scholarly journals Lexical Bundles of L1 and L2 English Professional Scholars: A Contrastive Corpus-Driven Study on Applied Linguistics Research Articles

2020 ◽  
Vol 6 (4) ◽  
pp. 76-89
Author(s):  
Muchamad Sholakhuddin Al Fajri ◽  
Angkita Wasito Kirana ◽  
Celya Intan Kharisma Putri
Keyword(s):  
Academic Writing ◽  
Academic Discipline ◽  
Applied Linguistics ◽  
Lexical Bundles ◽  
English Writing ◽  
Functional Types ◽  
Frequent Use ◽  
L1 And L2 ◽  
Professional Writers ◽  
L1 English

The current study examined the structural and functional types of four-word lexical bundles in two different corpora of applied linguistics scientific articles written by L1 English and L1 Indonesian professional writers. The findings show that L2 writers employed a higher number of bundles than L1 writers, but L2 writers underused some of the most typical lexical bundles in L1 English writing. Structurally, unlike previous studies, this study reports the frequent use of prepositional phrase (PP) - based bundles in the articles of L2 writers. However, besides the high frequency of PP-based bundles, L2 authors also used a high number of verbal phrase-based bundles, suggesting that these L2 writers were still acquiring more native-like bundles. In terms of functional types, L2 writers employed fewer quantification bundles than their counterparts. This study has potential implications for teaching English for academic writing. Teachers need to raise their students’ awareness of the most frequently used lexical bundles in a specific academic discipline and pay attention to the discourse conventions of academic writing, helping L2 students transition from clausal to phrasal styles.

scholarly journals Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English

2021 ◽  
pp. 33-69
Author(s):  
Gabriela Brůhová ◽  
Kateřina Vašků
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Academic Journals ◽  
Lexical Bundles ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Novice Writers ◽  
L1 And L2 ◽  
Professional Writers ◽  
Shell Nouns

The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.

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.

Bridging boundaries across genre traditions

2017 ◽  
Vol 24 (3) ◽  
pp. 259-293
Author(s):  
Isaac Nuokyaa-Ire Mwinlaaru
Keyword(s):  
Identity Construction ◽  
Frequency Distribution ◽  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Research Articles ◽  
Lexical Bundles ◽  
Functional Linguistics ◽  
Research Article

Abstract This study explores the benefits of a synergy between ESP research on genre and theoretical dimensions of Systemic Functional Linguistics (SFL). It models genre on SFL dimensions and employs this model to analyse 200 biodata written by Applied Linguistics scholars, 100 each from research articles and seminar posters. Data were analysed from contextual, logico-semantic and lexicogrammatical perspectives. The findings reveal five generic stages in biodata. The frequency distribution of these stages and the phases that realise them shows variation between research article bios and seminar bios. The most frequent logico-semantic (or rhetorical) relations identified among stages and phases are of the expansion type, namely addition and elaboration, Further, collocational frameworks are used in organising some generic phases into waves of meaning and in construing different identities. Finally, evaluative resources, in the form of lexical bundles, modification and circumstantial elements in the clause, are employed by writers to boost their professional achievements and promote themselves. These findings contribute to theoretical discussions on genre and the scholarship on the interface between identity construction and academic writing, and also motivate further research.

Automatically Augmenting Academic Text for Language Learning

2018 ◽  
pp. 512-537
Author(s):  
Shaoqun Wu ◽  
Alannah Fitzgerald ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Contextual Information ◽  
British Library ◽  
Linguistic Features ◽  
Lexical Bundles ◽  
English Writing ◽  
Design Considerations

This chapter describes the automated FLAX language system (flax.nzdl.org) that extracts salient linguistic features from academic text and presents them in an interface designed for L2 students who are learning academic writing. Typical lexico-grammatical features of any word or phrase, collocations, and lexical bundles are automatically identified and extracted in a corpus; learners can explore them by searching and browsing, and inspect them along with contextual information. This chapter uses a single running example, the PhD abstracts corpus of 9.8 million words derived from the open access Electronic Theses Online Service (EThOS) at the British Library, but the approach is fully automated and can be applied to any collection of English writing. Implications for reusing open access publications for non-commercial educational and research purposes are presented for discussion. Design considerations for developing teaching and learning applications that focus on the rhetorical and lexico-grammatical patterns found in the abstract genre are also discussed.

scholarly journals A Comparative Study of Saudi and International Journals of Applied Linguistics: The Move–Bundle Connection Approach

2020 ◽  
Vol 6 (2) ◽  
pp. 9-30
Author(s):  
Basim Alamri
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Applied Linguistics ◽  
English For Academic Purposes ◽  
Research Articles ◽  
Writing For Publication ◽  
Lexical Bundles ◽  
Raising Awareness ◽  
Novice Writers ◽  
Rhetorical Structures

The present study implemented a genre-based approach to analyze the rhetorical structure of English language research articles (RAs): specifically, the Introduction-Methods-Results-Discussion-Conclusion (I-M-R-D-C) sections. Next, lexical bundles (LBs) associated with patterns of moves were identified by applying a corpus-driven approach. The study analyzed two corpora of 30 RAs purposely selected from 16 peer-reviewed journals of applied linguistics published in Saudi Arabia and internationally during the years of 2011-2016. First, a genre-based approach was used to identify the move structures of RAs through analyzing different RA sections by different models. Next, lexical bundles associated with each identified move in each IMRDC section were analyzed using a corpus-driven approach, based on structural and functional taxonomies. The study findings showed that both corpora share similarities and differences related to rhetorical structures and lexical bundles. These findings have pedagogical implications for novice writers, graduate students, and English for Academic Purposes (EAP) instruction, including raising awareness of rhetorical structures and LBs in academic writing for publication, which could help produce more successful publishable research articles.

Automated annotation of learner English

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Adriana Picoral ◽  
Shelley Staples ◽  
Randi Reppen
Keyword(s):  
Language Processing ◽  
Academic Writing ◽  
Gold Standard ◽  
Applied Linguistics ◽  
English Speakers ◽  
Automated Annotation ◽  
Linguistic Annotation ◽  
Argumentative Texts ◽  
L1 And L2 ◽  
Learner Language

Abstract This paper explores the use of natural language processing (NLP) tools and their utility for learner language analyses through a comparison of automatic linguistic annotation against a gold standard produced by humans. While there are a number of automated annotation tools for English currently available, little research is available on the accuracy of these tools when annotating learner data. We compare the performance of three linguistic annotation tools (a tagger and two parsers) on academic writing in English produced by learners (both L1 and L2 English speakers). We focus on lexico-grammatical patterns, including both phrasal and clausal features, since these are frequently investigated in applied linguistics studies. Our results report both precision and recall of annotation output for argumentative texts in English across four L1s: Arabic, Chinese, English, and Korean. We close with a discussion of the benefits and drawbacks of using automatic tools to annotate learner language.

scholarly journals A Learner Corpus of High-Stakes Placement Test Essays of Chinese Second Language Students Through a Corpus Analysis

2018 ◽  
Vol 4 (2) ◽  
pp. 56
Author(s):  
Eunjeong Park
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Second Language Learners ◽  
Placement Test ◽  
High Stakes ◽  
Authentic Texts ◽  
Lexical Bundles ◽  
Learner Corpus ◽  
Linguistic Resources ◽  
Frequent Use

Learner corpora—repositories of authentic texts produced by foreign/second language learners (Granger, 2009)—have widely been used in second language (L2) research due to authenticity and practical insight. This study involves a learner corpus of placement test essays to examine L2 students’ use of lexical bundles and explore their linguistic needs so that the learner corpus can be used as potential linguistic resources for L2 students with their perceived needs. 367 placement test essays from Chinese L2 students in a midwestern university were analyzed in the study. The results show the most frequent use of prepositional phrasal lexical bundles, less frequent use of discourse-organizing bundles, and frequent use of ‘I’ in stance bundles. This study revealed L2 students need to be aware of the use of discourse-organizing bundles for cohesion/logic in academic writing and implied the value of L2 students’ lexico-grammatical use as a resource and investment with pedagogical significance.

A role for lexical bundles in the implementation of Content and Language Integrated Learning programmes in Colombian universities

English Today ◽  
2013 ◽  
Vol 29 (2) ◽  
pp. 40-45 ◽  
Author(s):  
Sergio Torres Martínez
Keyword(s):  
Academic Writing ◽  
Academic Culture ◽  
Academic English ◽  
Seamless Integration ◽  
Lexical Bundles ◽  
Specific Subject ◽  
Language Courses ◽  
L1 And L2 ◽  
High Skill ◽  
Informal Approach

The production of content-appropriate discourse in academic English has proved a difficult task for learners in different disciplines in Colombian universities. There is plenty of blame to go around: among other problems, educators frequently point to the belief that language courses (isolated from university subjects) automatically promote linguistic skills transferable to a specific subject-language, the informal approach to subjects demanding high-skill communicative proficiency, the abuse of L1 informal register in both L1 and L2 academic writing and speaking; the idiosyncratic academic culture dominated by a blinkered return-of-investment thinking, and the lack of academic rigour leading to distinct increments in existing knowledge. In such a scenario, it becomes apparent that a practical, unambiguous approach is to be taken in order to facilitate the implementation of a more seamless integration of language and content in Colombian EAP classrooms.

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