Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor

Byrnes, Heidi

doi:10.1016/j.linged.2009.01.005

Cited by 109 publications

(89 citation statements)

References 13 publications

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“…She studied the writing of 14 students over three levels (levels 2-4) of German classes and found a marked increase in nominalization between levels 3 and 4. Byrnes (2009) argues that this is in line with Halliday, Matthiessen and Yang (1999), who state that linguistic development proceeds from mostly parataxis (i.e. coordination) to hypotaxis (i.e.…”

supporting

confidence: 84%

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Linguistic complexity in second language development: variability and variation at advanced stages

Verspoor¹,

Lowie²,

Chan³

et al. 2017

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supporting

confidence: 84%

“…The fact that nominalizations occur more at the advanced level of L2 learners is noted by Byrnes (2009), who examined nominalizations in the writing of English university students studying German. She studied the writing of 14 students over three levels (levels 2-4) of German classes and found a marked increase in nominalization between levels 3 and 4.…”

mentioning

confidence: 99%

Linguistic complexity in second language development: variability and variation at advanced stages

Verspoor¹,

Lowie²,

Chan³

et al. 2017

rdlc

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“…Byrnes, 2009;Byrnes, Maxim, & Norris, 2010;Lu, 2011). It has been found that there exists a dynamic relationship between coordination and subordinationbased complexity and phrasal complexity, exhibiting a trade-off between the two towards more advanced literacy levels (Byrnes et al, 2010; see also Ortega, 2003).…”

Section: Research Into Noun Phrase Complexitymentioning

confidence: 99%

Noun Phrase Complexity in EFL Academic Writing: A Corpus-based Study of Postgraduate Academic Writing

Liu¹,

Li²

2016

The Journal of AsiaTEFL

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Noun phrase (NP) centered structures are distinctive syntactic devices in academic discourse. The commonly employed subordination-based complexity measures cannot adequately capture the development of syntactic complexity of noun phrases expected of advanced student academic writing (Biber, Gray, & Poonpon, 2011). Following the call for more research in this area (e.g. Lu, 2011, p. 57), the current study compared noun phrase complexity in two corpora: one is a corpus of MA dissertations written by Chinese EFL students and the other comprises published research articles in applied linguistics journals. The study examined overall noun phrase complexity using an automatic syntactic complexity analyzer and specifically identified features of one aspect of NP complexity: NP postmodification. The quantitative results were further contextualized in a textual analysis of excerpts from the two corpora for demonstrating the significance of NP complexity to the establishment of discourse coherence. Results of the analyses showed significant underdevelopment of NP postmodification complexity in student writing relative to published texts, meanwhile explicating the circumstances under which the difference is meaningful. Implications of the findings for the teaching of EFL academic writing were also discussed.

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“…Systemic functional text analysis (Byrnes 2009;Christie 2012;Christie and Derewianka 2008;Liardét 2013;Ryshina-Pankova and Byrnes 2013) was adopted for the present study. Following to Matthiessen (2015), I first went through the all the texts in the corpus I have built.…”

Section: Data Collection and Data Analysismentioning

confidence: 99%

An exploratory study of ESL writing by junior secondary students in China: text type, register and textual features

Xuan

2017

Functional Linguist.

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While interest in L2 writing research has increased exponentially in recent years, research on adolescent L2 writing remains relatively scarce. Drawing on the framework of functional text analysis, namely context-based text typology and register theory, the present study aimed to explore Chinese adolescent L2 writing from the perspective of writing as meaning making. Ten instances of writing tasks written by a class of 50 junior secondary students from Guangzhou, China were collected. Context-based text typology and field, mode tenor from register theory were used to analyze the participants' writing. The findings revealed that recommending was the dominant text type in the students' writing because of the influence of the exam-driven culture. Moreover, tenor awareness was lacking in the students' writing. Relevant Chinese secondary L2 writing curriculum design and pedagogy recommendations are provided.

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Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor

Cited by 109 publications

References 13 publications

Linguistic complexity in second language development: variability and variation at advanced stages

Linguistic complexity in second language development: variability and variation at advanced stages

Noun Phrase Complexity in EFL Academic Writing: A Corpus-based Study of Postgraduate Academic Writing

An exploratory study of ESL writing by junior secondary students in China: text type, register and textual features

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