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Syntactic Complexity Measures as Indicators of Teaching L2 Academic English Writing

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  • Xiaodong Yang

    (Lecturer at College of Foreign Languages, Zhejiang University of Technology, Hangzhou, China)

Abstract

The purpose of this research is to examine the effectiveness of reforming academic English writing instruction via the perspective of the syntactic complexity of L2 learners' practice. The present study evaluates 14 measures of syntactic complexity as indicators of language growth in academic writing by 52 Chinese undergraduate students. The findings indicate that an intensive academic teaching design can be used to help students enhance their academic writing output ability. The findings of this study provide direct quantitative evidence for altering classroom instruction, textbook compilation, assessment practice, and curriculum development at the undergraduate level for academic English.

Suggested Citation

  • Xiaodong Yang, 2021. "Syntactic Complexity Measures as Indicators of Teaching L2 Academic English Writing," Journal of English Language Teaching and Applied Linguistics, Al-Kindi Center for Research and Development, vol. 3(12), pages 23-33, November.
    • Handle: RePEc:alk:jeltal:v:3:y:2021:i:12:id:2425
    DOI: 10.32996/jeltal.2021.3.12.4
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