Complexity Theory and L2 Motivation

Hiver, Phil; Papi, Mostafa

doi:10.1007/978-3-030-28380-3_6

Cited by 26 publications

(36 citation statements)

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“…That is, depending on the dynamic interactions between the system (i.e., the individual) and the context, the three dimensions of motivation can promote or downgrade each other and produce different motivational outcomes. We turn now to situating our study within the lens of CDST, and detail how this reorientation to the way scholars see, investigate, and intervene in the L2 motivation landscape provides a set of powerful abstractions that further our understanding of the motivational dynamics that underpin language learners’ behavior (Dörnyei, ; Hiver & Larsen–Freeman, ; Hiver & Papi, ).…”

Section: Higgins's Conceptual Framework Of Motivationmentioning

confidence: 99%

“…They allow us to understand how simplicity emerges from complex interactions. And, because the phenomena of interest in motivation for language learning do not ride on any single element or isolated parameter (Dörnyei & Kubanyiova, ), complex systems can be considered the object of interest or fundamental unit of analysis in language‐learning research that adopts this perspective (Hiver & Larsen–Freeman, ; Hiver & Papi, ). Applied to Higgins's global dimensions (i.e., value, truth, control), motivational landscapes and behavioral patterns can vary depending on the specific content of these three dimensions, the interplay between them, and the context in which language learning is situated.…”

Section: A Complex Dynamic Framework For L2 Motivation Researchmentioning

confidence: 99%

“…Given the need for a more developmental orientation in studying the learning activities of individuals in learning communities, as well as applying a more global perspective that features L2 motivation interacting with domain‐general dimensions, in the current study we adopt a CDST perspective of L2 motivation using Higgins's () global framework of human motivation for effectiveness. Our objectives in this study are to build on research adopting individual, situated, and dynamic designs that allow an explicit focus on temporal and contextual variation (Hiver & Papi, ) and to explore the applicability of Higgins's () global framework of motivation to account for the emergence of language‐learning motivation.…”

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confidence: 99%

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Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

Papi

Hiver

2020

The Modern Language Journal

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Research on language learning motivation has typically focused on the strength of different motives in isolation and often out of context. The present study aims to explore the applicability of one global framework of motivation to integrate different perspectives. We investigated how adaptive interactions between learners’ motivations for value, truth, and control effectiveness, and contextual factors led to varying motivational trajectories and patterns of emergent stability at different stages of the language‐learning experiences of 6 Iranian graduate students learning English in the United States. Using a retrospective‐longitudinal design, quasi‐narrative accounts of key phases of the learners’ language‐learning histories were documented through interviews. These data were analyzed following an analytic inductive approach to identify the main events within different contexts, themes associated with each setting, and other bottom‐up conceptual categories. Using a process‐tracing procedure our results showed that dynamic processes and adaptive or competitive interactions between value‐, control‐, and truth‐related motivations and the context in which they emerged resulted in specific motivational trajectories that shaped these learners’ language‐learning choices and experiences. We discuss the contribution of these novel frameworks for understanding the complex motivational development of language learners.

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Section: Higgins's Conceptual Framework Of Motivationmentioning

confidence: 99%

Section: A Complex Dynamic Framework For L2 Motivation Researchmentioning

confidence: 99%

mentioning

confidence: 99%

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Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

Papi

Hiver

2020

The Modern Language Journal

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“…This notion of interdependence within a language learning context and the phenomena under investigation is not new in the study of language development and use (Ushioda, 2016), but it has thus far been peripheral to mainstream LM. It is only recently that the notion of LM as a complex system situated in context has come to be discussed more explicitly in LM research (e.g., Hiver & Papi, 2019), and we anticipate that a more explicit consideration of this notion will yield future enhancements in to research designs.…”

Section: The Role Of Contextmentioning

confidence: 99%

The Identity Crisis in Language Motivation Research

Al‐Hoorie

Hiver

Kim

et al. 2020

Journal of Language and Social Psychology

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The 40th anniversary of the Journal of Language and Social Psychology occurs around the corner of another anniversary, the language motivation field reaching 60 years. At this occasion, we pause to reflect on the contribution of language motivation research to language teaching practice. We argue that this contribution has been negligible and put forward two main reasons. The first is related to an identity crisis in the language motivation field, falling at the intersection of applied linguistics, education, and psychology; the second is the marginalization of the role of context. To address these issues, we first present insights from two perspectives—sociocultural theory and complex dynamic systems theory—and then propose three solutions to incorporate these insights: (1) moving from the abstract notion of “motivation” to the more tangible construct of “engagement”, (2) encouraging rigorous transdisciplinary research, and (3) taking advantage of the potential of artificial intelligence to translate research findings into practice.

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“…A further development has promoted dynamic complex system theory (DCST) as a metatheory of language acquisition (Dörnyei et al, 2015). Applications of DCST have so far been leading to a better understanding of cognitive and social processes as experienced by the individual (Hiver & Papi, 2019; Larsen-Freeman, 2007, 2012). In fact, an early forgotten contribution of DCST was Ball et al (1984) adaptation of catastrophe theory to SLA.…”

Section: Ethnolinguistic Vitality Identity and Investment In Perspementioning

confidence: 99%

Ethnolinguistic Vitality, Identity and Power: Investment in SLA

Clement

Norton

2020

Journal of Language and Social Psychology

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This article concerns the relationship between social context, identity and intergroup relations. It reviews early formulations pertaining to contextual influences and proceeds to examine vitality theory, specifically, ethnolinguistic vitality (EV). The ensuing discussion considers objective aspects of EV such as the demographic representation of a group and delineates multiple influences modulating their impact on intergroup relations. Subjective formulations of EV focusing on how it is perceived are then examined in view of their interaction with intergroup issues such as ideologies, the formation of networks and language loss. While acknowledging the wide conceptual girth of EV, a central intergroup issue remains communication. Following through, issues pertaining to language acquisition are therefore scrutinized as they relate to EV, linguistic identification, and motivation. A parallel is drawn with Bourdeusian approaches, which orient the analysis toward the dynamics of power and investment. Specifically, attention is directed to ideological and identity processes underpinning the learner’s involvement in the learning task. The paper concludes with a discussion of the relevance of the concept of global English as well as the necessity for a framework of contextual factors reaching beyond intrapsychic constructs.

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Complexity Theory and L2 Motivation

Cited by 26 publications

References 53 publications

Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

The Identity Crisis in Language Motivation Research

Ethnolinguistic Vitality, Identity and Power: Investment in SLA

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