Imagen de Portada

Research on Second Language Interactional Com-petence Development from the Perspective of Com-plex Dynamic Systems Theory

Guardado en:
Publicado en:The Educational Review, USA vol. 9, no. 6 (2025), p. 583-588
Autor principal: Dou, Xiaohan
Otros Autores: Li, Yun
Publicado:
Hill Publishing Group Inc
Materias:
Language
Behavior
Socialization
Communication
Instructional design
Social networks
Ecolinguistics
System theory
Individual differences
Second language learning
Social interaction
Communicative competence
Participation
Pragmatics
Phase transitions
Linguistics
Human ecology
Computer networks
Theory
Resource allocation
Ecology
Systems theory
Coordination
Language acquisition
Competence
Paradigms
Sociocultural Patterns
Language Usage
Language Research
Active Learning
Communication (Thought Transfer)
Applied Linguistics
Cultural Background
Standard Spoken Usage
Ideology
Interpersonal Relationship
Power Structure
Expectation
Peer Groups
Learner Engagement
Language Planning
English
Individual Characteristics
Acceso en línea:Citation/Abstract
Full Text
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:Amid the growing "complexity turn" in language research paradigms, second lan-guage (L2) interactional competence-characterized by its dynamicity, contextual dependence, and multidimensional coordination-has emerged as a central focus in fields such as second language acquisition, pragmatics, and language assess-ment. While existing studies have yielded valuable insights into language resource allocation, communicative strategy use, and competence evaluation, theoretical frameworks remain underdeveloped, particularly in explaining the nonlinear tra-jectories, system coupling mechanisms, and individual variation pathways that characterize the development of interactional competence. Drawing on Complex Dynamic Systems Theory (CDST) and integrating perspectives from language ecology and social interaction theory, this study proposes a three-tiered model of L2 interactional competence development encompassing the macro, meso, and mi-cro levels. The model articulates key variables, including cultural ideologies, lan-guage policies, social networks, communicative settings, linguistic behaviors, and individual attributes, etc., and explores their dynamic interplay across intertwined spatial and temporal dimensions. By advancing this system-based model, the study seeks to move beyond static and linear explanatory paradigms, offering a more comprehensive understanding of the emergent and evolving nature of L2 interac-tional competence. It also expects to provide theoretical support and practical im-plications for instructional design, competence assessment, and individualized learning trajectory modeling.
ISSN:2575-7938
2575-7946
DOI:10.26855/er.2025.06.004
Fuente:Education Database