Abstract
Abstract This study uses a corpus-based method to analyze the developmental paths of syntactic and lexical complexity in Chinese EFL learners across three proficiency levels. It examines six pieces of English essays written in one semester under school instruction. The goal is to identify both group results and individual developmental paths. The results show that both groups and individuals at the same level follow a dynamic, nonlinear development path, but with different trajectories. The development of syntactic complexity in their writings is marked by variability and interaction between different linguistic complexity subsystems. Chinese EFL learners at three proficiency levels are each in a different stage of L2 development. The study concludes with important and practical pedagogical implications for L2 instruction.
Published Version
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