Lexical bundles in learner and expert academic writing

Gil, Noelia Navarro; Martínez, Elena

doi:10.5565/rev/jtl3.794

Cited by 6 publications

(5 citation statements)

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“…It showed that the lexical bundles created utilization of two coherence elements like reference and transition indications. Gil and Caro (2019) studied the utilization of lexical bundles in a learner corpus of undergraduate dissertations produced in English by Spanish L1 learners in linguistics and medicine, and contrasted it with issued papers in the similar fields. By concentrating on the introduction and conclusion parts, they recognized the most common 3-, 4-and 5-word bundles in the corpora, to later examine their kinds, structures, and functions.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Native and Non-Native Authors' Use of Lexical Bundles in the Literature of ELT Articles Discussion Section

Shahrokhi Shahraki,

Astaraki

2024

IJLER

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Lexical bundles in ELT articles are considered as the bases of coherent contexts. In line with some previous studies, the present article aimed to compare native and nonnative ELT articles in terms of four-word lexical bundles. In so doing, a corpus including 200 ELT articles were chosen from 12 academic journals. First, all lexical bundles were identified and classified structurally and functionally based on Biber et al. (1999) taxonomy and Hyland (2008a, 2008b functional category of lexical bundles in academic text respectively. To analyze the corpora, Antconc software (version 3.3.2), proposed by Anthony (2012), was used. The results revealed that authors of both corpora made use of various types of four-word lexical bundles; however, there were significant differences between native and nonnative articles in terms of their use of four-word lexical bundles; Iranian authors used theses lexical bundles almost twice more than native authors. In terms of functions, it was found that text-oriented bundles were the most frequent lexical combinations used by native and nonnative authors. Considering the results and previous studies, it is inferred that employing different lexical bundles to show the significant parts of academic research articles can help to effective information delivery in academic writing.

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Section: Literature Reviewmentioning

confidence: 99%

Investigating Native and Non-Native Authors' Use of Lexical Bundles in the Literature of ELT Articles Discussion Section

Shahrokhi Shahraki,

Astaraki

2024

IJLER

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“…Another group of studies in the field explored the possible similarities and differences on the use of lexical bundles among native and non-native writers. The findings revealed that there are differences among the two groups of writers in the employment of these features (Amirian, Ketab & Eshaghi, 2013;Gil & Caro, 2019). Chen and Baker (2010) studied bundles used in English essays written by English-speaking native expert, English-speaking native nonexpert and non-native Chinese-speaking novice writers structurally and functionally.…”

Section: Literature Reviewmentioning

confidence: 99%

A comparative study of lexical bundles in linguistics and biology Ph.D. dissertations

Ahmed,

Ariannejad

2024

RR. TAL

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Lexical bundles are considered as one of the main rhetorical features in academic genres. The appropriate use of these features adds to the coherence and naturalness of the texts. Recently, genre analysis studies tend to investigate the similarities and differences across different academic disciplines and the effects of the first language of writers on the employment of these linguistic features. There are limited studies, however, in the field with a mere focus on the use of lexical bundles in PhD dissertations and the similarities and differences on the employment of these features among native and non-native English writers. In this regard, the current study, following a comparative corpus-based approach, investigated the use of lexical bundles in English PhD dissertations written by native English-speaking and nonnative Kurdish-speaking writers across the two disciplines of biology and linguistics. All the compiled dissertations were selected from the ones published between 2010 to 2020 in British universities to keep the compiled corpora comparable. In the next phase, the distribution, linguistic structures, and functions of bundles used in introduction and literature review sections of the compiled dissertations were analyzed using WordSmith 6th edition concordancing software. The analysis provides a list of the most frequently used lexical bundles in each scientific field and among the two groups of writers. The structural analysis showed that noun phrases and prepositional phrases were the most frequently used bundles between both groups of writers and of disciplines. It was also found that passive structures were commonly used in biology dissertations. The functional analysis revealed that non-native Kurdish writers tended to use more research-oriented and text-oriented bundles in comparison with their native counterparts. It was suggested that the rhetorical differences and similarities between the two groups of writers and the disciplines could be attributed to the experience or proficiency levels of writers and the conventions, knowledge construction principles and research approaches of each academic discourse community. Pedagogically speaking, it is discussed that teaching discursive features and including language teaching tasks drawn from authentic texts such as text analysis tasks, focused tasks, extended writing tasks enable EAP learners to learn how to employ these linguistic features effectively to improve the flow of information, coherence and fluency in their academic texts.

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“…By grasping the meanings of words, students can express themselves beyond their current level of proficiency and expand their vocabulary knowledge. Secondly, although lexical bundles exhibit intricate and incomplete structural patterns, they serve as vital building blocks of typical discourse (Conrad & Biber, 2005;Gil & Caro, 2019). While linguists may not recognize them intuitively, they fulfill an essential function.…”

Section: Research Papersmentioning

confidence: 99%

“…Lexical bundles are essentially fragments embedded within phrases or clauses (Salazar, 2014). Despite their incomplete nature, there exists a strong grammatical correlation among lexical bundles, leading to the development of a taxonomy that classifies them into various primary structural categories (Biber et al, 1999;Gil & Caro, 2019). Biber et al (1999) categorized the structural framework into twelve classifications.…”

Section: Structural Classification Of Lexical Bundlesmentioning

confidence: 99%

Lexical Bundles in Indonesian EFL Textbooks: A Corpus Analysis

Ardi

Oktafiani

Widianingtyas

et al. 2023

JLE

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Background. Lexical bundles in textbooks are of paramount importance in foreign language learning. They provide a framework for new vocabulary acquisition and help to build fluency. Despite many studies on lexical bundles, investigations into their usage in EFL textbooks in the Indonesian context are still rare. Purpose. This corpus-based study examines the patterns and structural classifications of lexical bundles in EFL course textbooks for Indonesian senior high school students. As such, it could yield ready-made chunks of English which could be incorporated into students’ spoken and written communication. Method. The AntConc software version 3.5.9 was used to extract lexical bundles from five Indonesian Senior High School English textbooks. These books were endorsed by the government to be used across the country. The corpus revealed that the textbooks had 54,009 lexical bundles. In addition, the bundles were categorized into patterns and structural classifications based on Biber et al. (1999). Results. The results showed the patterns included three-word lexical bundles with 32,527 occurrences, four-word with 11,620, five-word with 6,073, and six-word with 3,789. Furthermore, eleven structural classifications of lexical bundles were found in the textbooks: “noun phrase + of phrase fragment” with 173 occurrences; “noun phrase + other post modifier fragment” with 44; “other noun phrases fragment” with 157; “prepositional phrase + of” with 13; “other prepositional phrases” with 243; “anticipatory it + verb phrase/adjective phrase” with 13; “passive verb + prepositional phrase” with 19; “copula be + noun phrase/ adjective phrase” with 30; “(verb phrase +) that- clause” with 59; and “(verb/adjective +) to- clause” with 239. Conclusion. Three-word lexical bundles were the most frequent in the senior high English textbooks. High frequency implies repetition of the bundles. Also, the other prepositional phrase fragment was the most frequent structural classification. Short bundles may have been intended to help students to retain vocabulary and recall the bundles in the usage. This study, therefore, provides valuable insights into the most common groups of words used in the Indonesian EFL textbooks. Pedagogically speaking, repeated bundles in English textbooks can familiarize EFL students with the patterns, and they can use them in spoken and written communication.

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Lexical bundles in learner and expert academic writing

Cited by 6 publications

References 24 publications

Investigating Native and Non-Native Authors' Use of Lexical Bundles in the Literature of ELT Articles Discussion Section

Investigating Native and Non-Native Authors' Use of Lexical Bundles in the Literature of ELT Articles Discussion Section

A comparative study of lexical bundles in linguistics and biology Ph.D. dissertations

Lexical Bundles in Indonesian EFL Textbooks: A Corpus Analysis

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