A Comparison of Syntactic Complexity between College English Textbooks and English Engineering Textbooks

DOI

10.2991/sohe-19.2019.63How to use a DOI?

Keywords

Textbook, Syntactic Complexity, Comprehensible Input Theory, Bilingual Instruction

Abstract

This paper reports on the comparison of syntactic complexity between College English textbooks and one of the English engineering textbooks, the marine diesel engine textbook. By Syntactic Complexity Analyzer (L2SCA), we obtain 14 measures from 5 dimensions. There are three findings: the analysis of the data shows no significant differences among the four volumes of college English textbooks, which is inconsistent with the difficulty level; 7 measures have significant differences in two types of textbooks; the length of production unit, coordinate phrases and complex nominals has positive correlation. With the explanation of Krashen’s Comprehensible Input Theory, the research provides references for a systematic design of the textbooks and a selection of bilingual instruction modes.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qingwen Chen
AU  - Xin Cheng
PY  - 2019/05
DA  - 2019/05
TI  - A Comparison of Syntactic Complexity between College English Textbooks and English Engineering Textbooks
BT  - Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019)
PB  - Atlantis Press
SP  - 366
EP  - 374
SN  - 2352-5398
UR  - https://doi.org/10.2991/sohe-19.2019.63
DO  - 10.2991/sohe-19.2019.63
ID  - Chen2019/05
ER  -