Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students

Abstract The study compared the syntactic complexity and use of logical connectors in summaries written French by two groups students: speakers as first language (L1) peers a French-immersion program (L2) from grade nine to university. Both L1 L2 university students demonstrated more general their than less mature writers. However, phrasal elaboration was apparent just at upper secondary levels with students. generally tend overuse causal while underusing additive adversative author’s source text. Yet both employ significantly post-secondary level. only difference observed between writers diversity connector words used summary, former group using richer, diverse vocabulary. Several measures for succinctness differentiated early latter condensing text Correlation analysis suggested that many are inextricably linked.