A complex dynamic systems approach to L2 development as a metatheory of language learning and teaching
DOI:
https://doi.org/10.51751/dujal26925Keywords:
CDST, metatheory, usage-based approach, L2 development, second language learning and teachingAbstract
The CDST approach to SLA/T is a metatheory focusing on the emergent and usage-based process of second language development, which is strongly individually owned. Even though aspects of the CDST research perspective are commensurable with all usage-based, ecological, and syncretic views of language learning, the approach has a distinct theoretical foundation in complexity theory and requires distinct methodologies that acknowledge the iterative nature of development.
This article is part of a festschrift in celebration of Wander Lowie’s contributions to the field of second language learning and teaching. This article is a reprint (with permission) of a perspective written by Wander included in Atkinson et al. (2025).
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