This study has explored the syntactic complexity features of English learners at the B1 Common European Framework of Reference (CEFR) (CoE, 2001) level from both Pakistan and Finland. The learners in question were taught English as a Foreign Language (EFL) using different pedagogical methods. This study took into account various factors including the learners' proficiency level, age, and grade, as well as variations in their native language. To assess the impact of the learners' native language and pedagogical methods on syntactic complexity features, twelfth grade EFL students from Upper-Secondary schools in both nations were given identical instructions and time limits to complete an English academic essay on the same topic. The study utilized L2 syntactic complexity analyzer (L2SCA) to extract fourteen syntactic complexity features, and Mann-Whitney U Tests were used to analyze the differences in the syntactic complexity features between the two groups. The study has revealed significant differences between Finnish and Pakistani EFL learners due to variations in their native language and the effects of pedagogical methods on syntactic complexity features. The implications of this study extend to language testing and assessment, the CEFR framework, and pedagogy in both Finland and Pakistan.

中文翻译：

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芬兰和巴基斯坦 B1 级英语学习者在议论文中观察到的句法复杂性特征的变化是否完全归因于他们的 L1？

本研究探讨了巴基斯坦和芬兰 B1 欧洲共同参考框架 (CEFR)（CoE，2001）水平的英语学习者的句法复杂性特征。这些学习者使用不同的教学方法接受英语作为外语（EFL）的教学。这项研究考虑了各种因素，包括学习者的熟练程度、年龄和年级以及母语的差异。为了评估学习者的母语和教学方法对句法复杂性特征的影响，两国高中十二年级英语学生接受了相同的指示和时间限制，以完成同一主题的英语学术论文。该研究利用L2句法复杂性分析器（L2SCA）提取14个句法复杂性特征，并使用Mann-Whitney U Tests分析两组句法复杂性特征的差异。该研究揭示了芬兰和巴基斯坦英语学习者之间由于母语差异以及教学方法对句法复杂性特征的影响而存在显着差异。这项研究的影响延伸到芬兰和巴基斯坦的语言测试和评估、CEFR 框架以及教育学。