Unlocking the Secrets of Noun Modification in L2 English Writing: A Corpus-Based Investigation

The Impact of Proficiency on Noun Modifier Use

Imagine a language learner embarking on their English-speaking journey. At first, their sentences might be simple, using basic adjectives like "big house" or "red car." But as their proficiency grows, their language blossoms, incorporating richer descriptions like "the imposing Victorian house on the hill" or "the sleek, cherry-red sports car." This study delves into this fascinating evolution of noun modification in L2 learners.

Our research, using the EFCAMDAT corpus, a vast collection of learner writing, shows a clear link between proficiency and the complexity of noun phrases. Learners at all levels confidently use attributive adjectives (e.g., "beautiful flower"), but the more complex structures, such as "-ed" clauses (e.g., "the flower planted by my mother") and infinitive clauses (e.g., "the flower to admire"), remain tricky even for advanced learners. This suggests a hierarchical development where simpler modifications are mastered first, paving the way for more elaborate structures.

The Surprising Role of First Language Background

Does a learner's native language dictate their English learning journey? While early-stage learners sometimes show traces of their L1 in how they modify nouns, these differences fade as proficiency grows. Our findings suggest that advanced learners, regardless of their native language, converge towards similar noun modification patterns. This challenges the traditional view of L1 as a dominant force in second language acquisition.

Instead, proficiency emerges as the key driver. As learners improve, their language use becomes more aligned with standard English norms, regardless of their L1. This suggests that language instruction should focus on fostering overall proficiency, rather than getting bogged down in L1-specific challenges.

The Evolution of Modification Strategies: From Simple to Sophisticated

The way learners modify nouns tells a story of growth and development. Early on, they rely heavily on basic premodifiers like "big" or "small." But as they progress, they begin to weave in more intricate postmodifiers, like prepositional phrases ("the house on the hill") and relative clauses ("the car that I bought"). This shift reflects a natural evolution towards richer, more nuanced language.

The study also confirms the persistent challenge of complex postmodifiers, even for advanced learners. While they begin to experiment with "-ing" and infinitive clauses, these structures still require focused attention and practice.

Methodological Considerations and Future Directions

Our study, using a Bayesian approach, offers valuable insights, but also acknowledges limitations. The accuracy of automated extraction from learner writing, the potential influence of prior assumptions in Bayesian analysis, and the limitations of the CEFR proficiency framework are all important considerations. Future research should address these limitations by refining extraction tools, exploring alternative statistical methods, and considering a broader range of proficiency measures.

Implications for Language Teaching

Our findings have significant implications for language educators. They highlight the need for explicit and continued instruction in complex noun phrases, adapting teaching strategies to match learner proficiency. The focus should shift from L1-specific challenges to universal aspects of grammatical development, fostering overall proficiency as the key to unlocking sophisticated language use.

"Proficiency level, not native language, emerges as the driving force behind the development of complex grammar in second language learners." - This study