Language learning from the perspective of nonlinear dynamic systems

Hohenberger, Annette Edeltraud
Peltzer-Karpf, Annemarie
This article outlines a nonlinear dynamic systems approach to language learning on the basis of developmental cognitive neuroscience. Language learning, on this view, is a process of experience-dependent shaping and selection of broadly defined domain-general and domain-specific genetic predispositions. The central concept of development is (neuro) cognitive,e growth in terms of self-organization. Linguistic structure-building is synergetic and emergent insofar as the acquisition of a critical mass of elements on a local level (e.g., words) results in the emergence of novel qualities and units on a macroscopic level (e.g., syntax). We argue that language development does not take a linear path but comes in phases of intermittent turbulence, fluctuation, and stability, along a "chaotic itinerary". We review qualitative, quantitative and computational applications of this concept in the lexical, morphological, and syntactic domain. We, identify as the most significant property of the dynamic approach the temporal nature of language learning. As a medium-term forecast we anticipate a further diversification of the dynamic approach, an increase in more formal approaches, and a stronger interest in issues of embodiment and embeddedness.


Interactive visual user interfaces: A survey
Murtagh, F; Taşkaya Temizel, Tuğba; Contreras, P; Mothe, J; Englmeier, K (Springer Science and Business Media LLC, 2003-06-01)
Following a short survey of input data types on which to construct interactive visual user interfaces, we report on a new and recent implementation taking concept hierarchies as input data. The visual user interfaces express domain ontologies which are based on these concept hierarchies. We detail a web-based implementation, and show examples of usage. An appendix surveys related systems, many of them commercial.
Language practice with multimedia supported web-based grammar revision material
Baturay, Meltem Huri; Daloğlu, Ayşegül; Yıldırım, İbrahim Soner (Cambridge University Press (CUP), 2010-09-01)
The aim of this study was to investigate the perceptions of elementary-level English language learners towards web-based, multimedia-annotated grammar learning. WEBGRAM, a system designed to provide supplementary web-based grammar revision material, uses audio-visual aids to enrich the contextual presentation of grammar and allows learners to revise target grammatical structures using interactive exercises such as gap-filling, combo-box and drag-and-drop exercises. This study gathered quantitative data on l...
Language learning strategies and self-efficacy beliefs as predictors of english proficiency in a language preparatory school
Açıkel, Merih; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learnin...
An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency
Tekmen, E. Anne Ferrell; Daloğlu, Ayşegül (Wiley, 2006-06-01)
This study examined the relationship between learners' incidental vocabulary acquisition and their level of proficiency, and between acquisition and word frequency in a text. Participants were Turkish learners of English at three proficiency levels. One reading text and four vocabulary tests were administered over a two-week period. Analyses of the data revealed that lexical gains from reading were significant for each group (p < .05). The higher proficiency groups were able to acquire more words than lower...
Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction
CAN DAŞKIN, NİLÜFER; Hatipoğlu, Çiler (SAGE Publications, 2019-10-01)
In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. ...
Citation Formats
A. E. Hohenberger and A. Peltzer-Karpf, “Language learning from the perspective of nonlinear dynamic systems,” LINGUISTICS, pp. 481–511, 2009, Accessed: 00, 2020. [Online]. Available: