A comparative analysis of syntactic complexity in English academic texts by Chinese MTI trainee translators and native academic writers.

Abstract

This paper aims to investigate the differences in syntactic complexity between academic English translation by Chinese MTI trainee translators (TTAE) and academic English by native writers (NAE). The study is based on two self-built corpora and employs the L2 Syntactic Complexity Analyzer (L2SCA) to analyze syntactic complexity. The results show that the two groups of texts differ significantly in nine out of fourteen measures of syntactic complexity. The syntactic complexity of NAE is higher in the T-unit complexity ratio, Complex T-unit ratio, Dependent clause ratio, and Dependent clause per T-unit, while the syntactic complexity of TTAE is higher in Complex nominals per T-unit, Complex nominals per clause, Coordinate phrases per T-unit, Coordinate phrases per clause, and Mean length of clause. Compared with native writers who tend to use shorter clauses, more subordinate structures, and more complex T-units, Chinese MTI trainee translators produce longer clauses, coordinated structures, complex noun phrases, and relatively reduced syntactic dispersion. Those findings suggest a syntactic profile that favors phrasal elaboration over clausal elaboration, accompanied by relatively reduced syntactic complexity. The reasons for the differences are briefly discussed, revealing the influence of L2 language development, source -text effect, and translation strategies. This research provides insights for translation teaching and contributes to a better understanding of the syntactic characteristics of trainee translators' academic English.