Syntactic complexity in EFL student writing: a learner corpus

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Syntactic complexity in EFL student writing: a learner corpus

Popis výsledku v původním jazyce

This paper investigates the development of syntactic complexity in students? (n=18) written discourse using a learner corpus in the context of a blended course of English whose target level was the CEFR A2 level. In this theory-driven descriptive case study, student texts written in specially devised online discussion tasks were used as a basis for compiling a small-scale learner corpus. By comparing three measures of syntactic complexity (coordination, subordination and clause length), the developmentof student interlanguage was described. At the end of the course, students used less coordination, more subordination and longer clauses, which indicates the development of syntactic complexity. The study confirms that social cognitive theories can be used in the teaching of writing,and offers a methodological framework for compiling and annotating learner corpora from computer-mediated discussions at lower proficiency levels.

Název v anglickém jazyce

Syntactic complexity in EFL student writing: a learner corpus

Popis výsledku anglicky

This paper investigates the development of syntactic complexity in students? (n=18) written discourse using a learner corpus in the context of a blended course of English whose target level was the CEFR A2 level. In this theory-driven descriptive case study, student texts written in specially devised online discussion tasks were used as a basis for compiling a small-scale learner corpus. By comparing three measures of syntactic complexity (coordination, subordination and clause length), the developmentof student interlanguage was described. At the end of the course, students used less coordination, more subordination and longer clauses, which indicates the development of syntactic complexity. The study confirms that social cognitive theories can be used in the teaching of writing,and offers a methodological framework for compiling and annotating learner corpora from computer-mediated discussions at lower proficiency levels.

Druh

C - Kapitola v odborné knize

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

English for Academic Purposes: Practical and Theoretical Approaches

ISBN

9783954045822

Počet stran výsledku

14

Strana od-do

57-70

Počet stran knihy

210

Název nakladatele

Cuvillier Verlag

Místo vydání

Göttingen

Kód UT WoS kapitoly

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