Available Online: 24 January 2021
Democritus University of Thrace, Greece (email@example.com)
Aristotle University of Thessaloniki, Greece (firstname.lastname@example.org)
The current study is a corpus-based study that investigates (a) written narrative productions of second language (L2) learners regarding aspects of both macrostructure and microstructure and (b) the effects of linguistic and contextual factors on the written narratives. Narratives are a useful tool since they depict children’s communicative, linguistic and cognitive abilities. Recent studies in L2 learners exhibited that both macrostructure and microstructure are linked with language proficiency, cognitive abilities and contextual factors (e.g. input and literacy practices). The present study examined macro- and microstructural aspects of 91 written narratives of L2 learners of Greek with Albanian origin by means of the Greek Learner Corpus. The results showed that language proficiency affects both macrostructure and microstructure. In addition, noun diversity correlated with literacy support in both languages and residence in the host country. The outcomes have further pedagogical implications and they also suggest that literacy should be supported in both languages in order to increase L2 learners’ linguistic abilities.
Keywords: second language learners; written narratives; macrostructure; microstructure; language proficiency; literacy; corpus-based study
Cite this article:
Dosi, I., & Douka, G. (2021). Effects of language proficiency and contextual factors on second language learners’ written narratives: A corpus-based study. International Journal of Research Studies in Education, 10(5), 1-18. https://doi.org/10.5861/ijrse.2021.5076