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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 34 1 An Interview with APPLE Lecture Speaker Dr. Paul Kei Matsuda Beltran, Jorge Luis; Kim, Peter; Wang, Arthur Yuanheng. - 2019 BASE Show details 2 Structuring Peer Review Activities for Beginning Learners of German as a Second or Foreign Language Nikolova, Miglena In: German Journal Sprache Literatur Kultur (2019) BASE Show details 3 Techniques and Methods Change, Methodology Remains the Same: Web Technology Use as Cosmetic Change in CFL Classrooms Olmanson, Justin; Liu, Xianquan; Wang, Nannan... In: Chinese Language Teaching Methodology and Technology (2019) BASE Show details 4 Professional Identity (Re)Construction of L2 Writing Scholars Kim, Soo Hyon; Saenkhum, Tanita In: L2 Journal, vol 11, iss 2 (2019) BASE Show details 5 TYPES OF ENGLISH WRITING ERRORS OF AN INDONESIAN EFL STUDENT ... Adi, Yosua Permata. - : Zenodo, 2019 BASE Show details 6 TYPES OF ENGLISH WRITING ERRORS OF AN INDONESIAN EFL STUDENT ... Adi, Yosua Permata. - : Zenodo, 2019 BASE Show details 7 TYPES OF ENGLISH WRITING ERRORS OF AN INDONESIAN EFL STUDENT ... Adi, Yosua Permata. - : Zenodo, 2019 BASE Show details 8 Learners as Writers: A Case Study of EFL Creative Writing Resources and Practices in Indonesia ... HENNY HERAWATI. - : Monash University, 2019 BASE Show details 9 The Effectiveness of Corpus-Aided Instruction Using Lexical Bundles to Improve Academic Writing in Instructed Second Language Acquisition: A Multimethod Research Design Park, Eun Jeong In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1556003595087828 (2019) BASE Show details 10 Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English Saternus, Julie A In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295 (2019) BASE Show details 11 Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course Jeon, Heon In: http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389 (2019) BASE Show details 12 Differences in Syntactic Complexity in the Writing of EL1 and ELL Civil Engineering Students Gustin, Santiago In: Dissertations and Theses (2019) Abstract: Traditional studies in syntactic complexity consider increased clausal complexity to be characteristic of development, proficiency and growth in written language production. However, this stereotypical view ignores two important facts. First, complexity differs by register (i.e. daily speech versus formal writing). Second, as the proficiency of writers increases, their complexity in formal writing changes from clausal complexity to phrasal complexity (i.e. lower-proficiency writers have more subordinate clauses whereas higher-proficiency writers tend to have more noun phrases). Therefore, in this study, I argue for the need to consider not just clausal complexity but also phrasal complexity measures when assessing development and performance in second language (L2) writing production. In addition, this study addresses two important gaps that remain understudied in the literature of syntactic complexity. First, there are few studies that analyze changes in syntactic complexity of first-language (L1) Spanish English Language Learners (ELL)'s writing. A few studies have analyzed writers' L1 background as an influential factor in complexity, but an important language such as Spanish has been ignored. Additionally, most studies focus on general academic writing (i.e. argumentative essays), but there are no studies that investigate syntactic complexity in other registers and English for Specific Purposes (ESP) areas. For instance, there are no studies in syntactic complexity that focus on civil engineering, which is an area where writing plays a vital role. Hence, this study intends to fill these gaps by looking at the syntactic complexity of civil engineering student writing, including Spanish L1 writers. The present study investigated syntactic complexity in the writing of English-as- their-first-language (EL1) and English-language-learner (ELL) civil engineering student writing. Taking a contrastive corpus-based approach, I used the L2 Syntactic Complexity Analyzer (L2SCA) to analyze measures of clausal and phrasal complexity. In particular, I used two measures of clausal complexity (clauses per sentence and dependent clauses per clause) and three measures of phrasal complexity (mean length of clause, coordinate phrases per clause, and complex nominals per clause). The analysis was focused on a total of 74 samples of student writing: 30 ELL low-level texts, 14 ELL high-level texts, and 30 EL1 texts. The quantitative analysis consisted of non-parametric statistical tests applied between groups (i.e. ELL-low vs ELL-high, ELL-low vs EL1, and ELL-high vs EL1). The statistical analysis indicated that the writing of both ELL student groups was significantly more clausally complex than the writing of EL1 students on both clausal complexity measures. No differences were found in phrasal complexity, and no developmental trends were found in relation to levels of proficiency among writers. All groups exhibited high levels of internal diversity and lack of within-group consistency. The pedagogical implications of this study include familiarizing ELL students with the characteristics of professional engineering writing as a way to break the stereotype that more clausally complex sentences entail more advanced and more proficient writing. ESP instructors should try to identify characteristics of the syntactic complexity particular to their field so that they can provide appropriate feedback to their students. Moreover, ESP programs with Spanish-speaking students should pay attention to clausal complexity as potential linguistic transfer from students' L1 into the writing production in the L2. Keyword: Civil engineering -- Specifications; Complexity (Linguistics); English language -- Writing; First and Second Language Acquisition; Grammar comparative and general -- Syntax; Linguistics; Second language acquisition; Syntax URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=6204&context=open_access_etds https://pdxscholar.library.pdx.edu/open_access_etds/5129 BASE Hide details 13 What's the 'Problem' Statement? An Investigation of Problem-based Writing in a First Year Engineering Program ... Velazquez, Ashley J. - : Purdue University Graduate School, 2019 BASE Show details 14 What's the 'Problem' Statement? An Investigation of Problem-based Writing in a First Year Engineering Program ... Velazquez, Ashley J. - : Purdue University Graduate School, 2019 BASE Show details 15 An Interview with APPLE Lecture Speaker Dr. Paul Kei Matsuda ... Beltran, Jorge Luis; Kim, Peter; Wang, Arthur Yuanheng. - : Columbia University, 2019 BASE Show details 16 PAIR INTERACTION IN SPANISH LANGUAGE CLASSROOMS THAT ENROLL HERITAGE AND L2 LEARNERS ... Unkn Unknown. - : Temple University. Libraries, 2019 BASE Show details 17 Competition Strategies during Writing in a Second Language: Age and Levels of Complexity Figueiredo In: Languages ; Volume 4 ; Issue 1 (2019) BASE Show details 18 The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study M. Luz Celaya In: Languages ; Volume 4 ; Issue 2 (2019) BASE Show details 19 Examining writing: research and practice in assessing second language writing Shaw, Stuart D.; Weir, Cyril J.. - : Cambridge University Press, 2019 BASE Show details 20 L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study Imai, Junko. - : University of Hawaiʻi at Mānoa, 2019 BASE Show details Page: 1 2

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