Syntactic Complexity of Korean EFL Learners’ Argumentative Writing

Abstract

This study aimed to examine the level of syntactic complexity of Korean EFL college learners. A total of 319 writing samples were gathered and rated by the e-rater® engine,and were then divided into four L2 writing proficiency groups. Through the L2syntactic complexity analyzer 2.4 program, ten sub-measures of syntactic complexity were analyzed. This study found significant correlations between writing scores and syntactic complexity. In addition, all syntactic complexity measures indicated significant positive increasing linear trends as L2 writing proficiency increases, and showed significant group differences across four writing proficiency groups. The present study also suggests that mean length of T-units (MLT), clauses per sentence (C/S), and complex nominals per clause (CN/T) are the most reliable indicators to examine L2 syntactic complexity because they show clear delineation in L2developmental stages among the different levels of L2 writing proficiency. The findings of this study provide some useful pedagogical implications for teaching and assessing ESL/EFL writings of different language proficiency levels. It is hoped that the findings of this study add to the body of research on L2 writing, while also directing further research.