Linguistic Variation in L2 Writing and Learner Translation: A Corpus-Based Multidimensional Analysis

This study examines the linguistic features of L2 (second language) writing and L2 learner translation among Chinese learners, employing Biber’s (1988) multi-dimensional analysis framework. The analysis is based on two corpora: 53 texts from the International Corpus of English - Hong Kong (ICE-HK) representing L2 writing, and 53 translated texts from the Parallel Learner Translation Corpus (PLTC), which were self-compiled for this study. Both corpora encompass six written genres—academic writing, popular writing, reportage, instructional writing, persuasive writing, and creative writing. Dimension scores were calculated for each text and compared between the two corpora using Wilcoxon signed-rank tests. Although both corpora primarily align with the “general narrative exposition” genre, significant differences
were observed in Dimensions 1 (Involved vs. Informational Discourse), 4 (Overt Expression of Persuasion), and 6 (Online Informational Elaboration). Specifically, ICE-HK exhibited significantly lower scores on these dimensions compared to PLTC, indicating that L2 writing is more informational, less persuasive, and shows reduced online informational elaboration than L2 translations. These findings highlight the distinct constraints and production processes inherent to L2 writing versus L2 translation, offering valuable insights into the linguistic variation between these two modes of L2 production and informing practices in second language writing instruction and translation training.