二语水平与句法复杂度研究元分析

A Meta-analysis of L2 Writing Proficiency and Syntactic Complexity

本文采用元分析方法探究句法复杂度与二语水平的关系。整体效应分析发现,长度指标可以作为二语水平和句法复杂度研究主要观测变量,而从属性和并列性指标则作为次要观测变量。调节变量分析发现,议论文写作体裁、资源缺省型写作任务、综合语言能力测试法对二语水平和句法复杂度关系影响效应量较大。此外,二语写作句法复杂度变化的观测周期至少为三学期以上为宜,被试年级和专业背景等引起的异质性也值得关注。

This article reports on a meta-analysis to further explore the relationship between syntactic complexity and second language proficiency based on the data of pertinent studies in China. Overall effect analysis indicates that the index for measuring lengths of the production units can be used as the major indicator to describe the relationship between language proficiency and the development of syntactic complexity, while indexes for measuring coordinate and subordinate structures can be used as secondary ones. Moderator analysis proves that argumentative writing, inadequate writing materials, and comprehensive language proficiency test have a great influence on the description of the relationship between language proficiency and syntactic complexity. Analysis of the limited number of longitudinal studies reveals that an observation period of at least three semesters can best pinpoint the development of syntactic complexity in English writings by Chinese college students. Factors such as grades and major background which may cause heterogeneity are also worth noticing.