{"title":"二语写作中从句和短语复杂性的发展——以韩国大学生议论文为例","authors":"Narae Seo, Sun-Young Oh","doi":"10.1016/j.esp.2023.09.003","DOIUrl":null,"url":null,"abstract":"<div><p>This study aims to estimate the developmental trajectory of grammatical complexity for L2 writers by investigating the extent to which clausal and phrasal complexity is associated with L2 writing proficiency. The corpus used in this study contained 234 argumentative essays of first-year Korean college students at three proficiency levels. The five clausal and four phrasal features were extracted from the tagged corpus to count the frequency of each complexity feature. Our findings demonstrated an association between writing proficiency and clausal and phrasal complexity. Especially noteworthy was that the main source of complexity at each proficiency level (i.e., finite adverbial clauses, WH relative clauses, <em>of</em> phrases as nominal postmodifiers) showed a gradual increase in complexity in terms of two parameters: structural type and syntactic function. A qualitative follow-up analysis provided a detailed description of differences among developmental levels, especially with respect to the lexical associations of particular complexity features. Pedagogical implications are for using empirically derived developmental stages in creating detailed rating scale descriptors and providing more customized writing courses accordingly.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Development of clausal and phrasal complexity in L2 writing: A case of argumentative essays of Korean college students\",\"authors\":\"Narae Seo, Sun-Young Oh\",\"doi\":\"10.1016/j.esp.2023.09.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This study aims to estimate the developmental trajectory of grammatical complexity for L2 writers by investigating the extent to which clausal and phrasal complexity is associated with L2 writing proficiency. The corpus used in this study contained 234 argumentative essays of first-year Korean college students at three proficiency levels. The five clausal and four phrasal features were extracted from the tagged corpus to count the frequency of each complexity feature. Our findings demonstrated an association between writing proficiency and clausal and phrasal complexity. Especially noteworthy was that the main source of complexity at each proficiency level (i.e., finite adverbial clauses, WH relative clauses, <em>of</em> phrases as nominal postmodifiers) showed a gradual increase in complexity in terms of two parameters: structural type and syntactic function. A qualitative follow-up analysis provided a detailed description of differences among developmental levels, especially with respect to the lexical associations of particular complexity features. Pedagogical implications are for using empirically derived developmental stages in creating detailed rating scale descriptors and providing more customized writing courses accordingly.</p></div>\",\"PeriodicalId\":47809,\"journal\":{\"name\":\"English for Specific Purposes\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2023-10-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English for Specific Purposes\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0889490623000686\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English for Specific Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0889490623000686","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Development of clausal and phrasal complexity in L2 writing: A case of argumentative essays of Korean college students
This study aims to estimate the developmental trajectory of grammatical complexity for L2 writers by investigating the extent to which clausal and phrasal complexity is associated with L2 writing proficiency. The corpus used in this study contained 234 argumentative essays of first-year Korean college students at three proficiency levels. The five clausal and four phrasal features were extracted from the tagged corpus to count the frequency of each complexity feature. Our findings demonstrated an association between writing proficiency and clausal and phrasal complexity. Especially noteworthy was that the main source of complexity at each proficiency level (i.e., finite adverbial clauses, WH relative clauses, of phrases as nominal postmodifiers) showed a gradual increase in complexity in terms of two parameters: structural type and syntactic function. A qualitative follow-up analysis provided a detailed description of differences among developmental levels, especially with respect to the lexical associations of particular complexity features. Pedagogical implications are for using empirically derived developmental stages in creating detailed rating scale descriptors and providing more customized writing courses accordingly.
期刊介绍:
English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.