SYNTACTIC COMPLEXITY IN INTERMEDIATE ENGLISH TEXTBOOK 1: A STUDY OF SENTENCE STRUCTURE AND CEFR COMPLIANCE

Abstract

This paper explores the syntactic complexity of Intermediate English Textbook 1, a textbook used as a core subject at the intermediate level of learners of the English language in Pakistan, and the purpose of the study is to assess whether the text satisfies the Common European Framework of Reference to Languages (CEFR). The study utilized a corpus-based quantitative design, as it compared sentence- and clause-level structures, types of phrases, and distributions of tenses/aspects in the two halves of the textbook. The Mean Length of Sentence (MLS), Mean Length of Clause (MLC) and Clauses per Sentence (C/S) were calculated with the L2 Syntactic Complexity Analyzer and compared with reference values of CEFR B1-B2. Findings showed that the general syntactic picture fits the B1-B2 proficiency band - the even distribution of clauses and moderate subordination, however, the syntactic complexity development across units is not extensive. The text is structurally sufficient with no developmental escalation, which is what the recent scholarship terms as the absence of developmental complexity. According to the qualitative interpretation, a lack of gradation in the clause embedding, phrase elaboration, and perfect forms and conditional forms limits the progress of learners to CEFR-B2 autonomy. The paper ends with a conclusion that ELT materials used in Pakistan need to be organized in terms of syntactic advancement and empirically based evaluation indices to make sure that they are in line with international proficiency standards. Pedagogical implications involve the redesign of textbooks with syntactic scaffolding levels which are graded, text genres diversification and incorporation of C1-level structures to promote structural fluency and communicative sophistication of learners.