A Corpus-based Comparison of Syntactic Complexity Measures as Indices of Advanced English Text Comprehension in EAP Textbooks and Academic Research Papers

Subject Areas : Research in English Language Pedagogy

Peyman Nasrabady ¹ , Hooshang Khoshsima ² , Amir Mohammadian ³ , Nahid Yarahmadzehi ⁴

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Received: 2024-12-31 Accepted : 2025-02-07 Published : 2025-05-31

Keywords: EAP/ESP Textbooks, Corpus, Reading Texts, Research Papers, Syntactic Complexity ,

Abstract :

This study investigates the syntactic complexity of reading comprehension texts in English for Academic Purposes (EAP) textbooks and academic research papers. By comparing these two text types, the research aims to identify the challenges EAP learners may face in transitioning from simplified instructional materials to complex scholarly texts. A corpus-based approach was employed to analyze the syntactic parameters of 30 EAP textbook passages and 30 research paper discussion sections across three disciplines (Psychology, Accounting, and Pharmacy). The L2SCA tool was used to assess 14 syntactic measures, including sentence length, clause complexity, and lexical density. The findings reveal significant differences in syntactic complexity between EAP textbooks and academic research papers. EAP textbooks generally exhibit simpler syntactic structures, shorter sentences, and a lower structural density compared to scholarly articles. These disparities may hinder EAP learners' ability to comprehend and effectively engage with academic research. The study's results emphasize the need for more discipline-specific EAP materials and tailored language instruction to address the unique syntactic challenges encountered in academic reading. By understanding the syntactic complexities of scholarly texts, educators can better prepare learners for the demands of academic discourse.

 

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