The present study is inspired by the often heard Chinese university level students’ complaint that they do not improve in English proficiency during their university courses. With a pre-post design, the study explores the potential gains in language development in free response data (writing samples) of three groups of L2 learners: a senior high school group and two university groups of different proficiency levels. Four writing samples, two collected at the beginning and two at the end of the students’ respective courses, were scored holistically on general proficiency and analytically on 47 complexity measures in a computerized tool (Synlex Analyzer). The holistic scores showed some improvement over time for the high school group, but not for the university groups. The analytical measures showed improvements in fairly different aspects of the written language for the three groups, suggesting that at different levels of proficiency different variables may develop. The highest level group actually regressed in almost all syntactic variables, but additional hand coded measures point to a subtle move toward a more academic style of writing with more non-finite constructions. The findings suggest that no single complexity measure is robust for all proficiency levels and that for the highest levels, other metrics tapping into inter-clausal complexity should be added.

The use of ‘chunks’ is not only a common and characteristic feature of first language use, but may also be a distinguishing factor between less and more proficient second language users. The present study aimed at investigating potential correlations between chunk use and holistically rated proficiency scores and development over time in advanced Chinese learners of English as a second language (L2) over the course of 18 months of English classes. Neither holistically rated proficiency scores nor common complexity measures had shown any progress in these learners, but a few lexically based measures did. Therefore, the development of chunks in these learners was examined as chunks are mostly lexical in nature and might show more subtle progress over time. The use of chunks was examined in the first and last two texts of the learners and, in line with previous research, it was found that more proficient writers use relatively more chunks, specifically collocations. Chunk coverage, the total number of chunk words divided by the total number of words, also correlated with some holistic proficiency scores, and increased significantly over time. Average chunk length did not show any correlation with proficiency scores nor did it increase over time. Increased proficiency in written texts is thus specifically related to the use of more chunks. This study shows that development in advanced Chinese L2 learners of English appears to be subtle, which might be due to the fact that at this advanced level mainly lexical changes take place. Future research into development over time in advanced learners may thus have to zoom in on lexical measures especially. Implications of this study point to the importance of promoting the use of target language chunks to advanced learners of English.

This study explored retrodictively differences in developmental patterns between a learner who makes some progress and one that does not. Their twelve successive writings were analyzed on holistically scored measures of complexity, accuracy, fluency, idiomaticity, and coherence (CAFIC) and on two analytical measures to operationalize syntactic and lexical complexity. Their developmental trajectories were explored with visual graphs (LOESS curves), Monte Carlo analyses, and correlational analyses. The stronger learner showed rather synchronous development in most measures and a significant jump in lexical complexity (operationalized as average word length), suggesting a level of coordination of subsystems and therefore automaticity of the system as a whole. The weaker learner, on the other hand, showed more competitive or random patterns in the measures.

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