여성결혼이민자의 거주기간에 따른 구어 복잡성 발달 연구 : 통사 복잡성을 중심으로

주월랑(Ju WoalRang) 한국문화융합학회 2020 문화와 융합 Vol.42 No.10

이 연구의 목적은 여성결혼이민자의 구어 사용에서 통사 복잡성을 측정하고 이민자의 거주기간과 통사 복잡성 간의 상관성을 밝히는 것이다. 이를 위해서 그동안 한국어교육에서 이루어진 통사 복잡성 관련 선행연구를 정리하여 통사 복잡성의 측정 지표를 설정하였으며, D도시의 여성결혼이민자와 1:1 인터뷰를 진행하여 구어 자료를 수집하였다. 이후 통사 복잡성 측정 결과를 이민자의 거주기간에 따라 비교·분석하였고, 통사 복잡성 측정 지표 간의 상관성과 더불어서 거주기간과 통사 복잡성 측정 지표 간의 상관성도 분석하였다. 연구 결과, 통사 복잡성을 측정한 양적인 수치는 거주기간에 따라 점점 증가하였다. 또한 통사 복잡성의 지표 간의 상관성도 유의미하게 나타났다. 결과적으로 문장 길이가 길어지면서 문장 확장에 관여하는 문법적 요소들의 사용 빈도도 높아진다. 그러나 거주기간과 통사 복잡성의 상관성을 살핀 결과, 거주기간과 통사 복잡성 측정 지표 간의 유의미한 결과가 나타나지 않았다. 이는 이민자의 거주기간이 길어질수록 문법 이해는 높지만, 산출 측면에서 어려움을 겪는 것으로 해석할 수 있다. 또한 구어에서는 의미 전달을 중심으로 의사소통이 이루어지기 때문에 거주기간과의 상관성이 유의미하지 않을 것으로도 해석이 가능하다. 마지막으로 본 연구는 이민자의 거주기간이 통사 복잡성에 영향을 미치는가를 논의하였다는 점에서 의의가 있다. 그러나 향후 연구에서는 다양한 국적 이민자를 대상으로 대량의 자료를 구축하여 통사 복잡성 발달 양상을 밝힐 필요가 있다. The objective of this study is to discuss whether the complexity of spoken language increases with the residence period of immigrants. For this purpose, indicators of syntactic complexity were established based on earlier research. Spoken language data were then collected through one-on-one interviews with married immigrant women. In addition, the measures of syntactic complexity were analyzed by the residence period of immigrants, and correlations between measures of syntactic complexity and between residence period and measures of syntactic complexity were examined. The results showed that in quantitative terms, syntactic complexity gradually increased with the residence period. In other words, the longer the residence period, the greater the complexity of spoken language as measured quantitatively by syntactic complexity. However, the associations between residence period and measures of syntactic complexity were not significant, perhaps because communication in spoken language focuses on semantic transmission. Finally, this study discusses the effects of immigrants’ residence period on the syntactic complexity of their speech. Nevertheless, future research should examine the developmental aspects of syntactic complexity by collecting richer data from immigrants of diverse nationalities.

Noun Phrase Complexity in EFL Academic Writing : A Corpus-based Study of Postgraduate Academic Writing

Liming Liu,Lan Li 아시아영어교육학회 2016 The Journal of Asia TEFL Vol.13 No.1

Noun phrase (NP) centered structures are distinctive syntactic devices in academic discourse. The commonly employed subordination-based complexity measures cannot adequately capture the development of syntactic complexity of noun phrases expected of advanced student academic writing (Biber, Gray, & Poonpon, 2011). Following the call for more research in this area (e.g. Lu, 2011, p. 57), the current study compared noun phrase complexity in two corpora: one is a corpus of MA dissertations written by Chinese EFL students and the other comprises published research articles in applied linguistics journals. The study examined overall noun phrase complexity using an automatic syntactic complexity analyzer and specifically identified features of one aspect of NP complexity: NP postmodification. The quantitative results were further contextualized in a textual analysis of excerpts from the two corpora for demonstrating the significance of NP complexity to the establishment of discourse coherence. Results of the analyses showed significant underdevelopment of NP postmodification complexity in student writing relative to published texts, meanwhile explicating the circumstances under which the difference is meaningful. Implications of the findings for the teaching of EFL academic writing were also discussed.

Task Sequencing and Task Complexity Effects on L2 Writing: Does Task Order Really Matter?

Jiyong Lee 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.4

While the importance of task sequencing in task-based research and syllabus design has been emphasized, there is a gap in the literature regarding whether the order in which tasks are presented actually has a significant impact on L2 performance. The aim of the study was to investigate whether task sequencing actually had an effect on L2 written performance. A writing task with three levels of task complexity was given to 88 EFL learners, with one group carrying the three task versions out in the order of increasing task complexity (Simple-to-complex), and the other group in the order of decreasing task complexity (Complex-to-simple). It was found that the cognitive load of the task, as well as learners’ syntactic complexity and lexical diversity shown in their L2 writing, were significantly affected by task sequencing and its interaction with task complexity. Pedagogical implications are noted with regard to the differential effects that task sequencing has on L2 writing, as presenting tasks in the order of increasing task complexity resulted in greater syntactic complexity, while presenting tasks in decreasing task complexity led to greater lexical diversity.

Syntactic Complexity of Korean EFL Learners’ Argumentative Writing

황은경 현대영어교육학회 2013 현대영어교육 Vol.14 No.2

This study aimed to examine the level of syntactic complexity of Korean EFL college learners. A total of 319 writing samples were gathered and rated by the e-rater® engine,and were then divided into four L2 writing proficiency groups. Through the L2syntactic complexity analyzer 2.4 program, ten sub-measures of syntactic complexity were analyzed. This study found significant correlations between writing scores and syntactic complexity. In addition, all syntactic complexity measures indicated significant positive increasing linear trends as L2 writing proficiency increases, and showed significant group differences across four writing proficiency groups. The present study also suggests that mean length of T-units (MLT), clauses per sentence (C/S), and complex nominals per clause (CN/T) are the most reliable indicators to examine L2 syntactic complexity because they show clear delineation in L2developmental stages among the different levels of L2 writing proficiency. The findings of this study provide some useful pedagogical implications for teaching and assessing ESL/EFL writings of different language proficiency levels. It is hoped that the findings of this study add to the body of research on L2 writing, while also directing further research.

A Closer Look at L2 Students’ Syntactic Complexity and Teacher’s Revision: A Comparative Case Study

( Kwanghyun Park ),( Eunkyung Hwang ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.1

Syntactic complexity is a key index to students’ development in second language writing. Although widely researched from students’ perspective, little is known about how teachers revise student’s writing in terms of the syntactic complexity. This study compares differences in the syntactic complexity between L2 students and a teacher. Thirty students’ argumentative essays were matched-up with a native-speaker teacher’s writing to compare syntactic complexity and the grammatical structures. Using a computerized tool, their writings were examined for complexity in five complexity dimensions and significant differences were found for 10 measures of complexity. A follow-up analysis further identifies three grammatical structures that may deserve the teacher’s attention. Results in this study demonstrate that a concrete understanding of L2 grammatical development can be gained if the teacher’s revisions, as well as students’ writing, are examined in syntactic complexity research.

A Comparative Analysis of Syntactic Complexity in Teacher Revisions to L2 Student Compositions: An Exploratory Study

박광현 한국응용언어학회 2019 응용 언어학 Vol.35 No.3

Syntactic complexity is a measure of variation and sophistication of grammatical structures in language production. Although it has been one of the key constructs in examining development of L2 writers, research has mainly focused on the learner and little is known as to how teachers influence learner’s syntactic complexity. The purpose of this study was to compare the syntactic complexity of student essays to the syntactic complexity of teacher’s revisions to those essays. After grading each student’s argumentative essays, the teacher was asked to revise the sentences to improve grammatical and rhetorical clarity. A software program was used to analyze data with 14 measures of syntactic complexity. This analysis showed significant differences, noticeably, in the extent of subordination. Students used more subordination, producing longer sentences that, at times, were difficult to comprehend. For students to improve their skills in written composition, findings suggest that students should be introduced to other methods to produce complexity in their writing such as noun phrases and nominalization. These structures characterize the key dimension for effective, focused instruction and the locus of further development of syntactic complexity.

A Comparative Analysis of Syntactic Complexity in Teacher Revisions to L2 Student Compositions: An Exploratory Study

Kwanghyun Park 한국응용언어학회 2019 응용 언어학 Vol.35 No.3

Syntactic complexity is a measure of variation and sophistication of grammatical structures in language production. Although it has been one of the key constructs in examining development of L2 writers, research has mainly focused on the learner and little is known as to how teachers influence learner’s syntactic complexity. The purpose of this study was to compare the syntactic complexity of student essays to the syntactic complexity of teacher’s revisions to those essays. After grading each student’s argumentative essays, the teacher was asked to revise the sentences to improve grammatical and rhetorical clarity. A software program was used to analyze data with 14 measures of syntactic complexity. This analysis showed significant differences, noticeably, in the extent of subordination. Students used more subordination, producing longer sentences that, at times, were difficult to comprehend. For students to improve their skills in written composition, findings suggest that students should be introduced to other methods to produce complexity in their writing such as noun phrases and nominalization. These structures characterize the key dimension for effective, focused instruction and the locus of further development of syntactic complexity.

한국어 학습자의 구어 산출에 나타난 통사 복잡성 발달

남주연,김영주 국제한국어교육학회 2015 한국어 교육 Vol.26 No.1

The purpose of this study is to explain the development of syntactic complexity in Korean learners’ speaking. For this study, speaking tasks were carried out against 55 Korean learners(American, French, Chinese, Japanese) and the result was compared with 10 Korean native speakers. The research problem was to figure out how the syntactic complexity developed in spoken production, and the correlation between syntactic complexity and proficiency. The analysis of length complexity showed as the level of proficiency got higher, speaker produced the more clause in one AS-unit. In complexity related to sentence extension, the number of subordinate clauses per clause(AS-unit) and coordination index showed a significant linear relation with proficiency. This study found out that the syntactic complexity clearly developed between beginning level and intermediate level, and especially the number of embedded clauses in an AS-unit was an important index of syntactic complexity.

Ability of Sentence Comprehension according to Syntactic Complexity and Speech Rate in Patients with Dementia of Alzheimer’s Type

Hyunjoo Choi 한국언어청각임상학회 2019 Communication Sciences and Disorders Vol.24 No.3

배경 및 목적: 알츠하이머형 치매 환자의 문장이해 능력은 구문 복잡성에 영향을 받는 것으로 알려져 있으나, 느린 말속도에 의한 영향은 논쟁적이다. 본 연구는 알츠하이머형 치매 환자와 일반노인을 대상으로 구문 복잡성과 말속도에 따른 문장이해 수행 차이를 동시에 알아보는 것을 목적으로 하였다. 방법: 알츠하이머형 치매 환자 30명과 일반노인 30명이 본 연구에 참여하였다. 구문 복잡성에 따른 문장이해 능력은 토큰테스트를 사용하여 평가하였으며, 말속도는 Praat 프로그램을 이용하여 보통 말속도와 느린 말속도로 조정하였다. 결과: 첫째, 말속도와 관계없이 알츠하이머형 치매 환자 집단은 일반노인 집단에 비해 문장이해 능력이 저하되어 있었다. 둘째, 일반노인, 알츠하이머형 치매 환자 집단 모두 구문 복잡성이 증가할수록 문장이해 능력이 저하되었으며, 이러한 효과는 알츠하이머형 치매 환자에게서 더 두드러지게 나타났다. 셋째, 느린 말속도는 일반노인, 알츠하이머형 치매 환자 모두 문장이해 능력을 향상시키지 못했으며, 구문적으로 복잡한 문장에서의 느린 말속도는 문장이해 수행을 오히려 저하시켰다. 논의 및 결론: 이러한 연구결과를 통하여 알츠하이머형 치매 환자의 구문 복잡성에 따른 문장이해 능력의 저하 특성을 확인하였으며, 느린 말속도에 따른 문장이해 능력의 변화는 구문 복잡성에 따라 달라짐을 알 수 있다. Objectives: The ability of sentence comprehension in patients with dementia of Alzheimer’s type (DAT) is known to be influenced by syntactic complexity, but the effects of slow speech rate are controversial. The purpose of this study was to investigate the difference of sentence comprehension ability according to the syntactic complexity and slow speech rate in healthy elderly adults and patients with DAT. Methods: Thirty elderly adults and 30 patients with DAT participated in this study. Sentence comprehension ability according to syntactic complexity was evaluated by using a token test, and the speech rate was adjusted to normal speech rate and slow speech rate using the Praat program. Results: First, DAT patients had lower sentence comprehension than elderly adults in both speech rates. Second, as the syntactic complexity increased, the ability to comprehend sentences decreased in both elderly adults and patients with DAT, and this effect was more prominent in patients with DAT. Third, slow speech rate did not improve sentence comprehension ability in both elderly adults and patients with DAT, and slow speech rate in syntactically complex sentences decreased sentence comprehension ability. Conclusion: The results of this study confirmed the characteristics of the deficit the according to the syntactic complexity in patients with DAT, and the effect of sentence comprehension ability due to slow speech rate was different according to syntactic complexity.

Lexical and Syntactic Complexity of EFL Writing by Cognitive Task Complexity

박은 한국교원대학교 교육연구원 2022 敎員敎育 Vol.38 No.2

Purpose: The aim of this study was to examine how two different levels of task complexity caninfluence linguistic complexity of EFL writing output in lexical and syntactic forms. This is basedon the idea that L2 learners' cognitive demands for language processing and the use of linguistic featuresare affected by cognitive task complexity. Methods: For the study, 70 EFL learners at the beginner level were involved in two writing taskswith different task complexity characteristics: (1) a task with content-support and guided cooperativeprior-planning (CSGCP); and (2) a task with no content support and individual prior-planning (NCSIP). Results: The results showed overall the CSGCP group significantly outperformed the NCSIP groupin both lexical and syntactic complexity of their writing compositions. This means learners involvedin the CSGCP were more likely to use various and advanced vocabulary as well as longer sentenceswith longer clause and phrase levels in their writing than those in the NCSIP condition. Conclusion: These results appeared to prove the previous views that task complexity manipulationwith factors making it simple such as content support and cooperative form-focused guidance in pre-taskplanning could lessen learners' cognitive burden for language processing, thereby resulting in betterlinguistic complexity of L2 writing. This can have a pedagogical implication for L2 learners to improvetheir writings including more academic and sophisticated lexis as well as more complex syntacticelements. while involved in task activities with various degrees of complexity. (Dankook University)