Language Learning as Chaos/Complexity System: Evidence Based on Iranian EFL Learners’ Backgrounds

Dil ogrenme sureci; geleneksel olarak, Ikinci Dil Edinimi (SLA) alaninda baglam azaltma, veri azaltma ve karmasiklik azaltma seklinde uc asamali bir indirgemeyi empoze ederken indirgemeci bir bakis acisiyla sabit, dogrusal, sebep-sonuc iliskili bir fenomen olarak incelenmistir. Kaos/Karmasiklik Teorisinin (CC/T) ortaya cikmasiyla birlikte dil ogrenme, dilin dinamikleriyle asagidan yukariya organik ve ongorulemeyen bir bicimde gelisen, buyuyen ve degisen dogrusal olmayan, karmasik ve dinamik bir sistem olarak nitelendirilmistir. Dil ogrenimi karmasik bir sistem olarak dusunuldugunde, bunun bir butun olarak karmasik davranislari, bireysel bilesenlerinin davranislarindan cok, sinirlari icindeki veya disindaki cok sayida faktor, kuvvet ve araci tarafindan etkilenir. C/CT, SLA alanindaki arastirmacilar icin yeni fikir, anlayis ve cikarimlar saglamasina karsin, dil ogreniminin karmasikligini incelemeye yonelik cok az sayida pratik girisim bulunmaktadir. Bu dogrultuda, on erkek / kadin Iranli EFL ogrencisi amacli orneklemeye dayali bu anlati arastirmasina katildi. Arastirmaci, katilimcilarin dil ogrenme sureciyle ilgili gecmislerini ve oykulerini ortaya cikarmak icin yari-yapilandirilmis gorusme kullandi. Verilerin transkripsiyonunun ardindan katilimcilarin zaman ve mekân baglamindaki bireysel deneyimleri ve gecmisleri yeniden duzenlendi, incelendi ve kronolonojik siralanima dayali bir cerceveye yerlestirildi. C/CT’nin teorik destek ve icgoruleri isiginda, elde edilen anlam ve temalar Iranli EFL ogrencilerinin dil ogrenimi karmasikligini gerekcelendirmek icin kanit parcalari sundular. Anahtar sozcukler: Kaos/Karmasiklik Teorisi, indirgemecilik, SLA, anlatisal arastirma, dil ogrenme sureci Abstract Language learning process was traditionally investigated through the reductionist perspective as a fixed, linear, cause and effect phenomenon in addition to imposing three levels of reductionism including context reduction, data reduction, and complexity reduction on the field of Second Language Acquisition (SLA). With the emergence of Chaos/Complexity Theory (CC/T), language learning was considered as a nonlinear, complex, and dynamic system evolving, growing, and changing from the bottom-up in an organic and unpredictable manner through the dynamics of language. Considering language learning as a complex system, its complex behavior as a whole is influenced by a large number of factors, forces, and agents within or beyond its boundaries which is more than the behavior of its individual components. Despite the fact that C/CT provides new insights, understandings, and implications for researchers in the field of SLA, very few practical attempts are available which investigate the complexities of language learning. Accordingly, ten male/ female Iranian EFL learners participated in this narrative research based on purposive sampling. The researcher used semi- structured interview to elicit participants’ histories and stories concerning their language learning process. After the transcription of the data, the participants’ personal experiences and histories in terms of time and place were reorganized, analyzed, and shaped into a framework on the basis of a chronological sequence. In regard to the theoretical underpinnings and insights of C/CT, the derived meanings and themes showed the pieces of evidence to justify the complexities of Iranian EFL learners’ language learning. Keywords: Chaos/Complexity Theory, reductionism, SLA, narrative research, language learning process