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Model for Teaching a Foreign Language Class Based on the Principles of Chaos/ Complexity Theory

Received: 28 April 2014     Accepted: 12 May 2014     Published: 14 June 2014
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Abstract

Chaos/complexity theory first appeared in studies of the natural sciences like physics and mathematics over 50 years ago. This up to date theory has been used in different fields to study complex systems, including social studies particularly the study of language and second language acquisition. Language learning in an instructional context is complex, chaotic, dynamic, open, nonlinear, self- organizing, adaptive, sensitive to initial conditions and creates fractals, strange attractors and feedback. In this study the present researcher has thought of applying chaos/complexity features into teaching second language class. The aim of this study is to familiarize English teachers with chaos/ complex theory and have a greater awareness of this up to date theory of pedagogy. At least forty theories of SLA have been proposed, but none of them gives a complete explanation of this complete process. Complexity theory takes into account all factors and may offer a sound language teaching model. In a training session, the researcher introduced the features of chaos/complexity theory in SLA to English teachers and also provided some practical educational implications to use into their teaching practice. Finally teachers’ feedback and attitudes were analyzed through content analysis and grounded theory to see whether their feedback and opinions are positive or negative. Chaos theory produces a multidimensional classroom that students and facilities interact. The language class context is exactly mirrored by 15 features, which emphasized the elements in natural system. And finally, students will learn how to learn, how to live pleasantly and will be empowered by English language.

Published in International Journal of Language and Linguistics (Volume 2, Issue 3-1)

This article belongs to the Special Issue Foreign Language Teaching and Learning (Models and Beliefs)

DOI 10.11648/j.ijll.s.2014020301.14
Page(s) 32-41
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Chaos/Complexity Theory, Content Analysis, TEFL, SLA

References
[1] B. Harshbarger, Chaos, complexity and language learning. Language Research, 2007.
[2] B. Van Der Pol, Forced oscillations in a circuit with non-linear resistance, (Reception with reactive triode), The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science, Vol.3, No.13, 1927, pp.65-80.
[3] C. Quirk, and A. Menezes, Do we need phrases? challenging the conventional wisdom in statistical machine translation. In Proceedings of the main conference on human language technology conference of the north American chapter of the association of computational linguistics, Association for Computational Linguistics, June 2006, pp.9-16.
[4] C. Taylor, Multiculturalism: Examining the Politics of Recognition, Princeton University Press, 41 William St., Princeton, NJ 08540, 1994.
[5] D. Larsen-Freeman, and L. Cameron, Complex systems and applied linguistics. Oxford University Press, 2008
[6] D. Larsen-Freeman, Chaos/complexity science and second language, 1997.
[7] D. Larsen-Freeman, M. H. Long, and Z. Jiang, An introduction to second language acquisition research, 1991, p.15.
[8] D. Larsen-Freeman, M. H. Long, and Z. Jiang, An introduction to second language acquisition research, London: Longman, 1991, pp.153-219.
[9] D. W. Organ, and K. Ryan, A meta‐analytic review of attitudinal and dispositional predictors of organizational citizenship behavior, Personnel psychology, Vol.48, No.4, 1995, pp. 775-802.
[10] G. Lakoff, M Johnson, Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic books, 1999.
[11] J. A.Given, and B. B. Mandelbrot, Diffusion on fractal lattices and the fractal Eins-tein relation, Journal of Physics , Mathematical and General, Vol.16, No.15), 1983.
[12] J. Gleick, Making a new science, Viking, New York, 1987.
[13] J. Hirshberg, S. J. Bame, and D. E. Robbins, Solar flares and solar wind helium enrichments, July 1965–July 1967.SolarPhysics, Vol.23, No.2,1972,pp.467-486.
[14] J. W. Berry, Immigration, acculturation, and adaptation. Applied psychology, Vol.46, No. (1),1997, pp.5-34.
[15] L. M. Ahearn, Language and agency, Annual review of anthropology, 2001,pp.109-137
[16] L. Sade-Beck, Internet ethnography: Online and offline, International Journal of Qualitative Methods,Vol.3, No.2, pp. 45-51.
[17] L. S. Norton, and J. C. W. Norton, Essay Feedback: How Can It Help Students Improve Their Academic Writ-ing?2001.
[18] L. Van Lier, The ecology and semiotics of language learning. Kluwer Acad. Publ,2004.
[19] M. M. Waldrop, Complexity: The emerging science at the edge of order and chaos(Vol. 12), New York: Simon & Schuster,1992.
[20] P. M. Churchland, Matter and con-sciousness: A contemporary introduction to the philosophy of mind, The MIT press, 1988.
[21] R. B.Smith, On severe down slope winds. Journal of the atmospheric sciences,Vol.42, No.23,1985,pp.2597-2603.
[22] S. G. Thomason, and T. Kaufman, Language contact, creolization, and genetic linguistics, University of California Press,1991.
[23] W. B. Arthur, Complexity and the economy.science,1999, pp.107-109.
[24] W. E. Rutherford, Second language grammar: Learning and teaching, London: Longman,1987, p. 191.
[25] W. Von Humboldt, On the Historian's Task. History and theory, Vol.6, No.1,1967, pp.57-71
Cite This Article
  • APA Style

    Hanieh Davatgari Asl, Fahime Farjami, Muhammad Makhdoumi. (2014). Model for Teaching a Foreign Language Class Based on the Principles of Chaos/ Complexity Theory. International Journal of Language and Linguistics, 2(3-1), 32-41. https://doi.org/10.11648/j.ijll.s.2014020301.14

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    ACS Style

    Hanieh Davatgari Asl; Fahime Farjami; Muhammad Makhdoumi. Model for Teaching a Foreign Language Class Based on the Principles of Chaos/ Complexity Theory. Int. J. Lang. Linguist. 2014, 2(3-1), 32-41. doi: 10.11648/j.ijll.s.2014020301.14

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    AMA Style

    Hanieh Davatgari Asl, Fahime Farjami, Muhammad Makhdoumi. Model for Teaching a Foreign Language Class Based on the Principles of Chaos/ Complexity Theory. Int J Lang Linguist. 2014;2(3-1):32-41. doi: 10.11648/j.ijll.s.2014020301.14

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  • @article{10.11648/j.ijll.s.2014020301.14,
      author = {Hanieh Davatgari Asl and Fahime Farjami and Muhammad Makhdoumi},
      title = {Model for Teaching a Foreign Language Class Based on the Principles of Chaos/ Complexity Theory},
      journal = {International Journal of Language and Linguistics},
      volume = {2},
      number = {3-1},
      pages = {32-41},
      doi = {10.11648/j.ijll.s.2014020301.14},
      url = {https://doi.org/10.11648/j.ijll.s.2014020301.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2014020301.14},
      abstract = {Chaos/complexity theory first appeared in studies of the natural sciences like physics and mathematics over 50 years ago. This up to date theory has been used in different fields to study complex systems, including social studies particularly the study of language and second language acquisition. Language learning in an instructional context is complex, chaotic, dynamic, open, nonlinear, self- organizing, adaptive, sensitive to initial conditions and creates fractals, strange attractors and feedback. In this study the present researcher has thought of applying chaos/complexity features into teaching second language class. The aim of this study is to familiarize English teachers with chaos/ complex theory and have a greater awareness of this up to date theory of pedagogy. At least forty theories of SLA have been proposed, but none of them gives a complete explanation of this complete process. Complexity theory takes into account all factors and may offer a sound language teaching model. In a training session, the researcher introduced the features of chaos/complexity theory in SLA to English teachers and also provided some practical educational implications to use into their teaching practice. Finally teachers’ feedback and attitudes were analyzed through content analysis and grounded theory to see whether their feedback and opinions are positive or negative. Chaos theory produces a multidimensional classroom that students and facilities interact. The language class context is exactly mirrored by 15 features, which emphasized the elements in natural system. And finally, students will learn how to learn, how to live pleasantly and will be empowered by English language.},
     year = {2014}
    }
    

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    T1  - Model for Teaching a Foreign Language Class Based on the Principles of Chaos/ Complexity Theory
    AU  - Hanieh Davatgari Asl
    AU  - Fahime Farjami
    AU  - Muhammad Makhdoumi
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    T2  - International Journal of Language and Linguistics
    JF  - International Journal of Language and Linguistics
    JO  - International Journal of Language and Linguistics
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    PB  - Science Publishing Group
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    UR  - https://doi.org/10.11648/j.ijll.s.2014020301.14
    AB  - Chaos/complexity theory first appeared in studies of the natural sciences like physics and mathematics over 50 years ago. This up to date theory has been used in different fields to study complex systems, including social studies particularly the study of language and second language acquisition. Language learning in an instructional context is complex, chaotic, dynamic, open, nonlinear, self- organizing, adaptive, sensitive to initial conditions and creates fractals, strange attractors and feedback. In this study the present researcher has thought of applying chaos/complexity features into teaching second language class. The aim of this study is to familiarize English teachers with chaos/ complex theory and have a greater awareness of this up to date theory of pedagogy. At least forty theories of SLA have been proposed, but none of them gives a complete explanation of this complete process. Complexity theory takes into account all factors and may offer a sound language teaching model. In a training session, the researcher introduced the features of chaos/complexity theory in SLA to English teachers and also provided some practical educational implications to use into their teaching practice. Finally teachers’ feedback and attitudes were analyzed through content analysis and grounded theory to see whether their feedback and opinions are positive or negative. Chaos theory produces a multidimensional classroom that students and facilities interact. The language class context is exactly mirrored by 15 features, which emphasized the elements in natural system. And finally, students will learn how to learn, how to live pleasantly and will be empowered by English language.
    VL  - 2
    IS  - 3-1
    ER  - 

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Author Information
  • Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran

  • Young Researchers and Elite Club, Ahar Branch, Islamic Azad University, Ahar, Iran

  • Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran

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