Unravelling the Idiosyncrasy and Commonality in L2 Developmental Processes: A Time-Series Clustering Methodology

Autor/inn/en	Peng, Hongying; Lowie, Wander; Jager, Sake
Titel	Unravelling the Idiosyncrasy and Commonality in L2 Developmental Processes: A Time-Series Clustering Methodology
Quelle	In: Applied Linguistics, 43 (2022) 5, S.891-911 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amac011
Schlagwörter	Second Language Learning; Second Language Instruction; Independent Study; Teaching Methods; Telecommunications; Handheld Devices; English (Second Language); Longitudinal Studies; Learning Processes; Writing (Composition); Individual Differences; Informal Education; Foreign Countries; Statistical Analysis; Language Research; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Telekommunikationstechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess; Schreibübung; Individueller Unterschied; Informelle Bildung; Nichtformale Bildung; Ausland; Statistische Analyse; Sprachforschung
Abstract	Learners' self-initiated language learning with mobile technology occurring outside the classroom is often contextualized, heterogeneous, and idiosyncratic. In this study, we propose a time-series clustering methodology for researching informal mobile language learners' learning and development of another language, with a view to unravelling the essential uniquenesses and commonalities in learners' developmental processes. Intensive longitudinal writing samples from nine English learners in China were collected and analysed with the methodology proposed, which first depicted individual-level developmental trajectories of writing complexity that were often idiographic or individual-specific, and then distilled salient developmental patterns that transcended the individual heterogeneity. These typically occurring patterns across individuals demonstrated a more predictable and interpretable manifestation of informal language learners' developmental processes. Methodological and pedagogical implications of adopting the time-series clustering methodology are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01