Development of noun phrase complexity in the writing of English for Academic Purposes students

Parkinson, Jean; Musgrave, Jill

doi:10.1016/j.jeap.2013.12.001

Cited by 168 publications

(126 citation statements)

References 12 publications

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“…In addition, these student writers use much less premodifying nouns and less post-modifying prepositional phrases compared to more proficient users . This study of the comparison between Chinese EFL students' writing with the more proficient language users supported the findings of Parkinson and Musgrave (2014).…”

Section: Other Differencessupporting

confidence: 81%

“My Excellent College Entrance Examination Achievement” — Noun Phrase Use of Chinese EFL Students’ Writing

Wang¹,

Beckett²

2017

JLTR

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Abstract-Previous studies have shown that phrasal structure, particularly complex noun phrases with phrasal modifiers, is a feature of advanced academic writing. Therefore, it would be important for those who plan to pursue further studies to learn to write in the way that is appropriate for academic writing. Using the manual annotation function of UAM corpus tool, this study compared the noun phrase use of Chinese EFL students' writing with that of proficient language users. This study also discussed the significant differences found between these two groups in terms of noun phrase use and their implications for EFL/ ESL writing instruction.

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Section: Other Differencessupporting

confidence: 81%

“My Excellent College Entrance Examination Achievement” — Noun Phrase Use of Chinese EFL Students’ Writing

Wang¹,

Beckett²

2017

JLTR

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“…A number of follow‐up studies have explored whether the L1 corpus findings are applicable to the measurement of L2 writing proficiency (Biber, Gray, & Staples, ; Parkinson & Musgrave, ; Taguchi, Crawford, & Wetzel, ). Biber et al.…”

Section: Phrasal Complexity and Academic Writingmentioning

confidence: 99%

“…A number of follow-up studies have explored whether the L1 corpus findings are applicable to the measurement of L2 writing proficiency (Biber, Gray, & Staples, 2014;Parkinson & Musgrave, 2014;Taguchi, Crawford, & Wetzel, 2013). Biber et al (2014) conducted an analysis similar to the one conducted in Biber et al (2011), but instead of analyzing L1 reference corpora, they analyzed responses to the speaking and writing performance tasks that are part of the Test of English as a Foreign Language (TOEFL).…”

Section: Traditional Indices Of Syntactic Complexitymentioning

confidence: 99%

Measuring Syntactic Complexity in L2 Writing Using Fine‐Grained Clausal and Phrasal Indices

Kyle

Crossley

2018

The Modern Language Journal

212

131

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Syntactic complexity is an important measure of second language (L2) writing proficiency (Larsen–Freeman, 1978; Lu, 2011). Large‐grained indices such as the mean length of T‐unit (MLTU) have been used with the most consistency in L2 writing studies (Ortega, 2003). Recently, indices such as MLTU have been criticized, both for the difficulty in interpretation (e.g., Norris & Ortega, 2009) and for a potentially misplaced focus on clausal subordination (e.g., Biber, Gray, & Poonpon, 2011). In this article, we attempt to address both of these criticisms by using traditional indices of syntactic complexity (e.g., MLTU), fine‐grained indices of clausal complexity, and fine‐grained indices of phrasal complexity to predict holistic scores of writing quality. In 4 studies, we used indices of each index type to predict holistic writing quality scores in independent essays on the Test of English as a Foreign Language (TOEFL). We then used all index types in a combined analysis to predict a holistic writing score. The results indicated that fine‐grained indices of phrasal complexity were better predictors of writing quality than either traditional or fine‐grained clausal indices, though a single fine‐grained index of clausal complexity contributed to the combined model. These results provide some support for Biber et al.’s (2011) claims regarding complexity and academic L2 writing proficiency.

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“…Informed by Biber and Gray's findings, Parkinson and Musgrave (2014) investigated the development of complexity by focusing on different structures used by advanced EAP students to complexify noun phrases in written texts. Yet, similar work has not been done to fully describe the verbal structures used by EAP learners to complexify speech.…”

Section: Introductionmentioning

confidence: 99%

Shifting structural complexity: The production of clause types in speeches given by English for academic purposes students

Vercellotti

Packer

2016

Journal of English for Academic Purposes

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Development of noun phrase complexity in the writing of English for Academic Purposes students

Cited by 168 publications

References 12 publications

“My Excellent College Entrance Examination Achievement” — Noun Phrase Use of Chinese EFL Students’ Writing

“My Excellent College Entrance Examination Achievement” — Noun Phrase Use of Chinese EFL Students’ Writing

Measuring Syntactic Complexity in L2 Writing Using Fine‐Grained Clausal and Phrasal Indices

Shifting structural complexity: The production of clause types in speeches given by English for academic purposes students

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