Calling for More Consistency, Refinement, and Critical Consideration in the Use of Syntactic Complexity Measures for Writing

2020 ◽  
Author(s):  
Yaochen Deng ◽  
Lei Lei ◽  
Dilin Liu
Keyword(s):  
Empirical Evidence ◽  
Language Proficiency ◽  
L2 Writing ◽  
Syntactic Complexity ◽  
Complexity Measures ◽  
Fine Grained ◽  
Inappropriate Use ◽  
The Past ◽  
Research Findings ◽  
Critical Consideration

Abstract In the past two decades, syntactic complexity measures (e.g. the length or number of words per clause/t-unit/sentences and number of clauses per t-unit/sentence, and types of clauses used) have been widely used to determine and benchmark language proficiency development in speaking and writing. (Norris and Ortega 2009; Lu 2011). However, the results of some recent studies (e.g. Lu 2011; Bulté and Housen 2014; Crossley and McNamara 2014) have raised questions about the earlier findings regarding the use of such complexity measures in assessing L2 writing. While a couple of plausible explanations have been proposed for the conflicting findings, they have failed to look at the syntactic measures themselves as likely sources causing the discrepancies in the research findings. In this forum piece, we would like to argue, with empirical evidence, that the conflicting research results might have resulted from issues with some of the existing measurements of clausal and phrasal sophistication, including inconsistency and lack of necessary fine-grained differentiation in the measurements of subordination sophistication and possible inappropriate use of high values of phrasal sophistication.

scholarly journals The relationship between lexical complexity measures and language learning beliefs

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (3) ◽  
pp. 555-582
Author(s):  
Ervin Kovačević
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Language Production ◽  
Correlation Coefficients ◽  
Syntactic Complexity ◽  
Learning Beliefs ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
Language Learning Beliefs ◽  
The Relationship

Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.

Measuring Syntactic Complexity in L2 Writing Using Fine-Grained Clausal and Phrasal Indices

2018 ◽  
Vol 102 (2) ◽  
pp. 333-349 ◽  
Author(s):  
KRISTOPHER KYLE ◽  
SCOTT A. CROSSLEY
Keyword(s):  
L2 Writing ◽  
Syntactic Complexity ◽  
Fine Grained

Syntactic Complexity Measures as Indices of Language Proficiency in Writing: Focus on Heritage Learners of Russian

2021 ◽  
Vol 18 (3) ◽  
pp. 1-30
Author(s):  
Olesya Kisselev ◽  
Aleksandr Klimov ◽  
Mikhail Kopotev
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
Heritage Language ◽  
Syntactic Complexity ◽  
Heritage Learners ◽  
Heritage Speakers ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Study Results ◽  
Heritage Language Development

Abstract The concept of linguistic complexity, understood broadly as a range of basic and elaborate structures available and accessible to learners as evidenced in their production of speech and writing (Ortega, 2003), has featured prominently in second language development research since the inception of the field. The field of heritage language acquisition, however, has only recently begun to engage linguistic complexity as a comprehensive lens for studying heritage language development. The current study contributes to this fledgling area of research by investigating automatically extracted measures of syntactic complexity in the written language of heritage learners of Russian at various developmental levels. The analysis of 12 measures of syntactic complexity allows us to conclude that the majority of automatically extracted indices differentiate proficiency levels of heritage speakers in the study. The study results provide important insights into the nature of heritage language development and are readily applicable for assessment and pedagogical purposes.

Assessing syntactic sophistication in L2 writing: A usage-based approach

2017 ◽  
Vol 34 (4) ◽  
pp. 513-535 ◽  
Author(s):  
Kristopher Kyle ◽  
Scott Crossley
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Writing Assessment ◽  
L2 Writing ◽  
Syntactic Complexity ◽  
Writing Quality ◽  
The Past ◽  
Theoretical Perspectives ◽  
Syntactic Development ◽  
Strength Of Association

Over the past 45 years, the construct of syntactic sophistication has been assessed in L2 writing using what Bulté and Housen (2012) refer to as absolute complexity (Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998). However, it has been argued that making inferences about learners based on absolute complexity indices (e.g., mean length of t-unit and mean length of clause) may be difficult, both from practical and theoretical perspectives (Norris & Ortega, 2009). Furthermore, indices of absolute complexity may not align with some prominent theories of language learning such as usage-based theories (e.g., Ellis, 2002a,b). This study introduces a corpus-based approach for measuring syntactic sophistication in L2 writing using a usage-based, frequency-driven perspective. Specifically, novel computational indices related to the frequency of verb argument constructions (VACs) and the strength of association between VACs and the verbs that fill them (i.e., verb–VAC combinations) are developed. These indices are then compared against traditional indices of syntactic complexity (e.g., mean length of T-unit and mean length of clause) with regard to their ability to model one aspect of holistic scores of writing quality in Test of English as a Foreign Language (TOEFL) independent essays. Indices related to usage-based theories of syntactic development explained greater variance (R2 = .142) in holistic scores of writing quality than traditional methods of assessing syntactic complexity (R2 = .058). The results have important implications for modeling syntactic sophistication, L2 writing assessment, and AES systems.

scholarly journals A Scientometric Review of Syntactic Complexity in L2 writing based on Web of Science (2010-2022)

2022 ◽  
Vol 5 (1) ◽  
pp. 18-27
Author(s):  
Ruimin Song
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Development Process ◽  
Web Of Science ◽  
Language Teaching ◽  
Scientometric Analysis ◽  
Syntactic Complexity ◽  
Burst Strength ◽  
The Past ◽  
Visualization Software

As an important construct in the field of second language teaching and assessment, syntactic complexity is closely related to the language proficiency and language development process of L2 learners. Using the visualization software of CiteSpace, this study conducts an in-depth scientometric analysis of 140 articles on written syntactic complexity published over the past 10 years (2010-2022), thus uncovering the current development and challenges faced by relevant studies. Specifically, a frequency analysis was firstly administrated to describe the overall development in written syntactic complexity research. Furthermore, the current study conducted a Document Co-Citation Analysis (DCA), which enables researchers to conduct a network of co-cited references to identify the underlying research hotpots and future trends. The results indicate that the study concerning automatic essay scoring is the most prominent cluster active from 2010 to 2021. In addition, Norris & Ortega (2009) is the most cited paper, followed by Ortega (2003) and Biber et al. (2011). Meanwhile, the bursts of detected papers demonstrate that McNamara et al. (2012) and Grant & Ginther (2000) generated the strongest citation burst with a burst strength of 3.14 and 3.09, respectively. The findings of the study would have implications for subsequent research on written syntactic complexity in the field of language teaching and language learning.

Socially Shared Regulation of Learning: A Review

2015 ◽  
Vol 20 (3) ◽  
pp. 190-203 ◽  
Author(s):  
Ernesto Panadero ◽  
Sanna Järvelä
Keyword(s):  
Empirical Evidence ◽  
Learning Theory ◽  
Qualitative Data ◽  
Social Regulation ◽  
Observation Data ◽  
Optimal Form ◽  
Self Regulated Learning ◽  
The Past ◽  
Recorded Observation ◽  
Socially Shared Regulation

Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

Macedonia Faculties’ Students - “Chrisi Avgi” (Right Party) Followers’ Critique on the Greek Educational Policy

2014 ◽  
Vol 2013 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Kalerante Evagelia
Keyword(s):  
National Identity ◽  
Cultural Identity ◽  
Educational Policy ◽  
Educational System ◽  
Political Party ◽  
Moral Values ◽  
Political Issues ◽  
The Past ◽  
Research Findings ◽  
History Books

AbstractThe present paper is involved with the Pedagogical faculties’ students’ critique on the current educational system as it has been altered after 1981. The research was carried out utilizing both quantitative and qualitative tools. Students-voters participated in the interviews whereas active voters were difficult to be located to meet the research requirements. The dynamics of the specific political party is based on a popular profile in terms of standpoints related to economic, social and political issues. The research findings depict the students’ strong wish for a change of the curricula and a turn towards History and Religion as well as an elevation of the Greek historic events, as the History books that have been written and taught at schools over the past years contributed to the downgrading of the Greek national and cultural identity. There is also a students’ strong belief that globalization and the immigrants’ presence in Greece have functioned in a negative way against the Greek ideal. Therefore, an overall change of the educational content could open the path towards the reconstruction of the moral values and the Greek national identity.

Mental time travel? A neurocognitive model of event simulation

2020 ◽  
Author(s):  
Donna Rose Addis
Keyword(s):  
Predictive Coding ◽  
Time Travel ◽  
Simulation System ◽  
Mental Time Travel ◽  
Event Representation ◽  
Conceptual Information ◽  
Fine Grained ◽  
The Past ◽  
The Future ◽  
General Capacity

Mental time travel (MTT) is defined as projecting the self into the past and the future. Despite growing evidence of the similarities of remembering past and imagining future events, dominant theories conceive of these as distinct capacities. I propose that memory and imagination are fundamentally the same process – constructive episodic simulation – and demonstrate that the ‘simulation system’ meets the three criteria of a neurocognitive system. Irrespective of whether one is remembering or imagining, the simulation system: (1) acts on the same information, drawing on elements of experience ranging from fine-grained perceptual details to coarser-grained conceptual information and schemas about the world; (2) is governed by the same rules of operation, including associative processes that facilitate construction of a schematic scaffold, the event representation itself, and the dynamic interplay between the two (cf. predictive coding); and (3) is subserved by the same brain system. I also propose that by forming associations between schemas, the simulation system constructs multi-dimensional cognitive spaces, within which any given simulation is mapped by the hippocampus. Finally, I suggest that simulation is a general capacity that underpins other domains of cognition, such as the perception of ongoing experience. This proposal has some important implications for the construct of ‘MTT’, suggesting that ‘time’ and ‘travel’ may not be defining, or even essential, features. Rather, it is the ‘mental’ rendering of experience that is the most fundamental function of this simulation system, enabling humans to re-experience the past, pre-experience the future, and also comprehend the complexities of the present.

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