A dynamic usage-based analysis of L2 written complexity development of sojourners

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing Pub Date : 2023-06-01 DOI:10.1016/j.jslw.2023.101002

Zeynep Köylü , Nurullah Eryılmaz , Carmen Pérez-Vidal

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引用次数: 0

Abstract

Studies exploring complexity, accuracy, and fluency (CAF) development from a complex dynamic or dynamic usage-based (DUB) systems view are well documented in the literature (Verspoor et al., 2021). However, the analyses in these studies are mostly limited to elementary to intermediate level L2 learners from instructed secondary school settings. The current study thus investigates the relationship between time and holistic judgments of proficiency and syntactic and lexical complexity development in the writings of a group of advanced sojourners during a semester spent abroad, addressing the empirical gaps pertained to different proficiency levels and context. The data are weekly diary entries produced over the course of a 12–17 week stay abroad. The data are analyzed for holistic proficiency gains and syntactic and lexical complexity measures through linear mixed-effects modelling. The results confirm the significance of random individual variation, but also suggests a common developmental path as the participants ended up with significant gains in their holistic proficiency but with more elaborate sentences with fewer verb phrases and less diverse vocabulary.

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旅居者二语写作复杂性发展动态分析

从复杂动态或基于动态使用(DUB)系统的角度探索复杂性、准确性和流畅性(CAF)开发的研究在文献中有很好的记录(Verspoor等人，2021)。然而，这些研究中的分析大多局限于小学到中级水平的二语学习者，他们来自有指导的中学环境。因此，本研究调查了一组在国外度过一个学期的高级旅居者的写作中，时间与熟练程度和句法和词汇复杂性发展的整体判断之间的关系，解决了与不同熟练程度和语境有关的经验差距。这些数据是他们在国外停留12-17周期间每周记录的日记。通过线性混合效应建模，分析数据的整体熟练度增益和句法和词汇复杂性度量。结果证实了随机个体差异的重要性，但也表明了一个共同的发展路径，即参与者最终在整体熟练程度上取得了显著的进步，但他们的句子更复杂，动词短语更少，词汇也更少。

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

Journal of Second Language Writing LINGUISTICS-

CiteScore

8.80

自引率

13.10%

发文量

审稿时长

59 days

期刊介绍： The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.