S015 1/2 | CDST Research In The Chinese Context

S015 1/2 | CDST research in the Chinese context

August 16, 2021 08:30 AM - August 16, 2022 12:00 Noon(Europe/Amsterdam)

20210816T0830 20210816T1200 Europe/Amsterdam S015 1/2 | CDST research in the Chinese context For the past two decades, the Complex Dynamic Systems Theory (CDST) has burgeoned in applied linguistics, especially on second language (L2) development (e.g. complexity, accuracy, fluency) and individual differences (e.g. motivation, working memory, and self-regulatory strategies). The CDST perspective sees language development taking place as individual learners mobilize their linguistic, cognitive, and affective resources to co-adapt to the learning environment, which justifies a balanced view on language learners, learner language, as well as the learning context. In addition to contribution made by U.S.-based scholars and European scholars at the University of Groningen, CDST empirical studies have also thrived in the Chinese context, a context characterized by a large language-learning population in instructed learning environment. However, due to most research is reported in Chinese, little is known to the international academia. The proposed symposium aims to bring forth Chinese scholars' voices in this regard. It opens with a featured presentation on an overview of CDST studies conducted in the Chinese context (including mainland China, Hong Kong, and Macao), followed by two sub-strands, one focusing on Chinese learners' L2 written and oral language development, and the other focusing on the individual differences of Chinese learners engaged in foreign language learning. Timeline S015 1/2 8:30-8:50 Welcome and introduction of our featured speaker 8:50-9:30 Yongyan Zheng 9:30-10:00 Jihua Dong, Yongyan Zheng 10:00-10:30 Lawrence Jun Zhang 10:30-11:00 Pengyun Chang 11:00-12:00 Discussion of the first block 2/2 14:30-15:00 Yurong Zheng 15:00-15:30 Saeed Karimi-Aghdam Room 1 AILA 2021 aila2021@gcb.nl

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For the past two decades, the Complex Dynamic Systems Theory (CDST) has burgeoned in applied linguistics, especially on second language (L2) development (e.g. complexity, accuracy, fluency) and individual differences (e.g. motivation, working memory, and self-regulatory strategies). The CDST perspective sees language development taking place as individual learners mobilize their linguistic, cognitive, and affective resources to co-adapt to the learning environment, which justifies a balanced view on language learners, learner language, as well as the learning context. In addition to contribution made by U.S.-based scholars and European scholars at the University of Groningen, CDST empirical studies have also thrived in the Chinese context, a context characterized by a large language-learning population in instructed learning environment. However, due to most research is reported in Chinese, little is known to the international academia. The proposed symposium aims to bring forth Chinese scholars' voices in this regard. It opens with a featured presentation on an overview of CDST studies conducted in the Chinese context (including mainland China, Hong Kong, and Macao), followed by two sub-strands, one focusing on Chinese learners' L2 written and oral language development, and the other focusing on the individual differences of Chinese learners engaged in foreign language learning.

Timeline S015

1/2

8:30-8:50 Welcome and introduction of our featured speaker

8:50-9:30 Yongyan Zheng

9:30-10:00 Jihua Dong, Yongyan Zheng

10:00-10:30 Lawrence Jun Zhang

10:30-11:00 Pengyun Chang

11:00-12:00 Discussion of the first block

2/2

14:30-15:00 Yurong Zheng

15:00-15:30 Saeed Karimi-Aghdam

15:30-16:00 Beilei Wang

16:00-17:00 Ting Huang and Discussion of the second block

A systematic review of CDST research in the Chinese contextView Abstract Watch Recording 0

FeaturedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC

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This featured presentation begins with a systematic review of published CDST research in the Chinese context and identifies possible future directions. Publications in both international journals and Chinese journals are compared and contrasted in terms of developmental trends, topic distribution, research methods and research design. Then I introduce two particularly promising research methods: Social Network Analysis and Q methodology, and discuss the possibilies of applying these methods in CDST research. Future directions are discussed at the end of the lecture.

Presenters

The dynamic development of EFL students’ stance construction in students’ academic writingView Abstract Watch Recording 0

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC

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This study employs CDST approaches to investigate Chinese EFL students' stance construction in their academic writing over 20-week span. The analysis shows great fluctuations and notable trend along the developmental trajectories of students' stance construction, thus can be useful in enhancing students' stance construction and academic writing skills.

Presenters

A Complex Dynamic Systems Theory perspective on the Variability in Chinese EFL learners’ Listening developmentView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC

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This 3-year longitudinal study tracked 3 Chinese EFL undergraduates and analyzed the collected data through CDST techniques, including min-max graphs and Monte-Carlo analyses. Our results confirm flux developmental processes of L2 listening, depict divergent patterns of intra-individual variability and highlights the significance of variability in SLD in the Chinese context.

Presenters

Co-authors

Idiodynamic research into Chinese EFL learners’ listening motivation based on “Directed Motivational Currents”View Abstract Watch Recording 0

Focused 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/16 06:30:00 UTC - 2022/08/16 10:00:00 UTC

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Recent research into L2/FL motivation has entered the socio-dynamics period, characterized by a concern with the contextual interactions, the dynamics of change, and the time-scale variations. We present findings from a longitudinal study into three EFL learners’ listening development over time in relation to the “Directed Motivation Currents”.

Presenters

Co-authors