Longitudinal Growth Trajectories of Written Syntactic Complexity: The Case of Turkish Learners in an Intensive English Program

Autor/inn/en	Polat, Nihat; Mahalingappa, Laura; Mancilla, Rae L.
Titel	Longitudinal Growth Trajectories of Written Syntactic Complexity: The Case of Turkish Learners in an Intensive English Program
Quelle	In: Applied Linguistics, 41 (2020) 5, S.688-711 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amz034
Schlagwörter	Longitudinal Studies; Second Language Learning; Second Language Instruction; English (Second Language); Syntax; Writing (Composition); Language Proficiency; Phrase Structure; Comparative Analysis; Learning Processes; Teaching Methods; Intensive Language Courses; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Language skill; Language skills; Sprachkompetenz; Phrasenstruktur; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Intensivkurs; Sprachkurs; Ausland; Türkei
Abstract	This longitudinal study examined growth patterns of written syntactic complexity of Turkish learners of English. Using a nonexperimental corpus of 852 writing samples by 284 English as a foreign language (EFL) learners over three semesters, the study addressed the following questions: which indices of syntactic complexity characterize the writing of EFL learners most saliently at elementary, pre-intermediate, and intermediate levels? How do levels of the indices of syntactic complexity change over time as learners progress from elementary to pre-intermediate and intermediate levels? Results suggested that lower proficiency level (levels 1 and 2) writers produced similar patterns of written syntactic complexity (reliance on phrasal coordination), while at proficiency level 3, they demonstrated constructions that were more complex and of greater variety. Findings revealed that over time, learners experienced significant syntactic changes in multiple aspects of complexity; however, these changes were not necessarily straightforward or incremental across the three levels. These findings underscore issues of unpredictability and linearity in second language acquisition, while also cautioning us about the role of intensity of classroom instruction in L2 development. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01