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Title: The Case of Adverbial Clauses in Children’s Writing: Syntactic Development Across Genres
Abstract: The use of corpus linguistic approaches enables the collection of comprehensive and statistically sound data regarding the development of children’s written language as they progress through their educational experiences. This data can examine how children’s written language changes over time. These kinds of particulars have the potential to affect educational policies and practices and serve as examples for the growth of written language. In order to accomplish this goal, the research that is now being conducted is centering its attention on subordination as the primary locus of syntactic complexity. In this study, using a corpus of 240 texts produced by children in England between the ages of 6 and 16 as part of their normal education, the frequency, internal complexity, and semantic purpose of the most prevalent kind of subordinate clause, the adverbial clause, are quantified. The adverbial clause is the subordinate clause that occurs the most frequently. Several shifts take place in the frequency of non-finite phrases and the length of sentences that are finite as one progresses from elementary school to secondary school. These shifts, when combined, give a complicated picture of developmental progression. It has been proven that these tendencies are significantly tied to changes in the fundamental functions of adverbial clauses, which are specific to each area and genre.
Keywords: writing development; syntactic development; syntactic complexity; learner corpus; corpus linguistics.
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Paper Quality: SCOPUS / Web of Science Level Research Paper
Subject: ELT – English Language Teaching
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