Research on Second Language Interactional Com-petence Development from the Perspective of Com-plex Dynamic Systems Theory

Abstract

Amid the growing "complexity turn" in language research paradigms, second lan-guage (L2) interactional competence-characterized by its dynamicity, contextual dependence, and multidimensional coordination-has emerged as a central focus in fields such as second language acquisition, pragmatics, and language assess-ment. While existing studies have yielded valuable insights into language resource allocation, communicative strategy use, and competence evaluation, theoretical frameworks remain underdeveloped, particularly in explaining the nonlinear tra-jectories, system coupling mechanisms, and individual variation pathways that characterize the development of interactional competence. Drawing on Complex Dynamic Systems Theory (CDST) and integrating perspectives from language ecology and social interaction theory, this study proposes a three-tiered model of L2 interactional competence development encompassing the macro, meso, and mi-cro levels. The model articulates key variables, including cultural ideologies, lan-guage policies, social networks, communicative settings, linguistic behaviors, and individual attributes, etc., and explores their dynamic interplay across intertwined spatial and temporal dimensions. By advancing this system-based model, the study seeks to move beyond static and linear explanatory paradigms, offering a more comprehensive understanding of the emergent and evolving nature of L2 interac-tional competence. It also expects to provide theoretical support and practical im-plications for instructional design, competence assessment, and individualized learning trajectory modeling.