The multi-level
situatedness of complex,flexible, and dynamic LLS
SYMPOSIUM AT SSU3, OSAKA, 14 OCTOBER, 2019CARMEN M. AMERSTORFER, UNIVERSITY OF KLAGENFURT, AUSTRIA
ANNA MYSTKOWSKA-WIERTELAK, & JAKUB BIELAK, ADAM MICKIEWICZ UNIVERSITY, POZNAŃ, POLAND

Language learning strategies …
“… are complex, dynamic thoughts and actions, selected and used bylearners with some degree of consciousness in specific contexts inorder to regulate multiple aspects of themselves (such as cognitive,emotional, and social) for the purpose of (a) accomplishing languagetasks; (b) improving language performance or use; and/or (c)enhancing long-term proficiency. Strategies are mentally guided but
may also have physical and therefore observable manifestations.
Learners often use strategies flexibly and creatively; combine them invarious ways, such as strategy clusters or strategy chains; andorchestrate them to meet learning needs. Strategies are teachable.
Learners in their contexts decide which strategies to use.
Appropriateness of strategies depends on multiple personal andcontextual factors.” (Oxford, 2017, p. 48)

Language learning strategies …
“… are complex, dynamic thoughts and actions, selected and used bylearners with some degree of consciousness in specific contexts inorder to regulate multiple aspects of themselves (such as cognitive,
emotional, and social) for the purpose of (a) accomplishing languagetasks; (b) improving language performance or use; and/or (c)enhancing long-term proficiency. Strategies are mentally guided but
may also have physical and therefore observable manifestations.
Learners often use strategies flexibly and creatively; combine them invarious ways, such as strategy clusters or strategy chains; andorchestrate them to meet learning needs. Strategies are teachable.
Learners in their contexts decide which strategies to use.
Appropriateness of strategies depends on multiple personal andcontextual factors.” (Oxford, 2017, p. 48)

Language learning strategies …
“… are complex, dynamic thoughts and actions, selected and used bylearners with some degree of consciousness in specific contexts inorder to regulate multiple aspects of themselves (such as cognitive,emotional, and social) for the purpose of (a) accomplishing languagetasks; (b) improving language performance or use; and/or (c)enhancing long-term proficiency. Strategies are mentally guided but
may also have physical and therefore observable manifestations.
Learners often use strategies flexibly and creatively; combine them invarious ways, such as strategy clusters or strategy chains; andorchestrate them to meet learning needs. Strategies are teachable.
Learners in their contexts decide which strategies to use.
Appropriateness of strategies depends on multiple personal andcontextual factors.” (Oxford, 2017, p. 48)

The application of LLS …
… is influenced by a multitude of factors, which relate touthe language learner (e.g., individual learner differences),u

the immediate learning situation (e.g., a specific learning task),u

the learning environment (e.g., technology in the classroom), anduthe general learning context (e.g., educational policies).

The interplay between those factors is flexible and dynamic.

Complex Dynamic Systems Theoryucomes from natural sciences like physics, biology, and meteorology.

utakes a comprehensive approach rather than isolating individual
aspects of L2 learners (e.g., emotions, beliefs), learning processes(e.g., strategy use, turn taking), or learning contexts (e.g., teachingmaterials, educational policies).

utakes into account interconnected personal features such as selfconcepts, individual preferences, anxieties and inhibitions, andmotivation.

utakes into account identities outside the L2 classroom and integratessocial, psychological, and environmental processes.

Complex Systemsuare “composed of at least two but usually a multitude of interrelatedcomponents which may themselves be complex systems” (Mercer,2011, p. 63).

u

are nested within each other (Bronfenbrenner, 1995, 2005; Davis &Sumara, 2006; Oxford, 2017; Oxford & Amerstorfer, 2018).

u

have blurry boundaries that do not clearly demarcate one system from
related systems and the context.

u

can attain so-called “attractor states” or simply “attractors,” which
describe what a system is doing at a specific moment (Hiver, 2015).

u

are in a constant state of flux.

u

can reach and retain a form of equilibrium or “dynamicstability” (Larsen-Freeman & Cameron, 2008, p. 43).

Complex Dynamic Systems Theoryuenables researchers to analyze the complexity and dynamism of L2development.

u

can bring order to what may seem chaotic.

uis suited to analyze the combination and relation of multiple
components.

Reanalysis of previous data
Original study (Amerstorfer, 2016):u15-year-old EFL learner (Sabrina)

u4 weeksuStrategy inventory, classroom observations, (stimulated recall)interviews

Reanalysis (Amerstorfer, forthcoming):u What are the purposes of the LLS used by the learner?
u To what degree is the complex and dynamic nature of LLS observable?
u What new insights does the complexity approach reveal that were notgained in the original study?

Data analysisu

Identify all expressions of strategic L2 learning.

uCategorize them according to their types and functions (Oxford,2011).

uDefine their specific intended purposes.

No significant added value!

ProblemsuSome strategies did not fit in the typology, for example, strategies for
successful and rewarding learner cooperation.

uSome strategies had multiple purposes and could therefore not beclearly categorized.

uSome strategies occurred in combination with other strategies.

A complexity approach can only
add practical value if the attention is onpractically relevant issues!

Methodology
Original study

Reanalysis

Grounded theory(e.g., Mercer, 2011)

Process tracing(Hiver & Al-Hoorie, 2020)u

Hypothesis 1: Due to their flexible and dynamic nature, theparticipant’s strategies can have varying purposes depending oncontextual influences.

uHypothesis 2: Psychological influences such as emotions, selfconfidence, and motivation affect the participant’s strategicactions.

Methodology
Original study

Reanalysis

Grounded theory(e.g., Mercer, 2011)

Process tracing(Hiver & Al-Hoorie, 2020)u

Hypothesis 1: Due to their flexible and dynamic nature, theparticipant’s strategies can have varying purposes depending oncontextual influences.

u

Hypothesis 2: Psychological influences such as emotions, selfconfidence, and motivation affect the participant’s strategicactions.

üMethodology
Original study

Reanalysis

Grounded theory(e.g., Mercer, 2011)

Process tracing(Hiver & Al-Hoorie, 2020)u

Hypothesis 1: Due to their flexible and dynamic nature, theparticipant’s strategies can have varying purposes depending oncontextual influences.

u

Hypothesis 2: Psychological influences such as emotions, selfconfidence, and motivation affect the participant’s strategicactions.

üüWhat are the practical
implications of complexity
theory in strategy research?

Exampleu

Sabrina translated unknown phrases into German (L1) and thensearched for “simpler” expressions in English.

u

Sabrina was already planning strategic actions for a group
discussion in the future.

Language learningSocial aspect
Psychology

How I participate in the group
discussion without making
mistakes? How can I prevent
ridicule and a bad grade?

Sabrina’s strategic way of handlingnew phrasesuhelps her understand what an expression means.

But …
u

it is not ideal for her L2 development.

u

it hinders vocabulary growth.

uit impacts conversational skills and variety.

Conclusionsu

One article that revises a single case is not enough.

uComplexity theory can generate new, profound information about
strategic language learning.

uComplexity theory can add practical value to strategy research if
the focus is on practically relevant issues.

Thank you.

References
Amerstorfer, C. M. (2016). Situated strategy use in cooperative learning: A descriptive case study of five learners of English as a foreign
language (Doctoral dissertation). Alpen-Adria-Universität, Klagenfurt, Austria.
Amerstorfer, C. M. (forthcoming). The dynamism of strategic learning: Complexity theory in strategic L2 development. Studies inSecond Language Learning and Teaching. https://pressto.amu.edu.pl/index.php/ssllt/index
Bronfenbrenner, U. (1995). Developmental ecology through time and space: A future perspective. In P. Moen, G. H. Elder, & K. Lüscher(Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619–647). Washington, DC: American
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Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks: Sage.
Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching and research. London: Routledge.
Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20–28). Bristol: Multilingual Matters.
Hiver, P., & Al-Hoorie, A. H. (2020). Research methods for complexity theory in applied linguistics. Bristol: Multilingual Matters.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.
Mercer, S. (2011). The self as a complex dynamic system. Studies in Second Language Learning and Teaching, 1(1), 57–82.
Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow: Pearson Education.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd edition). London:Routledge.
Oxford, R. L., & Amerstorfer, C. M. (2018). Introduction: The state of the art in language learning strategies and individual learnercharacteristics. In R. L. Oxford & C. M. Amerstorfer (Eds.), Language learning strategies and individual learner characteristics: Situatedstrategy use in diverse contexts (pp. xxiii–xxxiv). London: Bloomsbury.