Complex Dynamic Systems Theory (CDST) Approach in SLA A review study

Abstract The essence of Complex, Dynamic Systems Theory (CDST) is that there is no stasis, only change. The processes of change are the consequences of interactions of variables over time. CDST has been utilized in the study of first and second language development. Language learning is complex, chaotic, dynamic, open, nonlinear, self- organizing, adaptive, sensitive to initial conditions and creates fractals, strange attractors and feedback. At least forty theories of SLA has been proposed, but it seems none of them gives a complete explanation of this complex process. The purpose of the study to recognize CDST features, controlling parameters, and SLA theories to support the idea that SLA is complex and dynamic process. Taking account the proposed theories in SLA, features of complex, dynamic systems and controlling parameters that determine the trajectory of SLA, the researcher has proposed a model based on CDST approach to explain the complexity and dynamicity involved in learning a second language. The method was narrative review which summarized, classified, analyzed and compared different primary studies from which conclusions were drawn and contributed by the researcher’s own experience, existing theories and models. Results are of a qualitative and will be advantageous for methodologies, theoreticians, syllabus designers, and material designers to involve social, cultural, cognitive and metacognitive, cognitive factors in SLA processes and also for teachers to provide various sources of input and interaction to their language learner. It will be also helpful to solve some of the chronic problems and present the fascinating, promising approach of CDST.