Proceedings of the International Conference on Research in Education, Teaching and Learning.
Year: 2018 | Page No:75-82
Analysis of Syntactic Complexity and L2 Proficiency in Efl Writing
Ana Cristina Lahuerta
The present study examines differences in syntactic complexity in English writing among advanced and upper intermediate undergraduates by means of quantitative measures of syntactic complexity. Participants were 200 Spanish undergraduates enrolled in a Degree in English Studies. A total of 101 students had an intermediate level (B1 level according to the CEFR) and 99 had an upper intermediate level (B2 level according to the CEFR). Essays were evaluated by quantitative measures gauging different aspects of L2 complexity. Results indicate that the complexity measures chosen can capture significant differences in writing proficiency when comparing different proficiency levels. The scores on the general quality of the writings and on all syntactic complexity measures increased from B1 to B2 and for all complexity measures the increase was statistically significant.
Keywords: writing, higher education, complexity, EFL, proficiency.