Writing in L2 Greek: Exploring the effect of L2 proficiency and learning context on complexity, accuracy, and fluency

Abstract

Complexity, accuracy, and fluency (CAF) have been proposed as measures of L2 performance and are fundamental variables of written analysis. Empirical studies have shown how written production is developed across proficiency levels and have highlighted the impact of language learning context (second versus foreign) on such development. Despite research that analyzes L2 written production in relation to L2 proficiency or L2 context, few studies examine both in combination. This study explores the role of proficiency and learning context in the written production of L2 Modern Greek learners. Three hundred twenty-four (N = 324) L2 Modern Greek learners of different proficiency levels (A2 to C1) studying in two different learning contexts (second: Greece versus foreign: Spain) carried out a written task (opinion essay). The results showed that two indices of the length of production (mean length of sentence and clause), one index of subordination (dependent clauses per clause), accuracy, and fluency were good indicators of proficiency level. Also, learning context affected the length of production, sentence complexity, and subordination. While differences were observed between the two settings, no superiority of one context over the other was found. Significant interaction effects between context and proficiency were detected in syntactic complexity (coordination) and fluency.