Table Of ContentProfiling Learner Language
as a Dynamic System
SECOND LANGUAGE ACQUISITION
Series Editors: Professor David Singleton, University of Pannonia,
Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and
Associate Professor Simone E. Pfenninger, University of Salzburg, Austria
This series brings together titles dealing with a variety of aspects of
language acquisition and processing in situations where a language or
languages other than the native language is involved. Second language is
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the series all offer in their different ways, on the one hand, exposition and
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reflection. In this latter connection, no particular theoretical stance is
privileged in the series; nor is any relevant perspective – sociolinguistic,
psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended
readership of the series includes final-year undergraduates working on
second language acquisition projects, postgraduate students involved
in second language acquisition research, and researchers, teachers and
policymakers in general whose interests include a second language
acquisition component.
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Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1
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SECOND LANGUAGE ACQUISITION: 134
Profiling Learner
Language as a
Dynamic System
Edited by
ZhaoHong Han
MULTILINGUAL MATTERS
Bristol • Blue Ridge Summit
DOI https://doi.org/10.21832/HAN2791
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Han, Zhaohong - editor.
Title: Profiling Learner Language as a Dynamic System/Edited by ZhaoHong
Han.
Description: Blue Ridge Summit, PA: Multilingual Matters, [2019] | Series:
Second Language Acquisition: 134 | Includes bibliographical references
and index.
Identifiers: LCCN 2019003615 (print) | LCCN 2019015410 (ebook) | ISBN
9781788922807 (pdf) | ISBN 9781788922814 (epub) | ISBN 9781788922821
(Kindle) | ISBN 9781788922791 (hbk : alk. paper)
Subjects: LCSH: Second language acquisition--Study and teaching. | Language
and languages--Study and teaching. | System theory.
Classification: LCC P118.2 (ebook) | LCC P118.2 .P756 2019 (print) | DDC
418.0071--dc23
LC record available at https://lccn.loc.gov/2019003615
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-279-1 (hbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK.
USA: NBN, Blue Ridge Summit, PA, USA.
Website: www.multilingual-matters.com
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Blog: www.channelviewpublications.wordpress.com
Copyright © 2019 ZhaoHong Han and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any
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Typeset by Riverside Publishing Solutions
Printed and bound in the UK by the CPI Books Group Ltd.
Printed and bound in the US by Sheridan, Inc.
Contents
Acknowledgments vii
Contributors ix
1 Profiling Learner Language from a Complex Dynamic
System Perspective: An Introduction 1
ZhaoHong Han and Jing Liu
2 A Dynamic View on Morphosyntactic Accuracy
and Complexity in Dyadic Interaction 17
Yuan-Yuan Meng
3 A Dynamic View on Prepositions, Modal Auxiliaries
and Metaphorical Functions in Dyadic Interaction 48
Natalia Sáez
4 A Dynamic View on Advice Giving in Dyadic Interaction 83
Heidi Liu Banerjee
5 A Dynamic View on Relational Propositions in
Dyadic Interaction 104
Vanessa Sheu
6 A Dynamic View on Topic Management in Dyadic Interaction 133
Farah Akbar
7 Researching CDST: Promises and Pitfalls 156
ZhaoHong Han
Index 167
v
Acknowledgments
This volume was largely borne out of a graduate course – A&HL 5008
Interlanguage Analysis – which I taught at Teachers College, Columbia
University. Authors of the main chapters were among the students attend-
ing the class. The work showcased in these chapters was first presented at a
colloquium of the 2015 annual conference of the American Association of
Applied Linguistics and subsequently at a colloquium of the 2016 Second
Language Research Forum. Authors benefited greatly from the feedback
received at these venues.
This volume would not have materialized without the generous assistance
of a number of reviewers, among them Monika Ekiert, Hoa Nguyen,
Eun Young Kang, Sarah Sok, Kaylee Fernandez, Moira Hamilton and
the anonymous reviewers assigned by the publisher. The support from
the publisher throughout – from the inception of the project through to
production – has been instrumental.
Last but not least, the four participants in the transpacific intercultural
communication project deserve immense recognition. Without the two
longitudinal datasets they contributed, this volume would not have been
at all possible.
vii
Contributors
Farah Akbar is pursuing her EdD in applied linguistics at Teachers College,
Columbia University, specializing in second language acquisition (SLA).
Her research interests include interactional feedback, computer-mediated
communication and second language teacher education.
Heidi Liu Banerjee recently completed her EdD study in applied linguis-
tics at Teachers College, Columbia University, specializing in second lan-
guage assessment. She has published on self-regulated learning, second
language pragmatics and second language assessment.
ZhaoHong Han is professor of language and education at Teachers
College, Columbia University, where she teaches graduate courses in
TESOL, applied linguistics and foreign language instruction and where
she also directs the Center for International Foreign Language Teacher
Education. Her research interests straddle basic and applied second lan-
guage acquisition (SLA).
Jing Liu, PhD (University of Washington, 2001), is a professor at the
Ocean University of China. Her doctoral dissertation focused on com-
parative discourse analysis of Chinese and English native speakers’ use of
discourse markers and hypotactic structure use in academic lectures. Her
research interests include discourse analysis, ethnography of communica-
tion and intercultural communication.
Yuan-Yuan Meng is a senior lecturer in Chinese at Columbia University.
She holds an EdM degree in applied linguistics from Teachers College,
Columbia University. Her research interests include formulaic language,
second language reading, writing and vocabulary development, and
usage-based approaches to language learning.
Natalia Sáez is a language instructor and researcher focusing on second
language acquisition of linguistic and conceptual metaphors. She holds an
MA in cognitive science from Universidad de Chile and an MA in applied
linguistics from Teachers College, Columbia University, where she is an
EdD candidate in second language acquisition.
ix
x Contributors
Vanessa Sheu is a lecturer in the ESL Program at the University of Iowa.
She received a master’s degree in TESOL from Teachers College, Columbia
University. Her interests include second language vocabulary acquisition
and discourse strategies in English for academic purposes.
