英语学习者作文句法复杂性发展研究文献综述

 2021-12-30 20:49:54

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文献综述

1. Introduction1.1 Research backgroundWriting is one of the most basic, complex and difficult abilities in second language acquisition. Writing proficiency is an important manifestation of language learning ability. Therefore, it is necessary for English learners to understand the development of various indicators of writing proficiency, including syntactic complexity. Syntactic complexity, also known as syntactic maturity, refers to the scope and complexity of language production forms. Therefore, the length of output units, the amount of embedded clauses and the range of structural types are all the objects of syntactic complexity quantification (Ortega, 2003: 492). Syntactic complexity plays a very important role in the writing process. In previous studies, many L2 writing researchers have explored the relationship between syntactic complexity and L2 writing proficiency (Wolfe et al, 1998; Ortega, 2003; Lu, 2011; Lu, 2002); Lu in argumentative writing, the number of T units in compositions of students from grade 6 to grade 12 is significantly increased, but in narrative writing, the number of T units in compositions of students from grade 6 to grade 12 is significantly increased There was no significant increase in the number of units. His research further confirms that the syntactic complexity of English writing is influenced by task types. Although the syntactic complexity increases with the increase of language learning time, the syntactic complexity of narrative writing is lower than that of other types of writing. Therefore, Crowhurst requires researchers to make full use of syntactic resources according to task types when collecting writing samples . Casanave (1994) studied the development of students' diary writing in three years. He uses T unit, t unit complexity ratio (C / T) and accuracy to measure the change trend of students' language proficiency. The results show that t unit increases with the growth of students' learning time, and the development of students is affected by other factors.Vyatkina (2012) tracked and investigated the development of syntactic complexity of two German beginners' compositions in eight semesters. Her research results show that there is a significant trend in the frequency and scope of syntactic complexity, but the two students show differences in the follow-up research. To sum up, these findings suggest that the relationship between syntactic complexity and L2 proficiency or L2 writing level may show great differences due to different measures and dimensions. In China, Ji (2006) investigated the writing development characteristics of 100 students in four colleges. She selected 200 articles from TEM-4 and TEM-8 to measure the indicators. She studied the linguistic characteristics, such as accuracy, fluency and syntactic complexity. The results show that there is no significant difference in syntactic complexity between TEM-8 and TEM-4. Then Ji conducted a study of syntactic complexity in 2009, and selected 20 college students' two compositions in a year for comparison. The result shows that the syntactic complexity of compositions has a downward trend.Zhang (2016) investigated the syntactic complexity of a college English writing contest genre. This paper studies 14 indicators of syntactic complexity and finds that only three of them are related to the quality of writing: average sentence length w / s, sentence complexity C / s and complex noun density CN / T.Qin and Wen (2007) studied 120 English Majors in four grades, collected 240 compositions about two specific topics in writing class, and found and measured the syntactic complexity of compositions. The results show that there are significant differences between Freshmen and sophomores in most of the subjects, which indicates the significant improvement of English writing level from freshman to sophomore. More evidence shows that sophomores tend to use subordinate sentences rather than phrases in the process of writing. The analysis shows that there is a positive correlation between syntactic complexity and writing level.Bao (2009) investigated the change patterns of language proficiency and style based on the data of oral and written language of English learners. Through mixed multivariate analysis of variance, it was found that there was no significant interaction between English proficiency and style at the level of syntactic complexity. The main effect of style on syntactic complexity reached a moderate level, and the development of language complexity was unbalanced.2.2 Contributions and Limitations of the previous empirical studiesFirst of all, previous studies have shown that some indicators of syntactic complexity can effectively measure the level of L2 writing, and can also be used to evaluate the quality of L2 writing.In addition, the researchers also found that the syntactic complexity of English learners' compositions is influenced by different genres, different tasks, different environments, different learners and different topics to a certain extent. Generally speaking, it is of great research value to how to use syntactic complexity in L2 writing and teaching.Finally, predecessors have studied the development of writing syntactic complexity from different perspectives. Some researchers pay attention to the development and change of writing syntactic complexity from low grade to high grade, while some researchers pay attention to the change of writing syntactic complexity from low level group to high level group. Through a large number of studies, it is found that these results are reliable to a certain extent, and have been repeatedly demonstrated and tested by researchers.So far, although predecessors have made great contributions to the study of syntactic complexity of composition and promoted the development of theories related to syntactic complexity, there are still some limitations that need to be avoided in future research.Firstly, with the deepening of research, syntactic complexity measurement indicators become multifarious, and the workload of manual analysis is large, which limits the scale of data itself and the number of measurement indicators in data analysis. In the vast majority of syntactic complexity studies, domestic related studies in recent years mainly focus on a few surface indicators, but lack of attempts on deep indicators. One of the reasons may be that these syntactic complexity measurement indicators are commonly used in these studies, and have been accepted by everyone. The other reason may be due to the lack of computational tools and methods, to a certain extent It will increase the difficulty of statistical analysis. Therefore, previous studies mostly stay in a small number of measurement indicators or relatively simple data analysis.Secondly, most researchers tend to study the most extensive group of non English majors. They think that the amount of data is relatively large, and one factor is ignored, that is, non English majors have not been immersed in the English language environment for a long time, and they have not systematically learned English writing knowledge. The composition samples obtained are difficult to be representative, and the research results are not necessarily meaningful persuasiveness.Thirdly, through the study of literature at home and abroad, researchers lack of research and measurement of different genres of writing, most researchers only focus on a specific genre of research, more research on narrative and argumentative, but no research on expository.Finally, there is still a lot of room for the development of second language writing ability at home and abroad. Traditionally, writing is written with pen on paper. With the application of computer technology, when we write with the help of computer, the quality of our writing is still unclear. For example, when we write with the help of computer, the computer will automatically adjust the length of sentences Degree and order, to a certain extent, affect the writing level.ReferencesAi, H. Y., az-Negrillo, Nicolas Ballier, and Paul Thompson (eds.), Automatic treatment and analysis of learner corpus data, pp. 249-264. Amsterdam/Philadelphia: John Benjamins. Bardovi, H., K., journal. Journal of second language writing, 3, 170-201.Crowhurst, M. (1980). Syntactic complexity in narration and argument at three grade level. Canadian journal of education, 5(1), 16-23.Farzaneh, S., Hesamoddin, S. A., language development. TESOL quarterly, 45(1), 36-62.Lu, X. F., ri, T. (2020). Words, clauses, sentences, and T-units in learner language: Precise and objective units of measure? Journal of the European second language association, 3, 160-201.Ortega, L. (2003). Syntactic Complexity Measures and their Relationship to L2 Proficiency: A research synthesis of college-level L2 writing applied linguistic, 24(4), 492-518.Polio, C. (1997). Measures of linguistic accuracy in second language writing research. Language learning, 47, 101-143.Vyatkina, N. (2012). The development of second language writing complexity in groups and individuals: A longitudibal learner corpus study. The modern language journal, 96(4), 576-598.Wolfe-Quintero, K, Inagaski, S., 基于人工评分、句酷批改网和Coh-Metrix 的分析，《海外英语》，2:100-121.赵俊海、陈慧媛（2012），英语学习者书面语语法复杂度的测量研究，《外语教学理论与实践》，1：21-35。

张丽丽（2016）中国EFL学习者句法复杂度测量研究，《贵州大学学报》，34（5）：143-149。

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