This article addresses Second Language (L2) writing development through an investigation of new grammatical and structural complexity metrics. We explore the paradigmatic production in learner English by linking language functions to specific grammatical paradigms. Using the EFCAMDAT as a gold standard and a corpus of French learners as an external test set, we employ a supervised learning framework to operationalise and evaluate seven microsystems. We show that learner levels are associated with the seven microsystems (MS). Using ordinal regression modelling for evaluation, the results show that all MS are significant but yield a low impact if taken individually. However, their influence is shown to be impactful if taken as a group. These microsystems and their measurement method suggest that it is possible to use them as part of broader-purpose CALL systems focused on proficiency assessment.

翻译：本文通过研究新的语法与结构复杂度度量指标，探讨第二语言（L2）写作能力的发展。我们将语言功能与特定语法范式相关联，以探究学习者英语中的范式产出特征。本研究以EFCAMDAT作为黄金标准，并以法语学习者语料库作为外部测试集，采用监督学习框架对七个微系统进行可操作化定义与评估。研究结果表明，学习者水平与这七个微系统（MS）存在关联。通过有序回归模型进行评估，结果显示所有微系统均具有统计显著性，但单独考量时影响程度较低。然而，若将其作为整体考量，则显示出显著影响力。这些微系统及其测量方法表明，它们可作为专注于水平评估的广义计算机辅助语言学习系统的组成部分。