Wander Lowie

A Dynamic Systems Theory approach to second language acquisition

In this article it is argued that language can be seen as a dynamic system, i.e. a set of variables that interact over time, and that language development can be seen as a dynamic process. Language development shows some of the core characteristics of dynamic systems: sensitive dependence on initial conditions, complete interconnectedness of subsystems, the emergence of attractor states in development over time and variation both in and among individuals. The application of tools and instruments developed for the study of dynamic systems in other disciplines calls for different approaches to research, which allow for the inclusion of both the social and the cognitive, and the interaction between systems. There is also a need for dense data bases on first and second language development to enhance our understanding of the fine-grained patterns of change over time. Dynamic Systems Theory is proposed as a candidate for an overall theory of language development.

Essential Statistics for Applied Linguistics

Preface: How to Use this Book PART I Types of Research Systematicity in Statistics: Variables Descriptive Statistics Statistical Logic Doing Statistics: From Theory to Practice Common Statistics for Applied Linguistics Conclusion References PART II: HOW TO SPSS Introduction How to do Descriptive Statistics How to Check Assumptions How to do a T-Test How to do a One-Way ANOVA How to do a (Two-Way) ANOVA How to do a Correlation Analysis How to do a Simple Regression Analysis How to do a Chi-square Analysis PART III: SPSS PRACTICALS Practical 1 - Exploring SPSS and Entering Variables Practical 2 - Descriptive Statistics Practical 3 - Calculations using SPSS Practical 4 - Inductive Statistics Practical 5 - Miscellaneous Assignments Practical 6 - Miscellaneous Assignments (Revision)

A bilingual advantage in task switching? Age-related differences between German monolinguals and Dutch-Frisian bilinguals

This study investigated whether lifelong bilingualism can be associated with enhanced executive control, particularly mental flexibility, and with a modulation of an age-related decline in these functions. We compared performance of middle-aged and elderly speakers of German and bilingual speakers of Dutch and Frisian in a cued task-switching paradigm. All bilinguals were fluent in the same, closely-related language pairs. Bilinguals incurred significantly lower switching costs than monolinguals, and elderly bilinguals were less affected by an age-related increase in switching costs than monolinguals. Bilinguals did not differ from monolinguals in the size of the mixing costs. Our findings suggest that lifelong bilingualism correlates with enhanced ability to shift between mental sets, as well as increased resistance to proactive interference. The fact that we found significant group differences – while some previous studies did not – may be attributable to the choice of our task and to the cognateness of the languages involved.

The dynamics of L2 vocabulary development: A case study of receptive and productive knowledge

University of Groningen - HolandaGroningen - HolandaUniversity of the Free State - Africa do SulFree State - Africa do SulRESUMO: Muitos estudos tem mostrado que a transferencia do vocabulario L2receptiv o para a pr oducao esta longe de ser linear , se a pr oducao e induzida poruma tarefa ou espontânea. A natureza e as causas dessa lacuna entre o conhecimentode vocabulario receptivo e produtivo tem sido amplamente debatidas. Este artigotenta uma nova abordagem a este tema, investigando o desenvolvimento doconhecimento de vocabulario em um estudo de caso detalhado. Quatro niveis deconhecimento de vocabulario de ESL sao identificados ao longo de um periodode 36 semanas de intensa exposicao a lingua-alvo. Analises detalhadas revelamque esses niveis receptivo e produtivo de conhecimento interagem de formacomplexa ao longo do tempo, simultaneamente competindo pelos recursos doaprendiz de lingua enquanto tambem condicionalmente se apoiam mutuamente.Um modelo baseado em equacoes de crescimento dinâmico corrobora a hipotesede que as interacoes complexas entre os niveis de conhecimento de vocabulariocontribuem para a lacuna entre vocabulario receptivo e produtivo.PAL AVRAS-CHA VE: Desenv olvimento do v ocabulario .* t.caspi@rug.nl** w.m.lowie@rug.nl

A dynamic view as a complementary perspective

Theory building is a dynamic process. Theories develop and grow, they are dependent on initial conditions, social interactions, variation, and they are stable for some time only to move on to the next phase. They can develop gradually, but a non-linear pattern is more common. Most importantly, theories develop over time. Theories are typically based on shared cognitions and they are situated. Written descriptions by definition reflect versions of the theory that are outdated the moment they are in print, though some of the core assumptions may be more stable than other, more peripheral ones. All of this very much applies to the present discussion of our paper on a DST approach to SLA. Inevitably, we, and probably most of the commentators, will already have moved on in our thinking about DST and SLA by the time this comes into print. In particular with new approaches, we will see a great deal of variability: wild ideas flourish and the links between grand theoretical notions and empirical database to support them tend to be out of balance. That may be seen as a weakness, but it probably is an inevitable developmental stage in building a new theory, or, as in this case, the application from a theory developed in other fields to SLA.

Pink Noise in Language Production : A Nonlinear Approach to the Multilingual Lexicon

Most theories of (second) language processing are based on component-dominant models that assume linear relationships between linguistic factors affecting language production and language comprehension. In this contribution we argue that in the wake of current nonlinear approaches to cognition, language processing must be seen in terms of interaction-dominant dynamics manifested in 1/f scaling relations. Our study showed that increased experience in second language use leads to scaling relations that more and more tend toward pink noise. Moreover, our data tentatively show that intensive immersion in a second-language context leads to steeper spectral slopes in response time series of that same language. These findings demonstrate the significant contribution of nonlinear analyses to the study of real-time language processing in multilinguals.

The CEFR and the dynamics of second language learning: trends and challenges

Abstract This paper discusses the pedagogical implications of Dynamic Systems Theory approaches to second language development. The main question addressed is whether it is possible to describe a learners level of proficiency with a simple and unambiguous label, and if so, whether the CEFR can provide such a label. It is argued that considering the dynamic and multidimensional nature of second language development, only an approach that values the relevance of variability will be able to capture the crucial time dimension of development. When learning is defined as self-organization that follows the perturbation of a system, language learning cannot be seen as development that follows a predetermined sequence, but must ultimately be regarded as a contextualized individual trajectory. When this observation is applied to language teaching and language testing, it must be concluded that a longitudinal approach using a language portfolio that captures a range of language skills as proposed by the CEFR is of considerably greater value for the learner than a rigid assessment of some aspects of language proficiency at one moment in time.

Second-language learning in adolescents with cochlear implants

Speech signals delivered via cochlear implants (CIs) lack spectro-temporal details, yet, young-implanted children can develop good native language skills (L1). This study explores three research questions: 1. Can adolescents with CIs learn a second language (L2)? 2. Is there a difference in spoken (auditory-A) vs. written (visual-V) L2 skills? 3. Which perceptual and cognitive factors influence L2 learning? Two groups (L1 = Dutch, age 12—17 years), one with normal hearing (NH) and one with CIs, and both learning English (L2) at school, participated. L1 and L2 proficiency was measured in receptive vocabulary (A), comprehension (A, V), and general proficiency (V). Further, basic auditory functioning, in temporal (gap detection) and spectral (spectral ripple detection) resolution, and cognitive functioning, in IQ, working memory, and attention, were measured. Preliminary data (n = 7 per group) indicated comparable L1 proficiency between NH and CI groups. While some CI users showed L2 proficiency within the NH range, on average, L2 proficiency was lower for the CI group. This effect was more pronounced for auditory tests. Reduced temporal and spectral resolution, but no difference in cognitive tests, were observed in CI group compared to NH, emphasizing the importance of auditory factors in L2 learning.Speech signals delivered via cochlear implants (CIs) lack spectro-temporal details, yet, young-implanted children can develop good native language skills (L1). This study explores three research questions: 1. Can adolescents with CIs learn a second language (L2)? 2. Is there a difference in spoken (auditory-A) vs. written (visual-V) L2 skills? 3. Which perceptual and cognitive factors influence L2 learning? Two groups (L1 = Dutch, age 12—17 years), one with normal hearing (NH) and one with CIs, and both learning English (L2) at school, participated. L1 and L2 proficiency was measured in receptive vocabulary (A), comprehension (A, V), and general proficiency (V). Further, basic auditory functioning, in temporal (gap detection) and spectral (spectral ripple detection) resolution, and cognitive functioning, in IQ, working memory, and attention, were measured. Preliminary data (n = 7 per group) indicated comparable L1 proficiency between NH and CI groups. While some CI users showed L2 proficiency within the N...

Word Naming in the L1 and L2: A Dynamic Perspective on Automatization and the Degree of Semantic Involvement in Naming

Reaction time data have long been collected in order to gain insight into the underlying mechanisms involved in language processing. Means analyses often attempt to break down what factors relate to what portion of the total reaction time. From a dynamic systems theory perspective or an interaction dominant view of language processing, it is impossible to isolate discrete factors contributing to language processing, since these continually and interactively play a role. Non-linear analyses offer the tools to investigate the underlying process of language use in time, without having to isolate discrete factors. Patterns of variability in reaction time data may disclose the relative contribution of automatic (grapheme-to-phoneme conversion) processing and attention-demanding (semantic) processing. The presence of a fractal structure in the variability of a reaction time series indicates automaticity in the mental structures contributing to a task. A decorrelated pattern of variability will indicate a higher degree of attention-demanding processing. A focus on variability patterns allows us to examine the relative contribution of automatic and attention-demanding processing when a speaker is using the mother tongue (L1) or a second language (L2). A word naming task conducted in the L1 (Dutch) and L2 (English) shows L1 word processing to rely more on automatic spelling-to-sound conversion than L2 word processing. A word naming task with a semantic categorization subtask showed more reliance on attention-demanding semantic processing when using the L2. A comparison to L1 English data shows this was not only due to the amount of language use or language dominance, but also to the difference in orthographic depth between Dutch and English. An important implication of this finding is that when the same task is used to test and compare different languages, one cannot straightforwardly assume the same cognitive sub processes are involved to an equal degree using the same task in different languages.