Skip to main content
SpringerLink
Log in

Complexity Theory and L2 Motivation

  • Chapter
  • First Online:
The Palgrave Handbook of Motivation for Language Learning

Abstract

Hiver and Papi explore the contribution of applying complexity theory (CDST) to theoretical and empirical work on L2 motivation. Through a review of relevant conceptual tools and principles of complexity, the chapter first examines the ways in which a foundation in CDST has informed theory and practice in L2 motivation. These principles are illustrated through examples of recent and ongoing research from a dynamic and situated perspective. Extending this discussion to methodological considerations, the chapter details the utility of CDST as an aid to designing L2 motivation research that prioritizes adaptive and developmental processes. Rounding off the chapter is a proposal for guiding principles for future L2 motivation research designed to correspond with the conceptual tools and principles introduced at the outset of the chapter.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Al-Hoorie, A. H. (2015). Human agency: Does the beach ball have free will? In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 55–72). Bristol, England: Multilingual Matters.

    Google Scholar 

  • American Academy of Arts and Sciences. (2016). The state of languages in the U.S.: A statistical report. Commission on Language Learning. Retrieved from https://www.amacad.org/content/publications/publication.aspx?d=22429

  • Byrne, D. (2009). Case-based methods: Why we need them; What they are; How to do them. In D. Byrne & C. Ragin (Eds.), The SAGE handbook of case-based methods (pp. 1–13). Thousand Oaks, CA: Sage.

    Chapter  Google Scholar 

  • Byrne, D., & Callaghan, G. (2014). Complexity theory and the social sciences: The state of the art. New York, NY: Routledge.

    Google Scholar 

  • Byrne, D., & Uprichard, E. (2012). Useful complex causality. In E. Kincaid (Ed.), The Oxford handbook of philosophy of social science (pp. 109–129). Oxford, UK: Oxford University Press.

    Google Scholar 

  • Capra, F., & Luisi, P. L. (2014). The systems view of life: A unified vision. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238–259). Bristol, England: Multilingual Matters.

    Google Scholar 

  • Cilliers, P. (2005). Complexity, deconstruction and relativism. Theory, Culture and Society, 22, 255–267.

    Article  Google Scholar 

  • Cilliers, P., & Nicolescu, B. (2012). Complexity and transdisciplinarity: Discontinuity, levels of reality and the hidden third. Futures, 44, 711–718.

    Article  Google Scholar 

  • Csizér, K., Kormos, J., & Sarkadi, A. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. The Modern Language Journal, 94, 470–487.

    Article  Google Scholar 

  • Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching and research. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • de Bot, K. (2015). Rates of change: Timescales in second language development. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 29–37). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • de Bot, K., & Larsen-Freeman, D. (2011). Researching second language development from a dynamic systems theory perspective. In M. Verspoor, K. De Bot, & W. Lowie (Eds.), A dynamic approach to second language development: Methods and techniques (pp. 5–23). John Benjamins: Amsterdam/Philadelphia.

    Chapter  Google Scholar 

  • Dörnyei, Z. (2008, March). Are individual differences really individual? Plenary given at the meeting of the American Association for Applied Linguistics, Washington, DC.

    Google Scholar 

  • Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59, 230–248.

    Article  Google Scholar 

  • Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47, 80–91.

    Article  Google Scholar 

  • Dörnyei, Z. (2017). Conceptualizing learner characteristics in a complex, dynamic world. In L. Ortega & Z. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen–Freeman (pp. 79–96). Philadelphia/Amsterdam: John Benjamins.

    Chapter  Google Scholar 

  • Dörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.). (2015). Motivational dynamics in language learning. Bristol, England: Multilingual Matters.

    Google Scholar 

  • Dörnyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25, 65–81.

    Article  Google Scholar 

  • Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge, England: Cambridge University Press.

    Book  Google Scholar 

  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.

    Book  Google Scholar 

  • Ehrman, M., & Dörnyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Elman, J. (2003). It’s about time. Developmental Science, 6, 430–433.

    Article  Google Scholar 

  • Eve, R., Horsfall, S., & Lee, M. (Eds.). (1997). Chaos, complexity, and sociology: Myths, models, and theories. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Halliday, M., & Burns, A. (2006). Applied linguistics: Thematic pursuits or disciplinary moorings? Journal of Applied Linguistics, 3, 113–128.

    Google Scholar 

  • Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59.

    Article  Google Scholar 

  • Henry, A. (2015). The dynamics of L3 motivation: A longitudinal interview/observation-based study. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 315–342). Bristol, England: Multilingual Matters.

    Google Scholar 

  • Henry, A. (2017). L2 motivation and multilingual identities. The Modern Language Journal, 101, 548–565.

    Article  Google Scholar 

  • Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99, 329–345.

    Article  Google Scholar 

  • Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20–28). Bristol, England: Multilingual Matters.

    Google Scholar 

  • Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101, 669–690.

    Google Scholar 

  • Hiver, P., & Al-Hoorie, A. H. (2016). A ‘dynamic ensemble’ for second language research: Putting complexity theory into practice. The Modern Language Journal, 100, 741–756.

    Article  Google Scholar 

  • Hiver, P., & Al-Hoorie, A. H. (2020). Research methods for complexity theory in applied linguistics. Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Hiver, P., & Larsen-Freeman, D. (2020). Motivation: It is a relational system. In A. H. Al-Hoorie & P. D. MacIntyre (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (p. 1959) (pp. 285–303). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Horn, J. (2008). Human research and complexity theory. Educational Philosophy and Theory, 40, 130–143.

    Article  Google Scholar 

  • Howe, M. L., & Lewis, M. D. (2005). The importance of dynamic systems approaches for understanding development. Developmental Review, 25, 247–251.

    Article  Google Scholar 

  • Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings​. Learning and Individual Differences, 53, 133–144.

    Article  Google Scholar 

  • Jörg, T. (2011). New thinking in complexity for the social sciences and humanities: A generative, transdisciplinary approach. Dordrecht, Germany: Springer.

    Book  Google Scholar 

  • Kelso, J. A. S. (2016). On the self-organizing origins of agency. Trends in Cognitive Sciences, 20, 490–499.

    Article  Google Scholar 

  • Kikuchi, K. (2017). Reexamining demotivators and motivators: A longitudinal study of Japanese freshmen’s dynamic system in an EFL context. Innovation in Language Learning and Teaching, 11, 128–145.

    Article  Google Scholar 

  • Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching, 41, 389–408.

    Article  Google Scholar 

  • Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50, 301–346.

    Article  Google Scholar 

  • Lantolf, J. (2016, March). On the (in)commensurability of sociocultural theory and dynamic systems theory. Distinguished scholarship and service plenary given at the meeting of the American Association for Applied Linguistics, Orlando, FL.

    Google Scholar 

  • Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45, 202–214.

    Article  Google Scholar 

  • Larsen-Freeman, D. (2013). Complexity theory: A new way to think. Revista Brasileira de Linguistica Aplicada, 13, 369–373.

    Article  Google Scholar 

  • Larsen-Freeman, D. (2015). Ten ‘lessons’ from complex dynamic systems theory: What is on offer. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 11–19). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Larsen-Freeman, D. (2016). Classroom-oriented research from a complex systems perspective. Studies in Second Language Learning and Teaching, 6, 377–393.

    Article  Google Scholar 

  • Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In L. Ortega & Z. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (pp. 12–50). Amsterdam/Philadelphia: John Benjamins.

    Google Scholar 

  • Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford, UK: Oxford University Press.

    Google Scholar 

  • Lemke, J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7, 273–290.

    Article  Google Scholar 

  • MacIntyre, P. D., Dörnyei, Z., & Henry, A. (2015). Hot enough to be cool: The promise of dynamic systems research. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 419–429). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach–avoidance motivation during L2 task performance. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109–138). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Mason, M. (Ed.). (2008). Complexity theory and the philosophy of education. Chichester, UK: Wiley-Blackwell.

    Google Scholar 

  • Mercer, S. (2012). The complexity of learner agency. Apples–Journal of Applied Language Studies, 6(2), 41–59.

    Google Scholar 

  • Mercer, S. (2015). Social network analysis and complex dynamic systems. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 73–82). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Mercer, S. (2016). Complexity and language teaching. In G. Hall (Ed.), Routledge handbook of English language teaching (pp. 473–485). New York, NY: Routledge.

    Chapter  Google Scholar 

  • Molenaar, P., Lerner, R., & Newell, K. (2014). Developmental systems theory and methodology: A view of the issues. In P. C. M. Molenaar, R. M. Lerner, & K. M. Newell (Eds.), Handbook of developmental systems theory and methodology (pp. 3–15). New York, NY: Guilford.

    Google Scholar 

  • Morin, E. (2001). Seven complex lessons in education for the future. Paris, France: United Nations Educational, Scientific, and Cultural Organization.

    Google Scholar 

  • Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. In M. Mason (Ed.), Complexity theory and the philosophy of education (pp. 16–31). Chichester, UK: Wiley-Blackwell.

    Chapter  Google Scholar 

  • Murphey, T., Falout, J., Fukuda, T., & Fukada, Y. (2014). Socio-dynamic motivating through idealizing classmates. System, 45, 242–253.

    Article  Google Scholar 

  • Nolen, S., Horn, I., & Ward, J. (2015). Situating motivation. Educational Psychologist, 50, 234–247.

    Article  Google Scholar 

  • Ortega, L. (2012). Epistemological diversity and moral ends of research in instructed SLA. Language Teaching Research, 16, 206–226.

    Article  Google Scholar 

  • Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63, 1–24.

    Article  Google Scholar 

  • Overton, W. (2007). A coherent metatheory for dynamic systems: Relational organicism-contextualism. Human Development, 50, 154–159.

    Article  Google Scholar 

  • Overton, W. (2015). Taking conceptual analyses seriously. Research in Human Development, 12(3/4), 163–171.

    Article  Google Scholar 

  • Overton, W., & Lerner, R. (2014). Fundamental concepts and methods in developmental science: A relational perspective. Research in Human Development, 11, 63–73.

    Article  Google Scholar 

  • Papi, M. (2016). Motivation and learning interface: How regulatory fit affects incidental vocabulary learning and task experience. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.

    Google Scholar 

  • Papi, M. (2018). Motivation as quality: Regulatory fit effects on incidental vocabulary learning. Studies in Second Language Acquisition, 40, 707–730.

    Article  Google Scholar 

  • Papi, M., Rios, A., Pelt, H., & Ozdemir, E. (2019). Feedback-seeking behavior: A social-cognitive approach. The Modern Language Journal, 103, 205–226.

    Google Scholar 

  • Park, H., & Hiver, P. (2017). Profiling and tracing motivational change in project-based L2 learning. System, 67, 50–64.

    Article  Google Scholar 

  • Poupore, G. (2018). A complex systems investigation of group work dynamics in L2 interactive tasks. The Modern Language Journal, 102, 350–370.

    Article  Google Scholar 

  • Rauthmann, J., Sherman, R., & Funder, D. (2015). Principles of situation research: Towards a better understanding of psychological situations. European Journal of Personality, 29, 363–381.

    Article  Google Scholar 

  • Rose, L., Rouhani, P., & Fischer, K. (2013). The science of the individual. Mind, Brain, and Education, 7, 152–158.

    Article  Google Scholar 

  • Sampson, R. J. (2015). Tracing motivational emergence in a classroom language learning project. System, 50, 10–20.

    Article  Google Scholar 

  • Sasaki, M., Kozaki, Y., & Ross, S. J. (2017). The impact of normative environments on learner motivation and L2 reading ability growth. The Modern Language Journal, 101, 163–178.

    Google Scholar 

  • Urry, J. (2005). The complexity turn. Theory, Culture and Society, 22(5), 1–14.

    Article  Google Scholar 

  • Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Bristol, UK: Multilingual Matters.

    Chapter  Google Scholar 

  • Ushioda, E. (2015). Context and complex dynamic systems theory. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 47–54). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Ushioda, E. (2017). The impact of global English on motivation to learn other languages: Toward an ideal multilingual self. The Modern Language Journal, 101, 469–482.

    Article  Google Scholar 

  • Valsiner, J., Molenaar, P., Lyra, M., & Chaudhary, N. (Eds.). (2009). Dynamic process methodology in the social and developmental sciences. New York, NY: Springer.

    Google Scholar 

  • Verspoor, M. (2015). Initial conditions. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 38–46). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Waninge, F., Dörnyei, Z., & de Bot, K. (2014). Motivational dynamics in language learning: Change, stability and context. The Modern Language Journal, 98, 704–723.

    Article  Google Scholar 

  • Yashima, T., & Arano, K. (2015). Understanding EFL learners’ motivational dynamics: A three-level model from a dynamic systems and sociocultural perspective. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 285–314). Bristol, UK: Multilingual Matters.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Florida State University, Tallahassee, FL, USA

    Phil Hiver & Mostafa Papi

Authors
  1. Phil Hiver
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mostafa Papi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Phil Hiver .

Editor information

Editors and Affiliations

  1. School of Education, University of Leeds, Leeds, UK

    Martin Lamb

  2. Faculty of Humanities, Eötvös Loránd University, Budapest, Hungary

    Kata Csizér

  3. Department of Social and Behavioural Studies, University West, Trollhättan, Sweden

    Alastair Henry

  4. School of Culture, Media and Society, Waseda University, Tokyo, Japan

    Stephen Ryan

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Hiver, P., Papi, M. (2019). Complexity Theory and L2 Motivation. In: Lamb, M., Csizér, K., Henry, A., Ryan, S. (eds) The Palgrave Handbook of Motivation for Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-28380-3_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-28380-3_6

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-28379-7

  • Online ISBN: 978-3-030-28380-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation