Complexity Theory and Language Development

If we assume that language is a complex dynamic system, the learner is a complex dynamic system, and both the teaching and learning are dynamic processes—in which all relevant cognitive, physical and social systems interact over time—we must attend to all these systems and their relevant sub-systems when we evaluate existing or newly created pedagogical models. Larsen-Freeman was very much ahead of her time when she pointed out in 1976 that the regularly found morpheme orders could have been due to frequency of exposure, which was basically a usage-based view long before it became fashionable. The same is true for her view on language pedagogy. Even though details may have changed, Larsen-Freeman has implicitly or explicitly always viewed language itself as form-meaning-use mappings at all levels and more recently language learning and language teaching as dynamic processes (e.g., 2012, this volume). The purpose of this chapter is to take Larsen-Freeman’s insights on L2 learning and teaching, explore further the links between complex dynamic systems and usage based language theory, and end with the implications of such a view in foreign language pedagogy.