Syntactic Complexity on EFL Learners’ Casual Conversation, Monologue, and Writing
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In this study we investigated how syntactic complexity differ depending on production modes, which are casual conversation, monologue, and writing. To this end, we examined a learner corpus of 40 undergraduates, which comprises casual conversation, monologue, and writings. Topics were presented in the monologue and writing tasks, but not in the conversation. Syntactic complexity indices of each mode was measured by an automatic syntactic complexity analyser (TAASSC). The results are as follows: a) Both the monologue and writing modes elicited significantly greater syntactic complexity than the conversation. However, syntactic complexity was not significantly different between monologues and writings except for Complex Nominals per Clause; b) Among the three modes, the syntactic complexity in conversation showed the greatest correlation with L2 proficiency level. Specifically, Mean Length of Sentences and Complex Nominals per T-unit in the conversation were the best predictors for the proficiency level. Different cognitive or executive processes underlying in the production modes may have affected the structural complexity. This paper also suggests pedagogical implications that a monologue-like manner, such as presenting motivating topics, may enhance the use of complex structures in L2 conversations in EFL situations.
Abstract
In this study we investigated how syntactic complexity differ depending on production modes, which are casual conversation, monologue, and writing. To this end, we examined a learner corpus of 40 undergraduates, which comprises casual conversation, monologue, and writings. Topics were presented in the monologue and writing tasks, but not in the conversation. Syntactic complexity indices of each mode was measured by an automatic syntactic complexity analyser (TAASSC). The results are as follows: a) Both the monologue and writing modes elicited significantly greater syntactic complexity than the conversation. However, syntactic complexity was not significantly different between monologues and writings except for Complex Nominals per Clause; b) Among the three modes, the syntactic complexity in conversation showed the greatest correlation with L2 proficiency level. Specifically, Mean Length of Sentences and Complex Nominals per T-unit in the conversation were the best predictors for the proficiency level. Different cognitive or executive processes underlying in the production modes may have affected the structural complexity. This paper also suggests pedagogical implications that a monologue-like manner, such as presenting motivating topics, may enhance the use of complex structures in L2 conversations in EFL situations.
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