A Dynamic Approach to Second Language Development -- Editorial page -- Title page -- LCC data -- Table of contents -- How to sections -- Introduction -- Researching Second Language Development from a Dynamic Systems Theory Perspective -- 1. Introduction -- 2. Theories in applied linguistics -- 2.1 DST as a theory of SLD -- 3. The basic characteristics of dynamic systems -- 3.1 Sensitive dependence on initial conditions -- 3.2 Complete interconnectedness -- 3.3 Nonlinearity in development -- Anchor 58 -- 3.5 Dependence on internal and external resources -- 3.6 Constant change, in which the systems only temporarily settle into "attractor states" -- 3.7 Chaotic variation over time (sometimes) -- 3.8 Iteration -- 3.9 Change caused by interaction with the environment and internal reorganization -- 3.10 Emergent properties -- 3.11 DST and language learning: Bringing the social and the psychological together -- Dynamic Systems Theory and a Usage-based Approach to Second Language Development -- 1. Introduction -- 2. Language as a complex system -- 3. The role of frequency -- 4. The role of L1 in L2 acquisition -- 5. Dynamic language development -- 6. Individual patterns in language development -- 7. Conclusion -- Coding and Extracting Data -- 1. Introduction -- 2. The case study: Measures to be analyzed -- 3. Coding and analyzing the data -- 4. Tracing development -- 4.1 The development of complexity in syntactic constructions -- 4.2 The development of the lexicon -- 4.3 Interaction between sentence complexity and the lexicon -- 5. Conclusion -- Variability and DST -- 1. Introduction -- 2. Traditional versus DST approaches to variability in SLD -- 3. Variability: Sound or noise? -- 4. Longitudinal and dense developmental data -- 5. Descriptive techniques for time serial data -- 5.1 Plotting group data -- 5.2 The use of smoothing techniques.

5.3 Min-max graphs -- 5.4 Resampling techniques -- 5.4.1 Hypothesis 1: Jorge is generally more variable than Alberto -- 5.4.2 Hypothesis 2: There are significant peaks in the use of don't V by Jorge and Alberto -- 6. Conclusion -- Visualizing Interactions between Variables -- 1. Introduction -- 2. Defining growers -- 3. Analyzing interactions in time serial data -- 3.1 Development of sentence complexity -- 3.2 Development of different types of dependent clauses -- 4. Interaction between lexical sophistication and syntactic complexity -- 5. Conclusion -- Modeling Development and Change -- 1. Introduction -- 2. Types of models -- 2.1 Static models -- 2.2 Linear versus non-linear models -- 2.3 Deterministic models -- 2.4 Dynamic, non-linear and stochastic models -- 2.5 Specifications of dynamic models -- 2.6 Summary types of models -- 3. Our basic dynamic growth model -- 4. Connected growers -- 5. Modeling vocabulary growth -- 5.1 Results -- 5.2 Modeling the data -- 5.3 Evaluating the theoretical model -- 5.4 Discussion -- 6. Conclusion -- Epilogue -- 1. What's new? -- 2. A step forward? -- How to sections -- 1. Introduction -- 2. How to section - Chapter 3 -- 2.1 Formatting in CHAT -- 2.1.1 Header tiers -- 2.1.2 Utterance tiers -- 2.1.3 Dependent tiers -- 2.2 Creating a set of tools in Word -- 2.2.1 Recording Macros in Microsoft Word -- 2.2.2 Practicing writing a Macro (indicating a finite verb) -- 2.2.3 Writing a Macro to mark a code-switch -- 2.2.4 Writing a Macro to code an error -- 2.2.5 Writing a Macro to insert a %syn-tier after an utterance -- 2.2.6 Copying and pasting Macros -- 2.2.7 Creating a toolbar for Macros -- 2.3 Getting data ready to analyze with CLAN -- 2.3.1 Setting up CLAN and checking your files through the CHECK command -- 2.3.2 Setting up CLAN -- 2.3.3 Checking your files.

2.3.4 Creating Lexical Profile and Frequency counts with CLAN -- 2.3.5 Creating a table for frequency counts in Excel -- 3. How to section - Chapter 4 -- 3.1 Making graphs in Excel -- 3.1.1 Making a line graph -- 3.1.2 Formatting headings, legends and lines and adding a trendline -- 3.1.3 Making a min-max graph -- 3.2 Resampling techniques -- 3.2.1 Installing add-ins for Excel -- 3.2.2 Testing hypothesis 1: Jorge is generally more variable than Alberto -- 3.2.3 Step 1: Calculating absolute differences -- 3.2.4 Calculating average differences and their difference -- 3.2.5 Step 2: Reshuffling distances -- 3.2.6 Step 3: Running a Monte Carlo -- 3.2.7 Testing Hypothesis 2: There are significant peaks in the use of don't V by Jorge and Alberto -- 3.2.8 Calculating moving averages -- 3.2.9 Calculating the maximum distance between data points -- 3.2.10 Resampling -- 3.3 Detrending -- 3.3.1 Detrending the raw data -- 4. How to section - Chapter 5 -- 4.1 Correlations and moving correlations -- 4.1.1 Adding variables -- 4.1.2 Normalizing the data -- 4.1.3 Calculating correlations -- 4.1.4 Moving correlation -- 5. How to section - Chapter 6 -- 5.1 Data fitting -- 5.2 Modeling -- 5.2.1 Terms used in the model -- 5.2.2 Working with the model: general introduction -- 5.2.3 Modeling vocabulary growth -- 5.2.4 Modeling precursor relations -- References -- Index -- The series Language Learning & Language Teaching.