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A Comparative Analysis of Syntactic Complexity in Teacher Revisions to L2 Student Compositions: An Exploratory Study
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Type
Academic journal
Author
Kwanghyun Park (Myongji University)
Journal
The Applied Linguistics Association Of Korea Korean Journal of Applied Linguistics Vol.35 No.3 KCI Accredited Journals
Published
2019.9
Pages
103 - 125 (23page)
DOI
10.17154/kjal.2019.9.35.3.103

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A Comparative Analysis of Syntactic Complexity in Teacher Revisions to L2 Student Compositions: An Exploratory Study
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Syntactic complexity is a measure of variation and sophistication of grammatical structures in language production. Although it has been one of the key constructs in examining development of L2 writers, research has mainly focused on the learner and little is known as to how teachers influence learner’s syntactic complexity. The purpose of this study was to compare the syntactic complexity of student essays to the syntactic complexity of teacher’s revisions to those essays. After grading each student’s argumentative essays, the teacher was asked to revise the sentences to improve grammatical and rhetorical clarity. A software program was used to analyze data with 14 measures of syntactic complexity. This analysis showed significant differences, noticeably, in the extent of subordination. Students used more subordination, producing longer sentences that, at times, were difficult to comprehend. For students to improve their skills in written composition, findings suggest that students should be introduced to other methods to produce complexity in their writing such as noun phrases and nominalization. These structures characterize the key dimension for effective, focused instruction and the locus of further development of syntactic complexity.

Contents

I. INTRODUCTION
II. LITERATURE REVIEW
III. METHODOLOGY
IV. RESULTS AND DISCUSSION
V. CONCLUSION
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