ER
Research on Second Language Interactional Competence Development from the Perspective of Complex Dynamic Systems Theory
TOTAL VIEWS: 314
Abstract
Amid the growing “complexity turn” in language research paradigms, second language (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 assessment. 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 trajectories, 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 micro levels. The model articulates key variables, including cultural ideologies, language 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 interactional competence. It also expects to provide theoretical support and practical implications for instructional design, competence assessment, and individualized learning trajectory modeling.
References
De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21.
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(Supplement), 19-47.
Du, X. (2021). Understanding high school EFL teachers’ learning from the perspective of complex dynamic systems theory [Doctoral dissertation, Beijing Foreign Studies University]. CNKI.
Duff, P. A. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. The Modern Language Journal, 103(1), 6-22.
Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
Johnson, K. (2019). Digital technology as a tool to support children and educators as co-learners. Global Studies of Childhood, 9(4), 1-12.
Kramsch, C. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4), 366-372.
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165.
Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics. Language Teaching, 45(2), 202-214.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.
Li, C., & Gao, X. (2017). Bridging “what I said” and “why I said it”: The role of metapragmatic awareness in L2 request performance. Language Awareness, 26(3), 170-190.
Li, C., & Ren, W. (2020). The Complex Dynamic Systems Theory and second language pragmatic development research. Journal of Foreign Languages, 43(3), 46-54.
Liu, M. (2024). Ought-to multilingual self: A contextualized motivational construct and its longitudinal effects in Chinese foreign lan-guage learners. Foreign Languages and Their Teaching, 4, 104-116, 150.
Lü, X., & Ren, W. (2024). Research trends and prospects on interaction skills of second language learners. Foreign Language Education, 45(5), 60-66.
Qin, L., & Xu, J. (2024). Exploring the conceptual model of foreign language learners’ agency and its application in the technology-integrated educational context. Foreign Languages in China, 21(1), 83-91.
Ren, W. (2018). Developing L2 pragmatic competence in study abroad contexts. In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 119-133). New York: Routledge.
Ren, W. (2019). Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics, 146, 1-13.
Ren, W., Wu, Y., & Peng, Y. (2022). The effects of task complexity and task sequence on Chinese students’ English interactive listening. Foreign Languages and Their Teaching, 4, 99-110, 149.
Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford: Oxford University Press.
Wang, H., & Zhang, L. (2024). Constructing a framework for assessing online spoken interactional competence: Insights from CET-4 and CET-6 oral tests. Foreign Language World, (5), 55-63.
Xu, J. (2024). Construction of a well-being model for English learner: A qualitative investigation based on the English learning experiences of Chinese students. Foreign Languages Bimonthly, 47(1), 56-66, 159.
Yu, H., & Lowie, W. (2020). Dynamic paths of complexity and accuracy in second language speech: A longitudinal case study of Chinese learners. Applied Linguistics, 41(6), 855-877.
Zheng, Y. (2018). The multidimensional development of advanced learners’ linguistic complexity. Foreign Language Teaching and Research, 50(2), 218-229, 320.
How to cite this paper
Research on Second Language Interactional Competence Development from the Perspective of Complex Dynamic Systems Theory
How to cite this paper: Xiaohan Dou, Yun Li. (2025). Research on Second Language Interactional Competence Development from the Perspective of Complex Dynamic Systems Theory. The Educational Review, USA, 9(6), 583-587.
DOI: http://dx.doi.org/10.26855/er.2025.06.004
More Articles
- Comparing Intensive and Extensive Grammar Teaching: Insights from Secondary Education
- Backward Design Model-driven Evaluation Methods in Lower Primary English Picture Book Teaching: A Top Cat Case Study
- DeepSeek-driven Empowerment of Teaching Internships for Pre-service Teachers
- Bridging Campuses, Building Competence: A Cross-campus Collaborative Model for College English Teaching Reform in Chinese Universities
- Research on Second Language Interactional Competence Development from the Perspective of Complex Dynamic Systems Theory
- The Impact of Generative AI Technology on the Education Sector: An Exclusive Interview with ChatGPT