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 Whole-Part-Whole Reading Instruction in the Teaching and Learning of Arabic as a Foreign Language at Beginner Level

2020 ◽  
Author(s):  
Andrea Facchin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Standard Arabic ◽  
Theoretical Perspectives ◽  
Theoretical Reasoning ◽  
Modern Standard

The neurological bimodality theory, espousing the principles of directionality and cerebral hemisphericity, has led to a series of expedients in the field of foreign language teaching, like the use of inductive strategies. Accordingly, this contribution focuses on a methodological proposal stemming from the aforementioned theoretical perspectives and tackles the question of reading in the early phase of Arabic as Foreign Language learning. In doing so it questions how to teach Modern Standard Arabic at beginner level and proposes solutions to it through the use of new technological tools in the service of languages. Specifically, the focus is set on Pre-A1 and A1 levels of the recently issued Companion Volume to the Common European Framework of Reference for Languages. As a result of theoretical reasoning, the ‘Whole-Part-Whole’ method teaching philosophy is presented, theorized and verified in relation to the study of Arabic by non-Arab beginner learners.

scholarly journals Exploring syntactic complexity and its relationship with writing quality in EFL argumentative essays

2019 ◽  
Vol 20 (1) ◽  
pp. 68-81
Author(s):  
Farzaneh Shadloo ◽  
Hesamoddin Shahriari Ahmadi ◽  
Behzad Ghonsooly
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Syntactic Complexity ◽  
Writing Quality ◽  
Efl Learners ◽  
Syntactic Features ◽  
Development Scheme ◽  
Language Writing ◽  
Argumentative Essays ◽  
Different Levels

Abstract To predict syntactic complexity in second/foreign language writing, some studies have advocated the use of T-unit and clausal subordination measures while others have argued for the use of phrase-based measures. This study seeks to identify syntactic features that can be regarded as discriminators among different levels of writing quality. For this purpose, a corpus of argumentative essays by EFL learners was compiled and then the essays were rated and placed into three groups of high-rated, mid-rated, and low-rated essays. The corpus was then coded and analysed for both phrasal and clausal features. The phrasal features were manually coded based on the development scheme hypothesized by Biber, Gray and Poonpon (2011) for academic writing, and the clausal features were analysed using the online L2 Syntactic Complexity Analyzer developed by Lu (2010). A separate ANOVA test was used to compare the three groups of essays for each of the phrasal and clausal features. The findings of the current study demonstrated that subordination and dependent clauses were not good indicators of different writing qualities in our corpus. Also, the pattern of noun phrase complexity predicted by Biber et al. (2011) was not observed across argumentative essays from three different levels of writing quality.

Attainment of Syntactic and Morphological Accuracy by Advanced Language Learners

1989 ◽  
Vol 11 (1) ◽  
pp. 17-34 ◽  
Author(s):  
Kathleen Bardovi-Harlig ◽  
Theodora Bofman
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Design Feature ◽  
Relative Strength ◽  
Syntactic Complexity ◽  
Specific System ◽  
Foreign Language Learners ◽  
Language Groups ◽  
Syntactic Development ◽  
The Relationship

The present study examines the relationship between syntactic development, or complexity, and overall accuracy evidenced in the written English of advanced adult foreign language learners. Similar acquisition profiles were found to exist for 30 learners across five language groups: Arabic, Chinese, Korean, Malay, and Spanish. Syntactic complexity, measured in number of clauses per T-unit, is found to be similar in all five groups. These advanced foreign language learners, who show similar patterns of error distribution, all show relative strength in syntax, what Newport, Gleitman, and Gleitman (1977) call a universal design feature of language, but relative weakness in morphology, which is always a language-specific system.

scholarly journals Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing

2021 ◽  
Vol 12 ◽  
Author(s):  
Jin Xue ◽  
Liyan Zheng ◽  
Xiaoyi Tang ◽  
Banban Li ◽  
Esther Geva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Syntactic Structure ◽  
Foreign Language Learning ◽  
Argumentative Writing ◽  
Learning Context ◽  
Linguistic Features ◽  
Writing Quality ◽  
Passive Voice ◽  
Main Verb

Traditionally, writing quality is measured by human ratings, either holistically or analytically. The present study aimed to investigate the locus of human ratings by analyzing the linguistic features that are predictive of writing quality. One hundred and 44 argumentative writing samples from Chinese learners of English as a foreign language were evaluated by human ratings and quantitative measurement of writing quality indexed by Coh-Metrix. Holistic and analytic human ratings had significant correlations with quantitative measures related to syntactic variety and transformation. Moreover, linear and logistic regressions revealed that syntactic simplicity, words before main verb, syntactic structure similarity in all sentences and across paragraphs, incidence of passive voice and temporal connectives were five valid indices that can consistently differentiate writing quality indexed by human ratings. The present findings have significant pedagogical implications for human ratings on writing quality in the foreign language learning context.

Written corrective feedback in L2 writing: Connors & Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982)

2015 ◽  
Vol 48 (4) ◽  
pp. 531-544 ◽  
Author(s):  
Dana Ferris
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Student Writing ◽  
Composition And Rhetoric ◽  
Research Paradigms ◽  
The Past ◽  
Written Corrective Feedback ◽  
Language Studies ◽  
Quasi Experimental

Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including descriptive text analysis, quasi-experimental designs, and quantitative and qualitative classroom research. This article highlights two landmark studies on this topic, both from the 1980s, representing two of these research traditions. It explains why replication of these two studies would further advance our knowledge about written CF and makes specific suggestions about how the replications should be completed.

scholarly journals Syntactic development in early foreign language learning: Effects of L1 transfer, input, and individual factors

2019 ◽  
Vol 40 (05) ◽  
pp. 1241-1267 ◽  
Author(s):  
Holger Hopp ◽  
Anja Steinlen ◽  
Christina Schelletter ◽  
Thorsten Piske
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Individual Factors ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Syntactic Development ◽  
L2 Development ◽  
The Impact

AbstractThis study explores parallels and differences in the comprehension of wh-questions and relative clauses between early foreign-language (FL) learners and monolingual children. We test for (a) effects of syntactic first-language (L1) transfer, (b) the impact of input on syntactic development, and (c) the impact of individual differences on early FL syntactic development. We compare the results to findings in child second language (L2) naturalistic acquisition and adult FL acquisition. Following work on adult FL acquisition, we carried out a picture-based interpretation task with 243 child FL learners in fourth grade at different regular, partial, and high-immersion schools in Germany plus 68 monolingual English children aged 5 to 8 years as controls. The child FL learners display a strong subject-first preference but do not appear to use the L1 syntax in comprehension. Input differences across different schools affect overall accuracy, with students at high-immersion FL schools catching up to monolingual performance within 4 years of learning. Finally, phonological awareness is implicated in both early FL learning and naturalistic child L2 development. These findings suggest that early FL development resembles child L2 acquisition in speed and effects of individual factors, yet is different from adult FL acquisition due to the absence of L1 transfer effects.

Sign in / Sign up

Export Citation Format

Share Document