在第一语言和官方语言非英语的挪威，汉语二语者的语言能力如何发展，这是值得深入研究的问题。复杂度（Complexity）、准确度（Accuracy）和流利度（Fluency）是对语言能力进行定量分析的重要角度，其中句法复杂度的研究是相对薄弱的。挪威高中生在国家汉语考试时可使用电子词典，词汇使用的正确率也较高，句法复杂度相对而言更能体现挪威高中生的汉语语言能力，故本研究重点关注初级汉语水平挪威高中生书面语句法复杂度的发展。 本研究从动态系统理论的视角出发，综合考虑已有研究成果中不同效度的指标、汉语自身的句法特点以及语料的实际情况，最终从“数量”、“多样性”和“精细性”三个维度选定了T单位字数、T单位句法成分种类数、T单位短语种类数、T单位句法层次数、T单位小句数、T单位分句数六个指标作为本研究计算句法复杂度的指标，通过指标对4位初级汉语水平挪威高中生6个月的书面语语料进行分析，细致描写其句法复杂度的动态发展情况。研究结果显示，虽然六个指标中只有T单位小句数的发展轨迹表现出明显的波动上升趋势，但我们可以从六个指标的动态发展过程看到学习者语言表现中句法成分种类和短语结构类型逐渐增加，句子内部层次性不断发展。发展前期和中期句法复杂度三个维度的交互关系均保持正相关，发展后期数量维度与多样性维度、多样性维度与精细性维度的交互关系呈现负相关，该变化体现了在6个月观测期内，学习者句法建构的横向延伸能力发展到一定程度后，其通过嵌套方式组织语句的纵向拓展能力逐渐增强。 与成人英语母语者相比，挪威高中生汉语书面语句法复杂度的发展表现出如下特点：T单位分句数指标因书面语和口语的差异在量化方面占据优势，其余各指标发展速度相对较慢，发展幅度相对较小，指标内部多样性发展也较慢。小句的使用及课堂上学习过的转折、因果、顺承关联词的使用对挪威高中生而言比较容易。挪威高中生汉语习得的难点为：（1）实现句法建构纵向拓展和横向延伸的均衡发展；（2）实现句法成分类型和短语结构类型多样性的稳定发展；（3）实现逻辑关系类型多样化发展。针对上述习得难点，本研究提出了一些具体的教学建议。

In Norway, where the first language and the official language are not English, how to develop the language ability of the Chinese second language is an issue worthy of further study. Complexity, Accuracy, and Fluency are important perspectives for quantitative analysis of language proficiency, and the study of syntactic complexity is relatively weak. Norwegian high school students can use electronic dictionaries in the Chinese national examination, and the correct rate of vocabulary use is also high. So the syntactic complexity is relatively more representative of the Chinese language ability of Norwegian high school students. Therefore, this study focuses on the development of Chinese written language’s syntactic complexity of Norwegian high school students with primary Chinese proficiency. From the perspective of dynamic system theory, this study comprehensively considers the indicators of different validity in existing research results, the syntactic features of Chinese itself and the actual situation of corpus, finally we decide to select indicators from the quantity, diversity and fineness Dimensions. To be specific, the indicators include: number of words, number of syntactic components per T-Unit, number of phrase structure types per T-Unit, number of syntactic layers per T-Unit, number of clauses per T-Unit and number of clauses per T-Unit. Corpus of 4 Norwegian high school students is analyzed to describe the dynamic development of syntactic complexity. The results show that although only the development trajectory of T-unit clauses in the six indicators shows a clear fluctuation trend, we can see the syntactic component types and phrase structure in the learner's language performance from the dynamic development process of the six indicators. The types are gradually increasing, and the internal hierarchy of sentences is constantly developing. The interactions between the three dimensions of the pre-development and mid-term syntactic complexity are positively correlated. The interaction between the quantitative dimension and the diversity dimension, diversity dimension and fineness dimension is negatively correlated. The change reflects the 6-month observation period. After the horizontal extension ability of the learner's syntactic construction develops to a certain extent, its ability to vertically expand the organization of sentences through nesting is gradually enhanced. Compared with the English native speakers who learn Chinese in China，the development of the syntactic complexity of Norwegian high school students shows the following characteristics: the number of clauses per T-Unit has an advantage in quantification due to the difference between the written language and the spoken language, and the other indicators develop relatively slowly. The development rate is relatively small, and the internal diversity of indicators is also developing slowly. The use of clauses and the use of transitional related words, causal related words, and related words in the text are relatively easy for Norwegian high school students.The difficulties in learning Chinese in high school in Norway are: (1) Achieving balanced development of syntactic construction and horizontal extension; (2) Achieving stable development of syntactic component types and phrase structure types; (3) Achieving diverse logical relationships Development. For the difficulties, this study proposes specific teaching suggestions.