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CT is a variety of language learning methods developed based on the xu-argument.Itscommon feature is to provide incomplete(oral or written)discourse input,and use‘continuation’as a mediator to closely link language production with languageunderstanding,stimulating learners to unleash their imagination on the basis of fullyunderstanding the discourse,continuing the original ideas to complete the discoursecontent,and imitating language learning.(Wang,2019,p.3)

This section will introduce the development of CT and related research.

2.2 Linguistic Complexity

Linguistic complexity is an important criterion for measuring the languageproficiency of second language learners,which has attracted the attention of many linguists.Different linguists have provided different definitions and measurement standards forlinguistic complexity.In this section,the definition and measurement standards oflinguistic complexity will be summarized.The classification and measurement standards oflinguistic complexity used in this study will also be discussed.

2.2.1 Definition of Linguistic Complexity

Linguistic complexity is one of the most important indices for analyzing the quality ofEnglish writing and is an integral part of language proficiency.It is widely recognized as aconcentration of difficulty and variety in the vocabulary and syntax of the output language.

Improving linguistic complexity is not an easy task for second language learners,andit can be affected by many factors,including task type,native language transfer,taskcomplexity,linguistic background,and one’s own experience.It is necessary to study theeffects of these factors on learners’language complexity.

Chapter Three Methodology ...................... 26

3.1 Research Questions .................................. 26

3.2 Participants ............................... 26

3.3 Instruments ................................. 27 

Chapter Four Results and Discussion ........................... 32

4.1 The Lexical Complexity Alignment in CT ...................... 32

4.1.1 The Overall Lexical Complexity Alignment Effects ................. 32

4.1.2 The Lexical Complexity Alignment in UG ................................ 38 

Chapter Five Conclusion ....................... 68

5.1 Major Findings ........................... 68

5.2 Implications ........................... 69

5.3 Limitations and Suggestions ..................... 71

Chapter Four Results and Discussion

4.1 The Lexical Complexity Alignment in CT

The first research question explored to what extent there was an overall alignment inlexical complexity between the continuations and the pre-reading material,and how thedegree of alignment varied between the different proficiency level groups.In order toinvestigate this question,pre-reading material and 360 continuations were used in thisstudy to extract and analyze data using L2SCA and SPSS 26.0.This study explored thequestion from three main aspects:Lexical Density,Lexical Sophistication and LexicalVariation.

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