more dynamic and holistic approach. By examining these dichotomies, she highlights the importance of meaningful interaction, iterative learning activities, and learner-driven paths to acquisition. Her insights encourage a shift towards recognizing the emergent and interconnected nature of language learning, ultimately offering practical implications for language teaching and fostering greater fluency and understanding.

Takeaways

• 😀 Complexity theory studies complex dynamical systems where new patterns emerge from interactions of individual components.
• 😀 Complex systems do not have a top-down leader or strict rules; they are emergent and arise naturally from the interactions within the system.
• 😀 Dichotomous thinking is prevalent in fields like applied linguistics (e.g., language vs. culture, grammar vs. communication). Complexity theory challenges this by encouraging us to look for connections between the dichotomous pairs.
• 😀 Complexity theory invites us to focus on the relationship between dichotomous pairs instead of favoring one over the other, using 'third spaces' to explore connections.
• 😀 Grammar as a product and grammar as a process should not be viewed as separate. The concept of 'grammaring' (as a dynamic process) helps overcome the inert knowledge problem, enabling students to activate learned grammar in real-life situations.
• 😀 Language regularity emerges through usage and discourse, not from pre-existing rules. Grammar is not fixed but is always in flux, shaped by the interactions and patterns in language use.
• 😀 The relationship between form and meaning in language is interdependent, as lexical grammar (such as fixed phrases or sentence stems) plays a key role in fluency and writing.
• 😀 Learners acquire and use lexicalized phrases (e.g., 'by the way', 'need help') in a meaningful way to enhance fluency. These phrases help learners to communicate efficiently while following grammatical structures.
• 😀 The dichotomy between learner and learning is another area to explore. Complexity theory suggests that learning trajectories vary between learners, emphasizing the need for personalized approaches in teaching.
• 😀 Rather than viewing language learning as a linear process with input determining output, complexity theory sees learning as an affordance, where learners interact with the environment and actively shape their own learning path.

Q & A

What is complexity theory, as discussed in the script?

Complexity theory studies complex dynamical systems where interactions between components lead to emergent behaviors. In the context of language, this theory suggests that language use and its regularities emerge from interactions, rather than from top-down imposition of rules.

How does complexity theory differ from traditional views of language structure?

Traditional views often focus on language rules as fixed and static, while complexity theory emphasizes the dynamic and emergent nature of language. It proposes that language structure evolves through interaction, rather than adhering strictly to predefined rules.

What are the 'dichotomies' in language learning that complexity theory challenges?

Complexity theory challenges dichotomies such as grammar versus communication, form versus meaning, and learner versus learning. It invites us to look at the relationships between these pairs, rather than treating them as separate or oppositional concepts.

Can you explain the concept of 'grammar-ing' introduced in the script?

'Grammar-ing' refers to the ability to use grammatical structures dynamically in context, rather than simply knowing static rules. It emphasizes active use of grammar in communication, helping learners activate and apply grammatical knowledge more effectively.

What is meant by 'third spaces' in complexity theory?

Third spaces refer to areas of interaction that are not bound by traditional dichotomies. These spaces focus on the relationships between opposing concepts (e.g., native versus non-native speakers) and encourage new forms of understanding that transcend these categories.

How does the theory of 'lexical grammar' challenge traditional grammar rules?

Lexical grammar acknowledges the interdependence of lexicon and grammar, proposing that many grammatical units are learned as fixed expressions or chunks, which can then be adapted and expanded. This contrasts with the traditional view of grammar as a strict set of rules.

What role does iteration play in language learning, according to the speaker?

Iteration is crucial for language learning as it involves revisiting language in different contexts. The 4-3-2 technique is an example, where learners repeatedly use the same language in different scenarios, helping them improve fluency and grammatical accuracy.

How does complexity theory address the relationship between the learner and the learning process?

Complexity theory rejects the rigid separation of learner and learning. It views the process as interactive, with learners actively shaping their learning trajectory through their unique experiences and engagement with the environment, rather than merely absorbing input.

What are 'affordances' in the context of language learning?

Affordances refer to opportunities for action within the learning environment that encourage learners to engage and act. Unlike passive input, affordances are seen as interactive, providing varied opportunities for learners to take action based on their perception of the environment.

How does the speaker suggest teaching can support language learning from a complexity theory perspective?

From a complexity theory perspective, teaching should create environments rich with affordances, where learners have opportunities to engage with language in meaningful, iterative ways. Activities should encourage learners to interact with language repeatedly, refining their use of grammar and vocabulary in context.