非英语专业学生英语作文句法复杂性分析-外国语言学及应用语言学专业论文.docxVIP

中南民族大学硕士学位论文 中南民族大学硕士学位论文 iii iii of term. On the whole, students in higher terms were able to produce more Ss, T-units, DCs, and Cs and longer T-units, Cs, Ss, and EFTs. But none among LT, LC, LS, and LEFT could significantly discriminate between groups. The non-English majors were experiencing the transition from using compound sentences to using clauses. C/T was linearly increasing while increase of DC/C took the shape of waves. T/S decreased but was not decreasing linearly. EFT was significantly increasing from the first term to the later three terms. Change in EFT/T took the shape of waves but there was no significant difference between the later three terms. C/S witnessed a whole increase from the first term to the fourth term but failed to report significant difference between terms. SSs were used most often, CMSs and CSs less often, and CCSs least often. SSs were linearly decreasing but could not discriminate between groups significantly. Significant difference was found between the students in their use of CMSs and CSs. The developmental order, i.e. the transition from coordination to subordination also existed in non-English majors’ writing practice. DCs and OCs were increasingly used but no obvious variation was found between terms in terms of the use of DCs. ACs, OCs, and ATCs were frequently used while SCs, PCs, and APCs were seldom used. Syntactic complexity could mirror writing quality to some degree. C/T, DC, DC/C, EFT, EFT/T, AC, and SC were significantly relevant to writing scores while no significant correlation was found to exist between any of LC, LT, LCL, LEFT, and LS and writing quality. ATCs were not closely related to writing quality,either. SCs could significnatly discriminate the students in the fourth term and those in other three terms but failed to discriminate between low, intermediate, and advanced groups. OCs could significantly discriminate between low-level writers and the other two groups, the advanced writers and the other two gr