Dynamic Development in Speaking Versus Writing in Identical Twins

HuiPing Chan · Marjolijn H. Verspoor · Louisa Vahtrick

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Language Development and Disorders

Abstract

Taking a dynamic usage‐based perspective, this longitudinal case study compares the development of sentence complexity in speaking versus writing in two beginner Taiwanese learners of English (identical twins) in an extensive corpus consisting of 100 oral and 100 written texts of approximately 200 words produced by each twin over 8 months. Three syntactic complexity measures were calculated: mean length of T‐unit, dependent clauses per T‐unit, and coordinate phrases per T‐unit. The working hypothesis was that (a) the learners’ oral texts would become more complex sooner than their written texts and that (b) the two learners would show similar developmental patterns. We found that these two learners initially demonstrated syntactic complexity in their oral language rather than in their written language, yet over time they were found to exhibit inverse trends of development. This observation was confirmed with dynamic modeling by means of a hidden Markov model, which allowed us to detect moments of self‐organization in the learners’ spoken and written output (i.e., moments where the interaction among various measures changes and takes on a new configuration).

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References

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2017Linguistic complexity in second language development: variability and variation at advanced stages 2017Finding the key to successful L2 learning in groups and individuals 2020The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements 2022Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement 2024Complex dynamic systems theory as a foundation for process-oriented research on second language development

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