Enhancing Syntactic Complexity in L2 Chinese Writing: Effects of Form-Focused Instruction on the Chinese Topic Chain

Abstract

Syntactic complexity, as one aspect of the Complexity, Accuracy and Fluency (CAF) model, is integral to the writing ability of second language (L2) learners. Previous research found that T-unit-based measures of syntactic complexity in writing tasks of English as a second language (ESL) learners increased with more instruction, yet it remains unclear whether the same can be observed in Chinese as a second language (CSL) learners. To fill this gap, this study compared the development of syntactic complexity of a training group (N = 64) and a control group (N = 51), both composed of CSL students in a first-year Chinese course at a university in North America. While participants in the control group only participated in the regular course, the training group received an additional 10-week, explicit form-focused instruction (FFI) on the Chinese topic chain. Results on the posttest and delayed posttest show that the FFI on the topic chain had a positive and durable effect on the participants’ syntactic complexity; instructional intensity and feedback type may have influenced its effectiveness and durability. Characteristics of measures and task complexity may have affected the observation of syntactic complexity.

Implicit form-focused instruction: The impact on the implicit and explicit knowledge of Malaysian ESL learners

“…Scholars believe that evaluating pupils' implicit knowledge as the research outcome is essential. Norris and Ortega (2000), along with others (e.g., Kang et al, 2019;Lee, 2021;Nassaji, 2016;Ranta & Lyster, 2018;Schenck, 2019;Tedick & Young, 2016;Yang & Ren, 2019;Zhou & Lü, 2022) have provided ample data to support FFI and its effect on SLA, especially enhancing explicit knowledge. The majority of FFI research has focused on explicit instruction and explicit outcomes (Qian & Li, 2022;Ranta & Lyster, 2018;Spada, 2011).…”

Analysis of the potential relationship between linguistic logical coherence ability and English writing level

“…Logically coherent sentences are easy to understand and have accurate meanings, while logically incoherent sentences are difficult to understand and may be subject to multiple interpretations [13][14][15]. Although many sentences in their written texts do not have obvious knowledge of English grammar or use of grammatical rules, the semantics are not clear, or the logic is not smooth enough, and the poor logical coherence of English sentences is likely to be one of the main factors affecting the quality and level of English writing in the lower grades of English learners [16][17][18]. Therefore, a timely understanding of the potential relationship between English sentence logical coherence and English writing proficiency, as well as what kinds of English sentence logical coherence skills and sub-skills have a greater impact on English writing proficiency, is important for the teaching of English writing skills classes in the lower grades of Chinese universities [19][20].…”

A comparative study on lexical and syntactic features of ESL versus EFL learners’ writing

“…Some researchers have investigated the measurement of lexical richness and syntactic complexity to validate various indicators ( Norris and Ortega, 2009 ; Lu, 2010 ), in which the correlations between syntactic complexity and writing quality have been investigated ( van Hout and Vermeer, 2007 ; Ortega, 2015 ). Other studies have concentrated on the effect of task variables, cognitive processes, or contextual factors on the syntactic complexity of second language writing ( Johnson et al, 2012 ; Chang and Wang, 2016 ; Zhou and Lü, 2022 ). Previous studies, however, have primarily been based on cross-sectional design comparing different groups of foreign or second language writing corpora or longitudinal studies analyzing the written language characteristics (e.g., lexical richness and syntactic complexity) of the same group of learners to explore emergent patterns of syntactic performance and learners’ syntactic development ( Vercellotti, 2015 ), in which the participants were mainly from colleges ( Vyatkina, 2012 , 2013 ) and less frequently from secondary schools.…”