本文是一篇英语语言学论文，本研究基于动态系统理论，采取定量和定性相结合的研究方法，探究中国英语学习者读后续写书面语复杂度、准确度、流利度的发展趋势及其交互关系。
Chapter One Introduction
1.1 Research Background
Dynamic Systems Theory (DST) was initially introduced to the field of applied linguistics by renowned American linguist Larsen-Freeman (1997). It regards language learning as a dynamic system, which has the characteristics such as complete interconnectedness, variability, self-organization, nonlinearity, and iteration (de Bot & Larsen-Freeman, 2011). In terms of research methodology, DST advocates the use of a time-tracking method, intensively collecting corpus data from learners, and visualizing and analyzing it to reveal the variation and dynamic development of learners’ second language (L2).
L2 development can be studied through diverse approaches, including oral or written modalities, and across various linguistic levels such as lexical, phonological, syntactic, semantic, and pragmatic aspects, considering a multitude of factors. It is not surprising that L2 writing has become a popular subject of DST research given the ease of gathering and evaluating vast databases of written examples, often with the aid of corpus tools. Furthermore, a wide range of frameworks from various theoretical and practical perspectives have been employed to study L2 writing. Among these frameworks, the Complexity, Accuracy, and Fluency (CAF) paradigm has shown a great fit with DST L2 writing research. This may be because Norris and Ortega (2009) demonstrated how these three constructs are related: CAF measures are not collinear and do not remain constant over time.
1.2 Research Objectives
The present study mainly has two objectives. The primary aim is to examine the development of writing performance among Chinese learners of English as a Foreign Language (EFL) and analyze the interactions between CAF indexes. The secondary objective is to investigate the factors that contribute to changes in writing performance. The research goals outlined are rooted in the deficiencies observed in current research. Numerous studies have explored the dynamic development of L2 writing based on DST, with little attention given to the development of writing performance in CWT from the perspective of DST. Additionally, existing writing CAF research primarily focuses on the development of a partial CAF system, with little has been done to examine all three properties of CAF (Zhu & Liu, 2021) and the interactions between different dimensions (Zhu, 2021). Furthermore, studies of CWT tend to utilize quantitative methods, with qualitative studies being less common (Zhu & Liu, 2021; Gui & Yang, 2023).
Therefore, the present study is designed to investigate the development of Chinese EFL learners’ writing performance, measured by seven indexes covering all three features of CAF in CWT over a year, and to explore how these different indexes interact with each other. Additionally, semi-structured interviews will be conducted based on the quantitative results to explore the factors influencing changes in writing performance, aiming to provide implications for the design of CWT and instructional practices. Specifically, the study will address the following questions: (1) How do Chinese EFL learners’ writing CAF in CWT develop? (2) How do Chinese EFL learners’ writing CAF in CWT interact? (3) What factors influence the development of written language among Chinese EFL learners? The first two research questions correspond to the first objective, while the last research question corresponds to the second one.
Chapter Two Literature Review
2.1 Dynamic Systems Theory
2.1.1 Introduction to DST
A dynamic system, originating from classical mechanics, refers to a system whose evolution follows predictable patterns. The advancement of modern control theory has expanded the application of dynamic systems to various domains beyond mechanics. It is primarily employed to characterize complex and nonlinear systems, elucidating th
