Open AccessSyntactic Complexity Measures as Indicators of Teaching L2 Academic English Writing
Author(s) -
Xiaodong Yang
Publication year - 2021
Publication title -
journal of english language teaching and applied linguistics
Language(s) - English
Resource type - Journals
ISSN - 2707-756X
DOI - 10.32996/jeltal.2021.3.12.4
Subject(s) - academic writing , perspective (graphical) , mathematics education , curriculum , computer science , second language writing , second language , psychology , pedagogy , linguistics , artificial intelligence , philosophy
The purpose of this research is to examine the effectiveness of reforming academic English writing instruction via the perspective of the syntactic complexity of L2 learners' practice. The present study evaluates 14 measures of syntactic complexity as indicators of language growth in academic writing by 52 Chinese undergraduate students. The findings indicate that an intensive academic teaching design can be used to help students enhance their academic writing output ability. The findings of this study provide direct quantitative evidence for altering classroom instruction, textbook compilation, assessment practice, and curriculum development at the undergraduate level for academic English.