Language Learning as Chaos/Complexity System: Evidence Based on Iranian EFL Learners’ Backgrounds

Year 2015, Volume: 6 Issue: 4, 22 - 56, 31.10.2015

Parvin Safari , Nasser Rashidi

https://doi.org/10.17569/tojqi.77606

Cited By: 5

Abstract

Language learning process was traditionally investigated through the reductionist perspective treating language learning as a fixed, linear, cause and effect phenomenon in addition to imposing three levels of reductionism including context reduction, data reduction, and complexity reduction on the field of SLA. With the emergence of Chaos/Complexity Theory (CC/T), language learning was considered as a nonlinear, complex, and dynamic system evolving, growing, and changing from the bottom-up in an organic and unpredictable manner through the dynamics of language. In complex systems such as language learning, the Language learning process was traditionally investigated through the reductionist perspective as a fixed, linear, cause and effect phenomenon in addition to imposing three levels of reductionism including context reduction, data reduction, and complexity reduction on the field of Second Language Acquisition (SLA). With the emergence of Chaos/Complexity Theory (CC/T), language learning was considered as a nonlinear, complex, and dynamic system evolving, growing, and changing from the bottom-up in an organic and unpredictable manner through the dynamics of language. Considering language learning as a complex system, its complex behavior as a whole is influenced by a large number of factors, forces, and agents within or beyond its boundaries which is more than the behavior of its individual components. Despite the fact that C/CT provides new insights, understandings, and implications for researchers in the field of SLA, very few practical attempts are available which investigate the complexities of language learning. Accordingly, ten male/ female Iranian EFL learners participated in this narrative research based on purposive sampling. The researcher used semi- structured interview to elicit participants’ histories and stories concerning their language learning process. After the transcription of the data, the participants’ personal experiences and histories in terms of time and place were reorganized, analyzed, and shaped into a framework on the basis of a chronological sequence. In regard to the theoretical underpinnings and insights of C/CT, the derived meanings and themes showed the pieces of evidence to justify the complexities of Iranian EFL learners’ language learning. 

Keywords: Chaos/Complexity Theory, reductionism, SLA, narrative research, language learning process

Öz

Dil öğrenme süreci; geleneksel olarak, İkinci Dil Edinimi (SLA) alanında bağlam azaltma, veri azaltma ve karmaşıklık azaltma şeklinde üç aşamalı bir indirgemeyi empoze ederken indirgemeci bir bakış açısıyla sabit, doğrusal, sebep-sonuç ilişkili bir fenomen olarak incelenmiştir. Kaos/Karmaşıklık Teorisinin (CC/T) ortaya çıkmasıyla birlikte dil öğrenme, dilin dinamikleriyle aşağıdan yukarıya organik ve öngörülemeyen bir biçimde gelişen, büyüyen ve değişen doğrusal olmayan, karmaşık ve dinamik bir sistem olarak nitelendirilmiştir. Dil öğrenimi karmaşık bir sistem olarak düşünüldüğünde, bunun bir bütün olarak karmaşık davranışları, bireysel bileşenlerinin davranışlarından çok, sınırları içindeki veya dışındaki çok sayıda faktör, kuvvet ve aracı tarafından etkilenir. C/CT, SLA alanındaki araştırmacılar için yeni fikir, anlayış ve çıkarımlar sağlamasına karşın, dil öğreniminin karmaşıklığını incelemeye yönelik çok az sayıda pratik girişim bulunmaktadır. Bu doğrultuda, on erkek / kadın İranlı EFL öğrencisi amaçlı örneklemeye dayalı bu anlatı araştırmasına katıldı. Araştırmacı, katılımcıların dil öğrenme süreciyle ilgili geçmişlerini ve öykülerini ortaya çıkarmak için yarı-yapılandırılmış görüşme kullandı. Verilerin transkripsiyonunun ardından katılımcıların zaman ve mekân bağlamındaki bireysel deneyimleri ve geçmişleri yeniden düzenlendi, incelendi ve kronolonojik sıralanıma dayalı bir çerçeveye yerleştirildi. C/CT’nin teorik destek ve içgörüleri ışığında, elde edilen anlam ve temalar İranlı EFL öğrencilerinin dil öğrenimi karmaşıklığını gerekçelendirmek için kanıt parçaları sundular.

Anahtar sözcükler: Kaos/Karmaşıklık Teorisi, indirgemecilik, SLA, anlatısal araştırma, dil öğrenme süreci

 

Keywords

Chaos/Complexity Theory, reductionism, SLA, narrative research, language learning process

Kaos/Karmaşıklık Sistemi Olarak Dil Öğrenme: İranlı EFL Öğrencilerinin Geçmişlerine Dayalı Kanıtlar

Abstract

Dil öğrenme süreci; geleneksel olarak, İkinci Dil Edinimi (SLA) alanında bağlam azaltma, veri azaltma ve karmaşıklık azaltma şeklinde üç aşamalı bir indirgemeyi empoze ederken indirgemeci bir bakış açısıyla sabit, doğrusal, sebep-sonuç ilişkili bir fenomen olarak incelenmiştir. Kaos/Karmaşıklık Teorisinin (CC/T) ortaya çıkmasıyla birlikte dil öğrenme, dilin dinamikleriyle aşağıdan yukarıya organik ve öngörülemeyen bir biçimde gelişen, büyüyen ve değişen doğrusal olmayan, karmaşık ve dinamik bir sistem olarak nitelendirilmiştir. Dil öğrenimi karmaşık bir sistem olarak düşünüldüğünde, bunun bir bütün olarak karmaşık davranışları, bireysel bileşenlerinin davranışlarından çok, sınırları içindeki veya dışındaki çok sayıda faktör, kuvvet ve aracı tarafından etkilenir. C/CT, SLA alanındaki araştırmacılar için yeni fikir, anlayış ve çıkarımlar sağlamasına karşın, dil öğreniminin karmaşıklığını incelemeye yönelik çok az sayıda pratik girişim bulunmaktadır. Bu doğrultuda, on erkek / kadın İranlı EFL öğrencisi amaçlı örneklemeye dayalı bu anlatı araştırmasına katıldı. Araştırmacı, katılımcıların dil öğrenme süreciyle ilgili geçmişlerini ve öykülerini ortaya çıkarmak için yarı-yapılandırılmış görüşme kullandı. Verilerin transkripsiyonunun ardından katılımcıların zaman ve mekân bağlamındaki bireysel deneyimleri ve geçmişleri yeniden düzenlendi, incelendi ve kronolonojik sıralanıma dayalı bir çerçeveye yerleştirildi. C/CT’nin teorik destek ve içgörüleri ışığında, elde edilen anlam ve temalar İranlı EFL öğrencilerinin dil öğrenimi karmaşıklığını gerekçelendirmek için kanıt parçaları sundular.

Anahtar sözcükler: Kaos/Karmaşıklık Teorisi, indirgemecilik, SLA, anlatısal araştırma, dil öğrenme süreci

Abstract

Language learning process was traditionally investigated through the reductionist perspective as a fixed, linear, cause and effect phenomenon in addition to imposing three levels of reductionism including context reduction, data reduction, and complexity reduction on the field of Second Language Acquisition (SLA). With the emergence of Chaos/Complexity Theory (CC/T), language learning was considered as a nonlinear, complex, and dynamic system evolving, growing, and changing from the bottom-up in an organic and unpredictable manner through the dynamics of language. Considering language learning as a complex system, its complex behavior as a whole is influenced by a large number of factors, forces, and agents within or beyond its boundaries which is more than the behavior of its individual components. Despite the fact that C/CT provides new insights, understandings, and implications for researchers in the field of SLA, very few practical attempts are available which investigate the complexities of language learning. Accordingly, ten male/ female Iranian EFL learners participated in this narrative research based on purposive sampling. The researcher used semi- structured interview to elicit participants’ histories and stories concerning their language learning process. After the transcription of the data, the participants’ personal experiences and histories in terms of time and place were reorganized, analyzed, and shaped into a framework on the basis of a chronological sequence. In regard to the theoretical underpinnings and insights of C/CT, the derived meanings and themes showed the pieces of evidence to justify the complexities of Iranian EFL learners’ language learning.

Keywords: Chaos/Complexity Theory, reductionism, SLA, narrative research, language learning process

Keywords

Kaos/Karmaşıklık Teorisi, indirgemecilik, SLA, anlatısal araştırma, dil öğrenme süreci

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