Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency
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Gui Bao
Abstract
Phrasal complexity in L2 production has highlighted overall noun phrase use, with its categorization rarely considered. To this end, this study explores how task type (story retelling and topic-based monologue) and EFL proficiency (low, middle, high) affect 101 intermediate EFL learners’ phrasal complexity in oral performance. Phrases were categorized into five types (noun, verb, adjective, prepositional, and adverb phrases), measured by frequency, length, and embedding. Results indicate independent but non-interactive effects of task type and EFL proficiency on each measure of phrasal complexity. Regarding frequency- and embedding-based measures, task type impacted all categories of phrase use except for noun phrase use. For length-based measures, however, task type influenced noun, verb and adverb phrase uses. EFL proficiency affected frequency- and embedding-based measures for verb and prepositional phrase uses, as well as length-based measures for adverb phrase use. Both frequency- and length-based measures are recommended to fully understand phrasal complexity in L2 production and their implications for L2 learning and development.
Funding source: the Humanities and Social Science Foundation of the Ministry of Education of the People's Republic of China
Award Identifier / Grant number: 24YJA740002
Funding source: Social Science Foundation of Jiangsu Province
Award Identifier / Grant number: 23YYB008
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Research funding: This work was supported by the Humanities and Social Science Foundation of the Ministry of Education of the People’s Republic of China (24YJA740002) and Social Science Foundation of Jiangsu Province (23YYB008).
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