syntactic complexity

Syntactic complexity has received much attention in English for academic purposes (EAP) research. However, it remains an ignored area of EAP research in the Philippines. This study cross-examined syntactic complexity in research articles (RAs) authored by Filipino researchers (FRs) in Communication, Curriculum and Instruction, and Psychology. Major findings revealed that attributive adjectives, nominal prepositional phrases, and noun premodifiers most dominantly co-occurred across disciplinary RAs. A significant difference exists between the three nominal pre- and postmodifiers and other compressed and implicit and elaborated and explicit syntactic features. As such, Filipino-authored disciplinary RAs are characterized by a compressed and implicit discourse style. Therefore, L2 academic research writing by FRs regardless of the disciplines is syntactically complex with the use of the three compressed and implicit phrasal features. It is likewise filled with very dense packaging of information by the three nominal phrases. The study has practical implications for academic research writing instruction, academic research journals, and professional development training.

In the field of second/foreign language learning, Journal Writing (JW) has been used as a tool for self-expression, acknowledged for its multiple benefits with regard to various aspects of language learning. With the advancements of technology, however, few studies have addressed the potentials of internet-based platforms such as blogs in the practice of JW. The present study, therefore, has attempted to juxtapose the traditional paper-and-pencil mode of JW with Blog JW to explore the potential impacts on L2 learners’ writing skill. To this end, four elements of accuracy, fluency, lexical, as well as syntactic complexity were examined in the participants’ writing samples through relevant measures. To analyze the data, (M)ANCOVAs and (M)ANOVAs were conducted, the results of which are summarized and presented. The general conclusion of the study was that, JW, in particular, in the form of blogging has the potential of enhancing the quality of language learners’ writing.

The purpose of this study was threefold: (1) to see the effect of literature-based activities on the emotional intelligence, lexical diversity and the syntactic complexity of EFL students’ written productions, based on Goleman’s framework (n=133), (2) to examine the relationship between emotional intelligence, lexical diversity and the syntactic complexity of EFL students’ written productions and (3) to investigate whether students in majors more exposed to literary texts depict more improvement in the lexical diversity and syntactic complexity of their written productions. (n=84). In the first phase of the study, the experimental group was given some literary works with highly emotional content. The results indicated that the experimental group scored higher on Emotional Intelligence (EI) test, lexical diversity but not on the syntactic complexity of their written productions compared with the control group. In the second phase of the study, the statistical analysis of the syntactic complexity and lexical diversity of the Literature and Translation students’ written productions revealed no significant difference of complexity but significant difference of lexical diversity of Literature majors’ productions; despite the fact that the mean indices of complexity of their written productions were higher than Translation majors. The results have some implications for teachers and practitioners in EFL context.