A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language

Oct 15, 2026

A corpus-based study compares syntactic complexity between spoken and written learner language in Korean EFL undergraduates. Using large-scale data, it analyzes 224 monologues and 139 writings across 14 syntactic complexity indices and targeted grammatical factors. Findings show distinct modal preferences: writing more often includes finite complement clauses and relative clauses, while speaking more frequently uses because fragments independently and “and” sentence-initially. The study also relates overall patterns to prior work.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Research design and dataset

Syntactic complexity indices and grammar factors

Key findings across modes

Relation to prior studies

A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language Shinjae Park Sehan University Abstract Despite writing and speaking being related activities, their end-products are entirely different. However, previous studies have not shown consistency in terms of grammar use in these two modes. Accordingly, in the present study, I aim to define the syntactic characteristics in these two modes with large-scale data and organized research designs. This study examined 14 indices of syntactic complexity and specific grammar factors in 224 monologues and 139 writings of Korean EFL undergraduates. The results revealed that learners tended to use more finite complement clauses and relative clauses while writing but used becausefragments independently and ‘and’ sentence-initially more frequently while speaking. When compared with previous studies, the characteristics of syntactic complexity of Korean EFL learners, regardless of age, are defined by the use of coordination in speaking and the use of subordination in writing. Résumé L’écrit et l’oral sont desactivités clairement liées, mais le résultat final est tout à fait différent. Toutefois, des études antérieures n'ont pas montrées de cohérence dans l'utilisation de la grammaire dans les deux modes. Par conséquent, dans la présente étude, le but est de définir les caractéristiques syntaxiques des deux modes avec des données à grande échelle et des plans de recherche organisés. Cette étude a examiné 14 indices de complexité syntaxique et des facteurs grammaticaux spécifiques dans 224 monologues et 139 écrits d'étudiants coréens de premier cycle EFL. Les résultats ont révélé que les apprenants ont tendance à utiliser des clauses complémentaires limitées et des clauses relatives lorsqu'ils écrivent, mais qu'ils utilisent les fragments ‘parce que’ de manière indépendante et les fragments ‘et’ endébut de phrase plus fréquemment à l’oral. En comparaison des études précédentes, lescaractéristiques de la complexité syntaxique des apprenants coréens de l'EFL, quel que soit leur âge, sont définies par l'utilisation de la conjonction de coordination dans la parole à l’oral et de la conjonction de subordination par à l’écrit. Canadian Journal of Applied Linguistics: 25, 2 (2022) 47-70 CJAL * RCLA Park 48 A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language Syntactic complexity can be generally construed as the variety and degree of sophistication of the syntactic structures deployed in written production (Bulté & Housen, 2014; Lu, 2011; Ortega, 2003) and has been widely adopted as a reliable measure for second language (L2) writing proficiency. It is often used as an index of language proficiency and development status of L2 learners. Various studies have proposed and investigated measures of syntactic complexity, as well as examined whether it could serve as a reliable predictor of language proficiency. For instance, based on the holistic ratings of the essays from secondary-level writers of varying levels of proficiency, Martínez (2018) demonstrated a significant link between syntactic complexity and writing quality. Specifically, the author reported that the use of longer units on the clausal and sentential level was a strong indicator of high-quality writing; in contrast, the frequent use of simple sentences was found to be associated with lower writing quality. Similarly, previous research using syntactic complexity has focused mostly on written data (Barker et al., 2015; Myles, 2015) . On the other hand, the nature of the relationship between spoken and written language has been an interesting subject to linguists, psychologists, and educators for decades. Despite differences in focus, scholars agree that the end-product is entirely different: while speaking involves producing sounds, writing involves producing marks on a page. However, the same set of grammatical and lexical features seem to be accep

FAQs

What is the main goal of the study?

To define and compare syntactic characteristics of spoken versus written learner language using large-scale, organized research design.

How is syntactic complexity operationalized in this research?

By analyzing 14 indices of syntactic complexity and specific grammatical factors in learner-produced spoken monologues and written texts.

What differences are reported between writing and speaking?

Learners tend to use more finite complement clauses and relative clauses in writing, while speaking more often shows independent because fragments and sentence-initial “and”.

Oct 15, 2026

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