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A Comparative Analysis of Syntactic Complexity in Teacher Revisions to L2 Student Compositions: An Exploratory Study
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논문 기본 정보

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.
#syntactic complexity #L2 writing #teacher's revision #comparative analysis

Contents

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

References (43)

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Abrams, Z. I. / 2016 / The effects of pre-task planning on L2 writing : Mind-mapping and chronological sequencing in a 1st-year German class / System 63:1~12 google schola Adams, R. / 2015 / Task complexity effects on the complexity and accuracy of writing via text chat / New Developments in the Study of L2 Writing Complexity 29:64~81 google schola Ai, H. / 2013 / Automatic treatment and analysis of learner corpus data / John Benjamins :249~264 google schola Bardovi‐Harlig, K. / 1992 / A second look at T-Unit analysis : Reconsidering the sentence / TESOL Quarterly 26(2):390~395 google schola Beers, S. F. / 2011 / Writing development in four genres from grades three to seven : Syntactic complexity and genre differentiation / Reading and Writing 24(2):183~202 google schola

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