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Article published In: Corpus Linguistics and Second Language Studies
Edited by Dilin Liu, Xiaofei Lu and Isaiah WonHo Yoo
[Journal of Second Language Studies 7:2] 2024
► pp. 227–266

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Linguistic complexity development in the writings of Chinese EFL learners across three proficiency levels

 | Ocean University of China, China
 | Ocean University of China, China
 | Ocean University of China, China
 | Ocean University of China, China
Published online: 16 December 2024
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https://doi.org/10.1075/jsls.00036.wan
Abstract
This study uses a corpus-based method to analyze the developmental paths of syntactic and lexical complexity in Chinese EFL learners across three proficiency levels. It examines six pieces of English essays written in one semester under school instruction. The goal is to identify both group results and individual developmental paths. The results show that both groups and individuals at the same level follow a dynamic, nonlinear development path, but with different trajectories. The development of syntactic complexity in their writings is marked by variability and interaction between different linguistic complexity subsystems. Chinese EFL learners at three proficiency levels are each in a different stage of L2 development. The study concludes with important and practical pedagogical implications for L2 instruction.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Conceptualizing and operationalizing L2 writing linguistic complexity
    • 2.2Syntactic complexity development
    • 2.3Lexical complexity development
  • 3.The present study
    • 3.1Participants
    • 3.2Research questions
    • 3.3Measures and tools
      • Large-grained measures
      • Fine-grained measures
    • 3.4Corpus
    • 3.5Statistical analysis
  • 4.Results
    • 4.1Linguistic complexity development trends within each level
      • Beginner-level
      • Intermediate-level
      • High-level
    • 4.2Linguistic complexity development across levels
      • Large-grained syntactic complexity measures
      • Fine-grained syntactic complexity measures
      • Lexical complexity measures
  • 5.Findings and discussion
    • 5.1Developmental paths within proficiency levels
    • 5.2Developmental path across proficiency levels
    • 5.3Pedagogical implications
  • 6.Conclusion
  • References
References (47)
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