Abstract
According to Larsen-Freeman (1997), who first applied the complex/dynamic system theory in language learning, language consists of interconnected, complex, and constantly changing sub-categories that affect each other concomitantly. The authors of this book, Griffiths and Soruç, adapt complex/dynamic system theory to address the potential relationship between individual differences (IDs) (e.g. age, sex/gender, race/ethnicity/nationality/culture, aptitude, personality, style, strategies, autonomy, beliefs, affect/emotion, and motivation). Each of these receives a chapter-length treatment in the book, and the authors argue that IDs are interconnected factors, and none exists in isolation.
In this book, the authors overall suggest the individual variables are complex, dynamic, and situated. They form a unified and coherent system that is complex and depend holistically on one another. They are dynamic because the system and the elements in the system are in a constant state of flux. And they are situated because the characteristics of the system and the interrelationships within the system vary according to the ecological environment.
While previous studies seek an answer to the question of ‘how are learners similar?’, this book examines the role of learners’ differences on language learning and the potential relationship between them. The authors state in the opening paragraphs that, for language learning to be successful, IDs must be considered holistically because ‘[h]umans differ in innumerable ways, with considerable variation observable at every level of description, from the molecular to the social’ (Kidd et al., 2018: 154). As a professional in the field of second-language learning and teaching, I believe this book has a considerable impact on better understanding the second-language learning process from the perspective of complex/dynamic system theory. This textbook does not consider IDs as monolithic; instead, it partitions them as several potential factors affecting the second language acquisition (SLA) process. Therefore, an examination of different combinations of each ID can better provide a bigger picture of how learners process language learning. Besides, I find this book quite beneficial for the present lectures I teach in English Language and Literature cluster at the university as it presents the interconnected and dynamic individual variables through explaining the key terms, discussion questions, activities, and exercises, and, specifically, including real empirical studies.
The book has 13 chapters, of which the first chapter is an opening chapter while the last chapter presents a holistic and complete view of the learner differences. The other 11 chapters examine one ID at a time: age, sex/gender, race/ethnicity/nationality/culture, aptitude, personality, style, strategies, autonomy, beliefs, affect/ emotion, and motivation. Every chapter begins with some questions that encourage students to think before they start reading the chapter, and each ends up with further questions to consider after reading the chapter. In addition to the references cited in the text and the reference list, the authors also suggest journal names, meta-analysis, or review studies, which are substantial for graduate students interested in further reading and researching.
The questions at the beginning of each chapter warm up the readers, activating their content and background knowledge related to each topic. On the other hand, the chapters on 11 IDs are theoretically sound and evidence-based. Each ID chapter includes at least one original study to provide evidence for the statements made in the chapter and discusses the findings from the perspective of complex/dynamic system theory. Besides, the readers can learn a plethora of concrete implications for the teaching/learning situation and suggestions for further research. Therefore, the book provides not only pedagogical information with teachers but also methodological and theoretical trajectories with novice researchers. Finally, in the last chapter of the book, considering the complex/dynamic systems theory, the authors critically examine and holistically present the relative relationship between the 11 IDs.
Because of the strong language and teaching-centered approach of the book, I feel that it is most appropriate for student teachers or novice researchers in the field of language teaching. Throughout the book, the student teachers are informed about significant classroom issues related to IDs, which are all based on evidence and presented in a reader-friendly manner, while the novice researchers are informed about different ways of conducting empirical research studies. Also, the studies reported in each chapter are replicable because the instruments used to collect data are shared with the readers.
The book price is €54.99, which institutions can afford. What I like the most is the cover of the book, showing lovely, pastoral, and inspiring tree roots. Not only the title of the book but also the cover gives hints at understanding the content inside. The trees on the book cover are Kahikatea trees in New Zealand, the roots of which are intertwined and supportive of each other. Drawing on this perfect metaphor, the readers can grasp the simple idea that individual learner differences are interdependent, like Kahikatea trees; they are complex; they are dynamic; and they are situated in an ecological environment.
To conclude, as an expert in the pedagogy of English language teaching and as an experienced researcher in Applied Linguistics, I can confidently recommend this book, as it marshals a new perspective into understanding individual learner differences holistically and opens new vistas for theoretical underpinnings. It improves the SLA research practices by enabling the readers to replicate genuine empirical studies in the book and to find the potential research gaps in the field. Nevertheless, the authors have overlooked the illustrations. The tables and figures are unattractive and the use of several colors, as opposed to the single one used, would have made the book more appealing, considering that these theories and empirical studies, in themselves, can be perceived as complex and challenging enough to undergraduate students.
