The study investigated the development of
lexical diversity and syntactic complexity, two key indicators
of writing quality, in Chinese second language (L2)
writing. The Guiraud Index and T-unit length were used to
measure lexical and syntactic growth through a cross-sectional
design. Seven hundred and sixty-five narrative
essays were collected from grade 3–6 students in Singapore’s
primary schools. Statistical analyses showed a
general upward trend in lexical and syntactic development
over the 4 years. In line with a dynamic account, the lexical
and syntactic components grew in a non-linear and
non-parallel manner with both progress and regress during
the process. Furthermore, a trade-off was found between
more varied word use and longer sentences in the data,
though it faded with grade level. While L2 subsystems
tended to compete with each other at earlier stages of
language learning, their interactions changed over time.
Moreover, variations were observed not only across grade
levels but also between learner groups at the same stage of
learning. By extending a dynamic approach to writing
development at early stages of Chinese learning, the study
informs theory regarding the dynamics of L2 growth and
has significant implications for the teaching of Chinese
writing in the Singapore context.

EB00000002200K

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• An Exploratory Study on Singaporean Primary School Students’ Development in Chinese Writing