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From the perspective of empirical complex dynamic systems, this book investigates the complex and nonlinear process of L2 writing centering on three linguistic aspects of L2 writing development: vocabulary, syntax, and discourse.
Combining dynamic systems theory, variation analysis, as well as data and cases studies from Chinese EFL learners' writing, the book critically engages with the heated discussion on dynamic patterns of L2 writing development that focus heavily on the linguistic dimensions of complexity, accuracy and fluency. The author expands the scope of the research by integrating both linguistic and functional dimensions of L2 output and examines the interaction and co-development of these dimensions. This framework helps delineate a full picture of individual learners' L2 writing dynamic patterns across all components of their communicative repertoire. The research findings suggest the developmental path of writing system for each EFL learner may differ, which isinfluenced by their different learning characteristics and learning environments in China.
The title will appeal to scholars interested in applied linguistics and second language acquisition. Suggestions on pedagogy and language learning advanced in the book will also make it a useful read for L2 language learners and TESOL and TEFL teachers.
Combining dynamic systems theory, variation analysis, as well as data and cases studies from Chinese EFL learners' writing, the book critically engages with the heated discussion on dynamic patterns of L2 writing development that focus heavily on the linguistic dimensions of complexity, accuracy and fluency. The author expands the scope of the research by integrating both linguistic and functional dimensions of L2 output and examines the interaction and co-development of these dimensions. This framework helps delineate a full picture of individual learners' L2 writing dynamic patterns across all components of their communicative repertoire. The research findings suggest the developmental path of writing system for each EFL learner may differ, which isinfluenced by their different learning characteristics and learning environments in China.
The title will appeal to scholars interested in applied linguistics and second language acquisition. Suggestions on pedagogy and language learning advanced in the book will also make it a useful read for L2 language learners and TESOL and TEFL teachers.