Applied Linguistics

Syntactic complexity in college-level English writing:

Differences among writers with diverse L1 backgrounds
Xiaofei Lua,*, Haiyang Aib (2015)

Tasks
Groups 1-2
Read the provided section on the importance of syntactic complexity in
L2 writing research and pedagogy.
i. Identify and list key factors mentioned in the section that influence
syntactic complexity in L2 writing.
ii. Consider the implications of limited exploration of learners' first
language (L1) in the context of syntactic complexity.
iii. Reflect on how learner-, task-, and context-related variables can
impact syntactic complexity in L2 writing.
iv. Imagine you are a language teacher designing a writing lesson.
How might you integrate the understanding of syntactic
complexity and its various influences into your teaching
approach? Provide specific examples.
v. Discuss the potential benefits of a systematic examination of L1-
related differences in syntactic complexity for both L2 writing
research and pedagogy.
vi. Formulate one analytical question related to the importance of
syntactic complexity in L2 writing research that you would like to
explore further.
Note: Support your responses with examples or references from the
section. This task aims to encourage critical thinking, application of
concepts, and reflection on the practical implications of the discussed
research findings.
Groups 3-4
Analyze the strengths and limitations of using ICLE 2.0 and LOCNESS
as corpora for this study. Consider factors such as essay topics, language
variety, and sample size. Provide recommendations for improving the
homogeneity and comparability of data between native and non-native
speaker groups. Support your response with examples from the study.
Groups 5-6
Task Description:
Read the given excerpt from a study on syntactic complexity in college-
level English writing among non-native speaker (NNS) writers with
diverse first language (L1) backgrounds. After reading, answer the
questions based on your understanding of the findings and discussions.
Excerpt:
This study examined differences in the syntactic complexity in college-
level English writing among writers with different L1 backgrounds.
When all NNS writers with heterogeneous L1 backgrounds were treated
as a single group, they differed significantly from the NS group in only
three out of the 14 syntactic complexity measures. These results differed
substantially from those reported by Ai and Lu (2013), which showed
significant differences between a homogeneous NNS group (i.e., Chinese
learners of English) and an NS group in several additional measures...
Questions:
1. What was the main finding when all NNS writers with heterogeneous
L1 backgrounds were considered as a single group?
2. How did the study's results compare to those of Ai and Lu (2013)?
3. What conclusion can be drawn about the impact of L1 backgrounds
on syntactic complexity in the study?
4. According to the study, what challenge does it pose to proficiency-
based predictions regarding sentential coordination?
5. Why does the study suggest that some syntactic complexity measures
might be considered redundant?
Groups 7-8
Considering the entirety of the article on syntactic complexity in college-
level English writing among non-native speaker (NNS) writers with
diverse first language (L1) backgrounds, analyze the key findings and
implications. Formulate a comprehensive study question that addresses
the main objectives, methodologies, results, and discussions presented
in the article.
Groups 9-10
How do the findings of this research contribute to our understanding of
the role of first language (L1) backgrounds in shaping syntactic
complexity in college-level English writing? Additionally, what
implications do these findings have for educators aiming to support
students with diverse L1 backgrounds in enhancing their syntactic
complexity in English writing?
How might the findings of this research influence the approach of
English language teachers in addressing syntactic complexity in writing
among students with diverse L1 backgrounds? Provide practical
teaching strategies based on the observed patterns and differences in the
syntactic complexity of different language groups.