A Complex Dynamic Systems Theory Perspective on Learner Individual Differences in Second Language Listening Development

Abstract

This study aimed to examine second language (L2) listening development as a non-linear complex system from a Complex Dynamic Systems Theory (CDST) perspective. It is assumed that L2 listening is affected by a group of dynamically evolving learner individual differences (LIDs) variables, which include language learning aptitude, working memory capacity (WMC), listening motivation, metacognitive awareness and learning style preferences. Using longitudinal mixed-methods, composed of quantitative studies and longitudinal multiple-case studies, this research provides empirical evidence for the role of CDST in researching L2 listening to develop effective L2 listeners. The quantitative studies aimed to document the development of Chinese students’ L2 listening proficiency and their LIDs. The studies investigated whether LIDs variables were correlated, and how they contributed to L2 listening performance. Participants were 300 undergraduate students from a medium-ranking university in Northern China. They were invited to complete listening comprehension tests designed to measure their listening proficiency, followed by three questionnaires and a series of tasks to assess their individual variability in terms of language learning aptitude, WMC, listening motivation, metacognitive awareness and learning style preferences. It was found that participants demonstrated progress in L2 listening over time. Structural equation modelling results revealed that LIDs variables were correlated to varying degrees. WMC and language learning aptitude made significant contributions to L2 learners’ listening proficiency. The longitudinal multiple-case studies aimed to track the on-going changes of participants’ performances in L2 listening and LIDs variables, and to reveal how these variables developed, interacted and affected participants’ process in learning L2 listening. Ten volunteers from the 300 students participated in the longitudinal multiple-case studies. For purpose of comparison, these volunteers were allocated to a high-level and a low-level group based on their listening proficiency. The same tests and questionnaires as used in the quantitative studies were used to track the development of the participants’ listening proficiency and LIDs variables. Qualitative data were collected via semi-structured interviews and self-report diaries to corroborate quantitative results. Both the High- and the Low-level L2 listeners’ listening scores improved, but they demonstrated different developing patterns according to LIDs variables. Findings indicated that these variables not only developed individually but also interacted with the situational forces. Data collected from the longitudinal multiple-case studies revealed complex interrelations between learners’ WMC and language learning aptitude, between WMC and metacognitive awareness, between listening motivation and metacognitive awareness and between metacognitive awareness and learning style preferences. These findings corroborate the quantitative findings that LIDs variables were intercorrelated to varying degrees. Results of this research revealed the dynamic nature of L2 listening development, provided in-depth information about the intertwined relationships among LIDs variables, and showed how the changes and interactions of participants’ LIDs variables affected their L2 listening developmental trajectory. On the basis of these findings, a Model of Dynamic L2 Listening Development was proposed. The outcome of developing and considering this model led to a conclusion that CDST provided a useful lens in exploring the non-linear, dynamic and complex development of L2 listening. It identified L2 listeners’ LIDs as an intertwined construct, and provided theoretical, methodological and pedagogical implications for conducting further research in this field.