Dynamic development of complexity and accuracy : a case study in second language academic writing

This article reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these t...

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Bibliographic Details
Published in:Australian review of applied linguistics 2014-01, Vol.37 (2), p.75-100
Main Author: Rosmawati, R.
Format: Article
Language:English
Subjects:
Academic Discourse
Academic writing
Accuracy
Asians
Australia
Case Studies
Complexity
Difficulty Level
English (Second language)
English as a second language learning
Foreign Countries
Foreign Students
Graduate Students
International students
Japanese students
Longitudinal Studies
Second Language Learning
Second language writing
Statistical Analysis
System theory
Systems Approach
University students
Writing
Writing (Composition)
Writing improvement
Writing skills
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Summary:This article reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs or endeavoured to make long-term observations on the course of their development. Given that recent research in the field of Second Language Acquisition has moved towards a more holistic perspective on language learning and development there is a need to consider the potential dynamics of the longitudinal development of these constructs in L2 writing. This study addresses this issue by exploring the dynamic unfolding of complexity and accuracy development in the academic writing of an advanced L2 Japanese learner during her postgraduate study in Australia. The results suggested that both complexity and accuracy displayed the characteristics of a dynamic system and their development was highly variable, non-linear, and idiosyncratic. Their interaction, too, was dynamic and changed over time. The findings in this study confirm and substantiate the Dynamic Systems Theory (DST) proposition of L2 developmental dynamics, including the development of L2 academic writing. [Author abstract, ed]
ISSN:0155-0640
1833-7139
DOI:10.1075/aral.37.2.01ros