A Corpus-based Lexical Bundle Analysis of Native and Non-native Writing

2017 ◽  
Vol null (44) ◽  
pp. 245-262
Author(s):  
하명호
Keyword(s):  
Lexical Bundle

Exploring lexical bundles in low proficiency level L2 learners’ English writing: an ETS corpus study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mo Li ◽  
Xiaotian Zhang ◽  
Barry Lee Reynolds
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Language Competence ◽  
Important Indicator ◽  
Language Background ◽  
Lexical Bundles ◽  
English Writing ◽  
Foreign Language Learners ◽  
Frequent Use ◽  
Lexical Bundle

Abstract The use of formulaic language in written discourse is an important indicator of language competence. Nonetheless, the features of lexical bundles used by lower proficiency English as a Foreign Language learners have received little attention. The present study addressed this gap by employing a corpus-based method to investigate the quantity, function, and quality of four-word lexical bundles produced by low proficiency L2 English writers with 11 different L1 backgrounds in response to a timed English writing assessment. The investigation was specifically anchored on the data extracted from 1,330 essays using Wordsmith 7.0. Results of the investigation showed (1) an over dependence on writing topic related bundles; (2) an Indo-European L1 language background positively influencing lexical bundle production; (3) an overuse of stance expressions and discourse organizers at the expense of referential expression usage; (4) L1 Japanese, Korean, and Telugu writers producing more accurate lexical bundles and L1 German writers producing fewer accurate lexical bundles; and (5) the frequent use of lexical bundles not leading to highly accurate and appropriate use of lexical bundles. The implications of these results were discussed in connection with foreign language education.

Vague language in Hong Kong English, ‘Something like that’

English Today ◽  
2019 ◽  
pp. 1-13
Author(s):  
Patrice Quammie–Wallen
Keyword(s):  
Hong Kong ◽  
Computational Analysis ◽  
Language Variety ◽  
Naturally Occurring ◽  
N Gram ◽  
Lexical Bundle ◽  
Vague Language ◽  
Hong Kong English

The computational analysis of corpora, a body of ‘naturally occurring language texts chosen to characterize a state of variety of a language’ (Sinclair, 1991: 171) provided the opportunity to reveal otherwise unobservable features and patterns across varieties, registers and languages. One such language feature is a ‘lexical bundle’ otherwise known as an n-gram. Vague terms in any language variety can often present themselves in the form of not just individual words (e.g. things, plenty, scores, stuff) but as a group of words that tend to co-occur: a lexical bundle (e.g. loads of, stuff like that, and so on, or what have you). In this paper, the function in Hong Kong English (HKE) of the vague n-gram ‘something like that’ will be explored via corpus methodology to account for its observed hyper-usage in Hong Kong society.

I Think We Should…

2019 ◽  
Vol 1 (2) ◽  
pp. 65-80
Author(s):  
Hengbin Yan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Proficiency ◽  
Lexical Bundles ◽  
Second Language Development ◽  
Native Speech ◽  
Functional Distribution ◽  
Areas Of Interest ◽  
Lexical Bundle

High-frequency recurrent word combinations known as lexical bundles are an essential component in the second language development. However, existing research on second language lexical bundle use has focused on writing proficiency, while oral proficiency has not received adequate attention. This study adopts a corpus-driven approach to the investigation of the speech of second language learners, comparing lexical bundle use across proficiency levels in several areas of interest including frequency, functional distribution and bundle fixedness. Results show that low-proficiency students tend to use significantly more context-dependent bundles than high-proficiency students, but do not differ in overall lexical bundle use. The patterning of lexical bundle use in non-native speech exhibits features that are typical in the register of classroom teaching. Additionally, the frequency and functional distributions of non-native speech share many similarities with those of non-native writing. Implications of the author's findings are discussed in relation to previous studies.

Effects of Teaching Lexical Bundles on EFL Students’ Abstract Genre Academic Writing Skills Improvement: Corpus-Based Research Design

2021 ◽  
Vol 5 (1) ◽  
pp. 585
Author(s):  
Amare Tesfie Birhan
Keyword(s):  
Computer Science ◽  
Research Design ◽  
Academic Writing ◽  
Writing Skills ◽  
Lexical Bundles ◽  
Efl Students ◽  
Genre Writing ◽  
Lexical Bundle ◽  
Informed Instruction ◽  
Positive Effect

Lexical bundles are two or more string of words that co-occur frequently in a corpus. Hence, this corpus-based research design study examines the effects of lexical bundles on English as a foreign language learner’s abstract genre academic writing skills, and it also investigates students’ perception towards lexical bundles instruction to enhance their academic writing skills. Hence, frequent lexical bundles were selected from 70 computer science articles. These articles were selected from 7 journals that were published in reputable, indexed, and through representative criteria. Accordingly, sixteen frequent lexical bundles were selected through corpus analysis software (Laurence Anthony’s Antconc software) for the purpose of classroom instruction. The bundles are intended to help computer science students to develop their abstract genre academic writing skills. Students have instructed their academic writing through corpus informed instruction for two months, and the data were gathered through pre and post-tests and questionnaire. The findings indicated that lexical bundles have a positive effect on students’ academic writing skills, particularly abstract genre writing. Besides, the students have a positive perception of the lexical bundle and the instruction to enhance their academic writing skills. Finally, this research calls attention to discipline-oriented lexical bundles since they are crucial for academic writing. 

scholarly journals A Comparative Analysis of Lexical Bundles Used by Native and Non-native Scholars

2016 ◽  
Vol 9 (6) ◽  
pp. 176 ◽  
Author(s):  
Fatih Gungor ◽  
Hacer Hande Uysal
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Research Articles ◽  
Lexical Knowledge ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
L1 And L2

<p>In the recent years, globalization prepared a ground for English to be the lingua franca of the academia. Thus, most highly prestigious international journals have defined their medium of publications as English. However, even advanced language learners have difficulties in writing their research articles due to the lack of appropriate lexical knowledge and discourse conventions of academia. Considering the fact that the underuse, overuse and misuse of formulaic sequences or lexical bundles are often characterized with non-native writers of English, lexical bundle studies have recently been on the top of the agenda of corpus studies. Although the related literature has represented specific genres or disciplines, no study has scrutinized lexical bundles in the research articles that are written in the educational sciences. Therefore, the current study compared the structural and functional characteristics of the lexical-bundle use in L1 and L2 research articles in English. The results revealed the deviation of the usages of lexical bundles by the non-native speakers of English from the native speaker norms. Furthermore, the results indicated the overuse of clausal or verb-phrase based lexical bundles in the research articles of Turkish scholars while their native counterparts used noun and prepositional phrase-based lexical bundles more than clausal bundles.</p>

scholarly journals Hard or Soft Science? Conceptualizing Educational Technology through a Lexical Bundle Analytical Approach

2017 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Chih-Wei Kuo
Keyword(s):  
Educational Technology ◽  
Conceptual Understanding ◽  
Academic Writing ◽  
Language Use ◽  
Educational Technology Research ◽  
Research Articles ◽  
Analysis Tool ◽  
Grammatical Structure ◽  
Lexical Bundles ◽  
Lexical Bundle

An ongoing discussion on the disciplinary nature of educational technology has been taking place for years. Some view this discipline from the perspective of instructional design and implementation, whereas others conceptualize it from the perspective of media, tool, and system. This study examined educational technology from the perspective of language use by empirically investigating a special sequence of words, referred to as lexical bundles, in educational technology research articles. It aims to capture the distinctive nature of educational technology as soft technology and examine possible associations of educational technology with relevant disciplines. Employing a text analysis tool of AntConc 3.4.3, the researcher compiled a corpus encompassing 323 research articles from six journals with approximately 2.1 million words to identify lexical bundles. All identified bundles were analyzed and further compared with past relevant studies based on the number of different bundles, the content of bundles, and the grammatical structure of bundles. It was found that educational technology as an inter-discipline resembles much more soft science fields in terms of the content and structural categories of bundles. This study not only contributes to a better conceptual understanding of the nature of educational technology but offers a pedagogically beneficial bundle list for informing academic writing instruction in this field.

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