Syntactic Complexity Measures and Their Relationship to L2 Proficiency: A Research Synthesis of College-Level L2 Writing.

By L. Ortega. 2003

1,007 citations recorded by the source corpus.

Subfields: Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d4ca338656301c7dffe6f20475a34b621335bc15

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In Literature and Literary Theory

Citations in the corpus

Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics (2018, background): “Ortega (2003) also reviewed 27 studies on grammatical complexity and found that no measure was used as pervasively as mean length of T-unit (MLTU) and clause per T-unit (C/TU).”
The Development of Second Language Writing Complexity in Groups and Individuals: A Longitudinal Learner Corpus Study (2012, background): “This overall increase may not seem large; however, Ortega (2003) has shown that an increase for a similar measure (clauses/T‐unit) is usually significant at a 0.”
Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? (2014, positive): “However, the mean length of T-units is a frequently used measure of complexity (see review of studies in Ortega, 2003) and thus it enabled us to compare our findings with those of other studies.”
Measuring Syntactic Complexity in L2 Writing Using Fine‐Grained Clausal and Phrasal Indices (2018, methodology): “SCA includes 14 indices of syntactic complexity drawn from Wolfe–Quintero et al. (1998) and Ortega (2003), among others.”
Discourse Characteristics of Writing and Speaking Task Types on the "TOEFL iBT"® Test: A Lexico-Grammatical Analysis. "TOEFL iBT"® Research Report. TOEFL iBT-19. Research Report. RR-13-04. (2013, background): “This expectation underlies much of the grammatical research on language development and writing development (e.g., see the summaries of research in Wolfe-Quintero et al., 1998; Ortega, 2003).”
Automatic analysis of syntactic complexity in second language writing (2010, methodology): “For example, among the twenty-five second or foreign language development studies reviewed in Ortega (2003), four studies examined four to five different measures, and the rest examined one to three measures only. In addition, the number of language samples analyzed in all of the twenty-one cross-se”
A Longitudinal Analysis of the Effects of One Year Abroad (2012, background): “It must be indicated that W/T has sometimes been assumed to measure grammar complexity more than fluency (Norris & Ortega, 2009; Ortega, 2003).”
Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? (2009, background): “However, these measures are still in use (Cragg & Nation, 2006; Nippold et al., 2005; Ortega, 2003 ) in part because they provide a relatively easy way to examine syntactic development.”
Different topics, different discourse: Relationships among writing topic, measures of syntactic complexity, and judgments of writing quality (2015, background): “However, as Ortega (2003) points out, many early second language (L2) studies in this area suffer from problems of small sample sizes and homogeneity of learner proficiency, often yielding conflicting findings.”