Does L2 writing proficiency influence noun phrase complexity? A case analysis of argumentative essays written by Chinese students in a first-year composition course
This corpus-based study investigated the association between noun phrase complexity and L2 writing proficiency based on the 11 noun modifiers in Biber, Gray, and Poonpon's (2011) index of complexity features. A corpus was built based on 100 argumentative papers written by first-year Chinese stu...
Gespeichert in:
| Veröffentlicht in: | System (Linköping) 2019-10, Vol.85, p.102116, Article 102116 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | |
| container_start_page | 102116 |
| container_title | System (Linköping) |
| container_volume | 85 |
| creator | Lan, Ge Lucas, Kyle Sun, Yachao |
| description | This corpus-based study investigated the association between noun phrase complexity and L2 writing proficiency based on the 11 noun modifiers in Biber, Gray, and Poonpon's (2011) index of complexity features. A corpus was built based on 100 argumentative papers written by first-year Chinese students, including 50 papers from high-proficiency students (TOEFL writing score > 23) and 50 papers from low-proficiency students (18 |
| doi_str_mv | 10.1016/j.system.2019.102116 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2337141806</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><els_id>S0346251X19301381</els_id><sourcerecordid>2337141806</sourcerecordid><originalsourceid>FETCH-LOGICAL-c334t-542fde82da40e47fd85ec3328aa7edb6f030f271b21e3de679955c82b61f9cbe3</originalsourceid><addsrcrecordid>eNp9Uctu2zAQJIoEqJP0D3og0LMcPvS8tDCcpC1goJcEyI2gqGVMwyZdLpVW_5MPLW3l3NMudmdmH0PIZ86WnPH6drfECRMcloLxLpcE5_UHsuBt0xVStOKCLJgs60JU_PkjuULcMcbKrpEL8nYXAOlG0D_RJedf6DEG64wDbybqvN2POQPqw-jpcRs1AjXhcNzDX5emb3RFzamkvd5P6JAGS3V8GQ_gk07uFSgg6gnP6gk87Se63joPmYNpHDIM8xSqqXURUzGBjmf9gHmb4HM-RoQbcmn1HuHTe7wmTw_3j-sfxebX95_r1aYwUpapqEphB2jFoEsGZWOHtoLcEa3WDQx9bZlkVjS8FxzkAHXTdVVlWtHX3HamB3lNvsy6-Qm_R8Ckdnl-vg2VkLLhJW9ZnVHljDIxIEaw6hjdQcdJcaZOfqidmv1QJz_U7EemfZ1pkC94dRAVnt8Mg4tgkhqC-7_AP7TsmpU</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2337141806</pqid></control><display><type>article</type><title>Does L2 writing proficiency influence noun phrase complexity? A case analysis of argumentative essays written by Chinese students in a first-year composition course</title><source>Access via ScienceDirect (Elsevier)</source><creator>Lan, Ge ; Lucas, Kyle ; Sun, Yachao</creator><creatorcontrib>Lan, Ge ; Lucas, Kyle ; Sun, Yachao</creatorcontrib><description>This corpus-based study investigated the association between noun phrase complexity and L2 writing proficiency based on the 11 noun modifiers in Biber, Gray, and Poonpon's (2011) index of complexity features. A corpus was built based on 100 argumentative papers written by first-year Chinese students, including 50 papers from high-proficiency students (TOEFL writing score > 23) and 50 papers from low-proficiency students (18 < TOEFL writing score < 23). The noun modifiers in Biber et al.’s (2011) index were then extracted with a computational program to calculate the frequencies of the noun modifiers. Via a Chi-square test on the normalized frequencies, the findings demonstrate an association (p = 0.016) between the 11 noun modifiers and the students' writing proficiency levels (i.e., high and low). Next, a residual analysis was applied, which pinpointed that four noun modifiers used by the students from both proficiency levels contribute to the association the most: attributive adjectives, relative clauses, premodifying nouns, and prepositional phrases (of). The four modifiers were then further explored and interpreted based on a qualitative analysis of the argumentative papers. Pedagogical implications are provided at the end to discuss possible ways of teaching the noun modifiers in an EAP writing course.</description><identifier>ISSN: 0346-251X</identifier><identifier>EISSN: 1879-3282</identifier><identifier>DOI: 10.1016/j.system.2019.102116</identifier><language>eng</language><publisher>Oxford: Elsevier Ltd</publisher><subject>Asian students ; Chinese languages ; Complexity ; Corpus analysis ; Corpus-based study ; English as a second language ; L2/EAP writing ; Language proficiency ; Noun phrase complexity ; Noun phrases ; Nouns ; Phrases ; Prepositional phrases ; Qualitative research ; Relative clauses ; Second language writing ; Student writing ; Writing instruction</subject><ispartof>System (Linköping), 2019-10, Vol.85, p.102116, Article 102116</ispartof><rights>2019 Elsevier Ltd</rights><rights>Copyright Elsevier Science Ltd. Oct 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c334t-542fde82da40e47fd85ec3328aa7edb6f030f271b21e3de679955c82b61f9cbe3</citedby><cites>FETCH-LOGICAL-c334t-542fde82da40e47fd85ec3328aa7edb6f030f271b21e3de679955c82b61f9cbe3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.system.2019.102116$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27924,27925,45995</link.rule.ids></links><search><creatorcontrib>Lan, Ge</creatorcontrib><creatorcontrib>Lucas, Kyle</creatorcontrib><creatorcontrib>Sun, Yachao</creatorcontrib><title>Does L2 writing proficiency influence noun phrase complexity? A case analysis of argumentative essays written by Chinese students in a first-year composition course</title><title>System (Linköping)</title><description>This corpus-based study investigated the association between noun phrase complexity and L2 writing proficiency based on the 11 noun modifiers in Biber, Gray, and Poonpon's (2011) index of complexity features. A corpus was built based on 100 argumentative papers written by first-year Chinese students, including 50 papers from high-proficiency students (TOEFL writing score > 23) and 50 papers from low-proficiency students (18 < TOEFL writing score < 23). The noun modifiers in Biber et al.’s (2011) index were then extracted with a computational program to calculate the frequencies of the noun modifiers. Via a Chi-square test on the normalized frequencies, the findings demonstrate an association (p = 0.016) between the 11 noun modifiers and the students' writing proficiency levels (i.e., high and low). Next, a residual analysis was applied, which pinpointed that four noun modifiers used by the students from both proficiency levels contribute to the association the most: attributive adjectives, relative clauses, premodifying nouns, and prepositional phrases (of). The four modifiers were then further explored and interpreted based on a qualitative analysis of the argumentative papers. Pedagogical implications are provided at the end to discuss possible ways of teaching the noun modifiers in an EAP writing course.</description><subject>Asian students</subject><subject>Chinese languages</subject><subject>Complexity</subject><subject>Corpus analysis</subject><subject>Corpus-based study</subject><subject>English as a second language</subject><subject>L2/EAP writing</subject><subject>Language proficiency</subject><subject>Noun phrase complexity</subject><subject>Noun phrases</subject><subject>Nouns</subject><subject>Phrases</subject><subject>Prepositional phrases</subject><subject>Qualitative research</subject><subject>Relative clauses</subject><subject>Second language writing</subject><subject>Student writing</subject><subject>Writing instruction</subject><issn>0346-251X</issn><issn>1879-3282</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><recordid>eNp9Uctu2zAQJIoEqJP0D3og0LMcPvS8tDCcpC1goJcEyI2gqGVMwyZdLpVW_5MPLW3l3NMudmdmH0PIZ86WnPH6drfECRMcloLxLpcE5_UHsuBt0xVStOKCLJgs60JU_PkjuULcMcbKrpEL8nYXAOlG0D_RJedf6DEG64wDbybqvN2POQPqw-jpcRs1AjXhcNzDX5emb3RFzamkvd5P6JAGS3V8GQ_gk07uFSgg6gnP6gk87Se63joPmYNpHDIM8xSqqXURUzGBjmf9gHmb4HM-RoQbcmn1HuHTe7wmTw_3j-sfxebX95_r1aYwUpapqEphB2jFoEsGZWOHtoLcEa3WDQx9bZlkVjS8FxzkAHXTdVVlWtHX3HamB3lNvsy6-Qm_R8Ckdnl-vg2VkLLhJW9ZnVHljDIxIEaw6hjdQcdJcaZOfqidmv1QJz_U7EemfZ1pkC94dRAVnt8Mg4tgkhqC-7_AP7TsmpU</recordid><startdate>201910</startdate><enddate>201910</enddate><creator>Lan, Ge</creator><creator>Lucas, Kyle</creator><creator>Sun, Yachao</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>201910</creationdate><title>Does L2 writing proficiency influence noun phrase complexity? A case analysis of argumentative essays written by Chinese students in a first-year composition course</title><author>Lan, Ge ; Lucas, Kyle ; Sun, Yachao</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c334t-542fde82da40e47fd85ec3328aa7edb6f030f271b21e3de679955c82b61f9cbe3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Asian students</topic><topic>Chinese languages</topic><topic>Complexity</topic><topic>Corpus analysis</topic><topic>Corpus-based study</topic><topic>English as a second language</topic><topic>L2/EAP writing</topic><topic>Language proficiency</topic><topic>Noun phrase complexity</topic><topic>Noun phrases</topic><topic>Nouns</topic><topic>Phrases</topic><topic>Prepositional phrases</topic><topic>Qualitative research</topic><topic>Relative clauses</topic><topic>Second language writing</topic><topic>Student writing</topic><topic>Writing instruction</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lan, Ge</creatorcontrib><creatorcontrib>Lucas, Kyle</creatorcontrib><creatorcontrib>Sun, Yachao</creatorcontrib><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>System (Linköping)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lan, Ge</au><au>Lucas, Kyle</au><au>Sun, Yachao</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Does L2 writing proficiency influence noun phrase complexity? A case analysis of argumentative essays written by Chinese students in a first-year composition course</atitle><jtitle>System (Linköping)</jtitle><date>2019-10</date><risdate>2019</risdate><volume>85</volume><spage>102116</spage><pages>102116-</pages><artnum>102116</artnum><issn>0346-251X</issn><eissn>1879-3282</eissn><abstract>This corpus-based study investigated the association between noun phrase complexity and L2 writing proficiency based on the 11 noun modifiers in Biber, Gray, and Poonpon's (2011) index of complexity features. A corpus was built based on 100 argumentative papers written by first-year Chinese students, including 50 papers from high-proficiency students (TOEFL writing score > 23) and 50 papers from low-proficiency students (18 < TOEFL writing score < 23). The noun modifiers in Biber et al.’s (2011) index were then extracted with a computational program to calculate the frequencies of the noun modifiers. Via a Chi-square test on the normalized frequencies, the findings demonstrate an association (p = 0.016) between the 11 noun modifiers and the students' writing proficiency levels (i.e., high and low). Next, a residual analysis was applied, which pinpointed that four noun modifiers used by the students from both proficiency levels contribute to the association the most: attributive adjectives, relative clauses, premodifying nouns, and prepositional phrases (of). The four modifiers were then further explored and interpreted based on a qualitative analysis of the argumentative papers. Pedagogical implications are provided at the end to discuss possible ways of teaching the noun modifiers in an EAP writing course.</abstract><cop>Oxford</cop><pub>Elsevier Ltd</pub><doi>10.1016/j.system.2019.102116</doi></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0346-251X |
| ispartof | System (Linköping), 2019-10, Vol.85, p.102116, Article 102116 |
| issn | 0346-251X 1879-3282 |
| language | eng |
| recordid | cdi_proquest_journals_2337141806 |
| source | Access via ScienceDirect (Elsevier) |
| subjects | Asian students Chinese languages Complexity Corpus analysis Corpus-based study English as a second language L2/EAP writing Language proficiency Noun phrase complexity Noun phrases Nouns Phrases Prepositional phrases Qualitative research Relative clauses Second language writing Student writing Writing instruction |
| title | Does L2 writing proficiency influence noun phrase complexity? A case analysis of argumentative essays written by Chinese students in a first-year composition course |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-02T19%3A20%3A13IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Does%20L2%20writing%20proficiency%20influence%20noun%20phrase%20complexity?%20A%20case%20analysis%20of%20argumentative%20essays%20written%20by%20Chinese%20students%20in%20a%20first-year%20composition%20course&rft.jtitle=System%20(Link%C3%B6ping)&rft.au=Lan,%20Ge&rft.date=2019-10&rft.volume=85&rft.spage=102116&rft.pages=102116-&rft.artnum=102116&rft.issn=0346-251X&rft.eissn=1879-3282&rft_id=info:doi/10.1016/j.system.2019.102116&rft_dat=%3Cproquest_cross%3E2337141806%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2337141806&rft_id=info:pmid/&rft_els_id=S0346251X19301381&rfr_iscdi=true |