I Think We Should…

Abstract

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.