The Complexity of Language Learning

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dc.contributor.authorNELSON, Charles
dc.date.accessioned2022-03-22T08:02:07Z
dc.date.available2022-03-22T08:02:07Z
dc.date.issued2011
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis paper takes a complexity theory approach to looking at language learning, an approach that investigates how language learners adapt to and interact with people and their environment. Based on interviews with four graduate students, it shows how complexity theory can help us understand both the situatedness of language learning and also commonalities across contexts by examining language learning through the lenses of emergence, distribution, and embodiment. These lenses underscore the perspective that language learning emerges from unique interactions, is distributed across social networks, and is embodied in individuals. Consequently, this paper concludes that it is not sufficient to study cognitive processes, activities, and situated learning alone; in addition, research must consider how learners’ interactions and adaptations are embodied, distributed, and emergent in ecologies of complex systems.en_US
dc.identifier.citationNelson, C. (2010). The Complexity of Language Learning . International Journal of Instruction , 4 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5141/70059en_US
dc.identifier.urihttps://hdl.handle.net/11616/56852
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleThe Complexity of Language Learningen_US
dc.typeArticleen_US

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