Speakers
Description
This research project aims to show that a more naturalistic and qualitative approach to researching language development is necessary in the Japanese context to capture the non-linear trajectory of development. Though linguistic competence is usually measured through written standardized tests, it may not be an accurate measure in which to view learner development, which is in constant flux. Therefore, an assessment method primarily focused on speech would allow a holistic understanding of language development.
Keywords
Complex Dynamic Systems Theory
Grammar
Development
Attractor states
References
Evans, D. R, & Larsen-Freeman, D. (2020). Bifurcations and the emergence of L2 syntactic structures in a Complex Dynamic System. Frontiers in Psychology, 11, Article 574603.
Abstract
Speaking skills is one area that Japanese learners of English struggle with despite having years of formal instruction. Teachers and non-teachers alike use terms such as “good at” or “has improved” to describe learner trajectories, often seeing language development as a linear process. However, English education in the Japanese context presents many variables that could possibly affect leaner success. External factors such as input quality and lack of opportunities to produce output, as well as internal factors such as motivation and confidence play a part in shaping students language systems. Looking at language development through the lens of Complex Dynamic Systems Theory (CDST) can help researchers take these intertwining factors into account. The idea of an “attractor state” in CDST provides a framework for better understanding the language system of a learner, undergoing constant restructuring and flux. Evans and Larsen-Freeman(2020) discovered a pattern of bifurcation between two competing grammar items. The data was gathered through a semi-structured interview conducted for a period of a year. The study method shows potential for application in the context of Japanese learners. While English education in Japan prioritizes developing the four skills (listening, reading, speaking and writing), the spontaneous nature of speaking might reveal the concealed features of the language system more clearly as learners attempt to parse out structures to communicate effectively. Consequently, a more qualitative and naturalistic approach, focusing on speaking, is needed to better understand language development.
Short summary
This research project aims to show that a more naturalistic and qualitative approach to researching language development is necessary in the Japanese context to capture the non-linear trajectory of development. Though linguistic competence is usually measured through written standardized tests, it may not be an accurate measure in which to view learner development, which is in constant flux. Therefore, an assessment method primarily focused on speech would allow a holistic understanding of language development.
| Title | Difficulties with Spoken English: Qualitative Approaches for Understanding |
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