Abstract
Writing is widely regarded as one of the most important parts in the field of second language learning and teaching. The main assessment elements of L2 writing can be divided into accuracy, fluency and complexity. The evaluation of writing, accuracy, fluency and complexity can not only measure the writing achievement of L2 writers, but also reflect their writing ability. Based on the complexity of writing, this study adopts the dynamic system theory to investigate the multidimensional development of written English complexity. Three sophomores of high-level non-English majors in a university are selected as subjects to track the development and interaction patterns of eight linguistic complexity indices in 21 essays over three semesters at three levels: lexical construction, sentence construction and phrase construction. The results show that the change and development of subjects in this respect are not linear, but there are peaks, troughs, progress and regression. The development of written language has obvious dynamic and variability.
Highlights
How learners develop their mastery of language is a core issue in second language acquisition field
In order to find out the characteristics of the language development path of English learners, the study carried out three semesters dynamic follow-up study on the development of three students' written English complexity
This study divides the construction into three levels: sentence construction, lexical construction and phrase construction, trying to examine the development of written language complexity of high-level non-English majors
Summary
How learners develop their mastery of language is a core issue in second language acquisition field. Writing proficiency is an important indicator to assess learners' language proficiency. Complexity, fluency and accuracy of Language are the criteria to measure learners' language proficiency (Skehan 2009; Ellis & Barkhuizen 2005). More and more researchers (such as Yuan & Ellis 2003; Larsen-Freeman 2006) , from different perspectives, studied the complexity, accuracy and fluency of learners' language proficiency.Among them, the concept of "complexity" has become a basic parameter to measure second language proficiency (Bulte & Housen 2012). Bulte & Housen (2012) points out that despite existing research, More than 40 indicators have been used to measure linguistic complexity, but different studies has their own understanding of linguistic complexity. This study conducted a three-semesters follow-up survey of three high-level non-English majors in a university, aiming at finding the developmental characteristics of written English complexity from three constructions, eight perspectives
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