More Complex Constrained Language? An Investigation on Nominal Complexity in Constrained Spoken English Varieties of ESL, EFL, and Interpreted English

ABSTRACT While previous research has established nominal complexity as a key indicator of grammatical complexity, its multi‐dimensional manifestation in constrained varieties remains underexplored. This study investigates the distribution of complex nominal structures in constrained spoken English varieties, specifically English as a Second Language (ESL), English as a Foreign Language (EFL), and Interpreted English, compared to non‐constrained, L1 English. Drawing on data from the International Corpus Network of Asian Learners of English (ICNALE) and a self‐compiled corpus of interpreted English, this study examines various structural types of noun modification in constrained English varieties and explores how language proficiency and task topic influence patterns of nominal complexity. Results indicate a general tendency across constrained varieties to favor phrasal over clausal noun modification, suggesting a potential impact of limited exposure to diverse registers and modalities of English. Interestingly, while language proficiency level does not significantly affect the distribution of complex nominal structures, task topic emerges as a significant factor influencing their deployment, highlighting the role of communicative contexts in shaping grammatical choices. By shedding light on language production within the constraints of bilingual activation, this study contributes valuable insights to theories of second language acquisition and informs pedagogical approaches in ESL/EFL and interpreter training.

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Publication Details

Journal
International Journal of Applied Linguistics
Published
2025-03-11
DOI
https://doi.org/10.1111/ijal.12725
Primary Topic
Multilingual Education and Policy
Type
article
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article

More Complex Constrained Language? An Investigation on Nominal Complexity in Constrained Spoken English Varieties of ESL, EFL, and Interpreted English

Dechao Li, J Chen, Yao Yao
International Journal of Applied Linguistics
Multilingual Education and Policy
article

More Complex Constrained Language? An Investigation on Nominal Complexity in Constrained Spoken English Varieties of ESL, EFL, and Interpreted English

Dechao Li, J Chen, Yao Yao
article en

Abstract

ABSTRACT While previous research has established nominal complexity as a key indicator of grammatical complexity, its multi‐dimensional manifestation in constrained varieties remains underexplored. This study investigates the distribution of complex nominal structures in constrained spoken English varieties, specifically English as a Second Language (ESL), English as a Foreign Language (EFL), and Interpreted English, compared to non‐constrained, L1 English. Drawing on data from the International Corpus Network of Asian Learners of English (ICNALE) and a self‐compiled corpus of interpreted English, this study examines various structural types of noun modification in constrained English varieties and explores how language proficiency and task topic influence patterns of nominal complexity. Results indicate a general tendency across constrained varieties to favor phrasal over clausal noun modification, suggesting a potential impact of limited exposure to diverse registers and modalities of English. Interestingly, while language proficiency level does not significantly affect the distribution of complex nominal structures, task topic emerges as a significant factor influencing their deployment, highlighting the role of communicative contexts in shaping grammatical choices. By shedding light on language production within the constraints of bilingual activation, this study contributes valuable insights to theories of second language acquisition and informs pedagogical approaches in ESL/EFL and interpreter training.

International Journal of Applied LinguisticsVol. 35(3)
Hong Kong Polytechnic University (HK), China Agricultural University (CN), Xi'an Jiaotong University (CN)
Quality Education
Openalex Percentile: Top 95%
Multilingual Education and Policy
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