| dc.description.abstract | This longitudinal study investigates the development of English language writing skills in adult learners within an ESL context. Focusing on syntactic complexity (SC) and syntactic sophistication in verb-argument constructions (VACs), the research examines linguistic variations in academic writing across five semesters. Employing corpus linguistics methods, including multidimensional (MD) analysis and collostructional analysis, the study explores a usage-based perspective of syntactic development in learner writing development.
The research findings suggest the nature of L2 academic writing development is multi-dimensional, showcasing increased salience of phrasal features associated with literate and informational writing functions over time. Notable nonlinear patterns are observed across functional dimensions. Analysing constructions associated with stance functions reveals shifts toward syntactically sophisticated writing in verb-argument constructions.
This study contributes empirical evidence of linguistic development, highlighting form-function mapping as crucial in identifying register-specific language use in L2 writing. While statistically non-significant, increases in noun- and adjective-clause constructions were observed, emphasising the need for more hybrid methodology by incorporating qualitative inspection to complement quantitative findings.
The research underlines the significance of understanding individual and situational influences on syntactic variation in L2 writing, providing implications for developing syllabi and materials tailored to learners’ communicative goals. Limitations, such as the lack of individual trajectory tracing and granularity in linguistic measures, suggest avenues for further research. Overall, this dissertation offers essential insights into L2 writing development, contributing to a deeper understanding of L2 adult learners’ language use and its implications for pedagogy. | en_GB |
