Contemporary Foreign Languages Studies >

2025 , Vol. 25 >Issue 2: 138 - 153

DOI: https://doi.org/10.3969/j.issn.1674-8921.2025.02.012

A Functional Perspective on Phrasal Complexity Development: Effects of Learner Backgrounds and Task Cognitive Conditions

  • WU Zhuochao ,
  • ZHENG Yongyan
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Online published: 2025-03-20

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Abstract

Phrasal complexity represents the advanced stage of learner language development. It is often regarded as an important dimension in the investigation of the effects of macro learner backgrounds and micro task-related variables on language production and related research has accumulated ample findings concerning the statistical distribution of linguistic indices. However, the joint effects of macro- and micro-level variables remain under-examined, and the interpretation of statistical patterns of the complexity indices lacks the support from linguistic theory. Therefore, this study explores the effects of learner backgrounds and task cognitive conditions on EFL learners’ oral phrasal complexity based on the International Corpus Network of Asian Learners of English (ICNALE) (500,000 words). This study establishes a path analysis model combining 5 fine-grained phrasal complexity indices, and investigates the interaction between learner backgrounds and task cognitive conditions (task readiness) through the lens of Halliday’s Systemic Functional Grammar. Results show that the macro-level learner backgrounds generated multi-dimensional effects on oral phrasal complexity while micro-level cognitive conditions interacted with age and affected the expression of interpersonal meaning. This research has converged the effects of macro and micro variables on oral production and provided a functional perspective on the development of learners’ phrasal complexity.

Key words： Phrasal Complexity; Form-function Mapping; Learner Backgrounds; Task Readiness

Cite this article

WU Zhuochao , ZHENG Yongyan . A Functional Perspective on Phrasal Complexity Development: Effects of Learner Backgrounds and Task Cognitive Conditions[J]. Contemporary Foreign Languages Studies, 2025 , 25(2) : 138 -153 . DOI: 10.3969/j.issn.1674-8921.2025.02.012

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