Linguistic complexity in second language acquisition
Open accessAbstract
Since the 1990s linguistic complexity has become an important issue in second language acquisition (SLA) research and teaching: second language (L2) learners want to know how well they are progressing, while teachers and researchers are interested to find out which grade of complexity can be associated with a particular proficiency level. After a short sketch of the background to the construct of complexity, the paper presents an overview of how complexity is measured in SLA, how it is related to other constructs of language proficiency (in particular accuracy and fluency), and by which factors complexity may be affected: these concern both internal linguistic factors and external factors, like task-related features and type of instruction. The paper concludes with directions for future research, focusing on the need for non-redundant, valid and reliable measures, more developmental measures, a broader scope of complexity, combined cross-linguistic and longitudinal research, and more research in instructional practice.
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When composing in their L2, writers frequently prioritize accuracy or communicative clarity at the expense of advanced syntactic elaboration.
“When composing in their L2, writers frequently prioritize accuracy or communicative clarity at the expense of advanced syntactic elaboration.”
From ARE AI DETECTORS FAIR TO EFL LEARNERS? A LIBRARY RESEARCH ON DETECTION BIAS AND ACADEMIC INTEGRITY (2026) · cites this paper as Kuiken, 2023
Section 4, “Interaction of complexity with other components” (page unavailable), reports that accuracy and syntactic complexity can compete, but says the evidence on trade-offs is mixed. Section 5.3, “External factors: type of instruction” (page unavailable), says teachers focused primarily on accuracy and comprehensibility. Neither passage establishes that L2 writers frequently prioritize those qualities at the expense of syntactic elaboration. (LLM, conf=0.85)
Experimental — accuracy not yet measuredThis trade-off often results in an overreliance on rigid clausal subordination and less structural flexibility rather than native-like phrasal compression.
“Rather than utilizing native-like phrasal compression, this trade-off often results in an overreliance on rigid clausal subordination and less structural flexibility”
From ARE AI DETECTORS FAIR TO EFL LEARNERS? A LIBRARY RESEARCH ON DETECTION BIAS AND ACADEMIC INTEGRITY (2026) · cites this paper as Kuiken, 2023
Section 3, “Measuring complexity in SLA” (page unavailable), reports that beginner and intermediate L2 learners may favor coordination and subordination, while phrasal complexity may be favored at advanced levels. But Section 4, “Interaction of complexity with other components” (page unavailable), describes mixed evidence for trade-off effects; it does not say a trade-off causes rigid clausal subordination or reduced structural flexibility. The paper also does not establish native-like phrasal compression as the general alternative. (LLM, conf=0.86)
Experimental — accuracy not yet measured
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- Authors
- Kuiken, F.
- Affiliations
- University of Amsterdam (NL)
- Corresponding author
- Kuiken, Folkert
- ORCID
- Kuiken, Folkert
- Venue
- Linguistics Vanguard
- Publisher
- Walter de Gruyter GmbH
- Published
- 2022-10-03
- Volume
- 9
- Issue
- s1
- Pages
- 83-93
- ISSN
- 2199-174X (ISSN-L)
- OpenAlex
- W4298204482
- Cited by
- 34
- References
- 57
- Citations by year
- 2026: 9 · 2025: 14 · 2024: 6 · 2023: 5
- FWCI
- 23.53
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Linguistics Vanguard (publishedVersion, cc-by)
- UvA-DARE (University of Amsterdam) (submittedVersion, cc-by)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- linguistic complexity, second language acquisition, complexity measures, language proficiency, accuracy, fluency, instructional practices, cross-linguistic research, longitudinal study, proficiency assessment
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