Comparing theory-based models of grammatical complexity in student writing

IF 1.1 0 LANGUAGE & LINGUISTICS
D. Biber, Tove Larsson, Gregory R. Hancock, Randi Reppen, Shelley Staples, Bethany Gray
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引用次数: 0

Abstract

The present study tests the empirical adequacy of competing models of grammatical complexity in university student writing, based on analysis of disciplinary texts from L1-English and L2-English students. The results show that grammatical complexity in student writing must be treated as a multi-dimensional linguistic construct, distinguishing among both structural types and syntactic functions. We compare the results here to previous research (Biber et al., 2024a, b), showing a similar patterning of complexity features in student writing and the broader domain of general writing. Two of these groupings – dependent phrases functioning as noun modifiers, and finite dependent clauses functioning as clause-level constituents – are especially interesting. These two groupings represent the strongest co-occurrence patterns in general writing, but only the dependent clause grouping is represented in student writing. This discrepancy is interpreted relative to the development of advanced proficiency in the use of complexity features by university students.
比较基于理论的学生写作语法复杂性模型
本研究基于对来自第一语言为英语和第二语言为英语的学生的学科文本的分析,检验了大学生写作中语法复杂性的竞争模型的实证适当性。研究结果表明,学生写作中的语法复杂性必须被视为一种多维语言建构,既要区分结构类型,又要区分句法功能。我们将研究结果与之前的研究(Biber 等人,2024a, b)进行了比较,结果显示学生写作中的语法复杂性特征与更广泛的一般写作领域中的语法复杂性特征具有相似的模式。其中两个分组--作为名词修饰语的从属短语和作为分句级成分的有限从句--特别有趣。在一般写作中,这两个分组代表了最强的共现模式,但在学生写作中,只有从句分组才有代表性。对这一差异的解释与大学生使用复杂性特征的高级熟练程度有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
27.30%
发文量
0
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