Document Type : Original Article
Researchers
1 Allameh Tabataba'i
2 Department of Linguistics, Literature and Foreign Languages Faculty, Allameh Tabataba’i University
Ministerial Ethics Committee
Over the past decades, Complexity Theory has gained significant attention across various disciplines, from biology to language education. At its core lies the concept of complexity, emphasizing systems that are dynamic, self-organizing, and adaptive. Larsen-Freeman was among the first scholars to apply this framework to second language acquisition (SLA), arguing that language learning is a nonlinear, multifactorial, and dynamic process shaped by the interaction of individual, social, and environmental factors. Consequently, SLA research has shifted from purely statistical analyses toward process-oriented and longitudinal approaches.
Complexity Theory allows researchers to observe fluctuations, sudden progress, and even temporary regressions in language development. It highlights individual differences, proposing that each learner follows a unique learning trajectory. Within this framework, variability is not seen as a disturbance but as an essential sign of linguistic growth, offering insights into the balance between stability and change.
The present study adopts this theoretical perspective to investigate the complexity, accuracy, and fluency of spoken Persian among non-Persian learners, aiming to model the dynamic and nonlinear nature of their linguistic development. Data are collected through narrative interviews and audio recordings of approximately 30 learners over multiple time intervals. A range of indices for grammatical, lexical, and morphological complexity—as well as fluency and accuracy—will be applied, and growth curve modeling will be used to capture developmental dynamics.
This mixed-method, phenomenological study seeks to identify developmental patterns, explore relationships among key variables, and propose pedagogical implications for enhancing Persian language instruction for non-Persian speakers.