Abstract
<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>
Highlights
In recent years, English has become the dominant language of the academia as highly prestigious international journals tend to define their medium of publications as English
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
In the Turkish setting, Bal (2010) carried out a study on the English lexical bundles written by the Turkish scholars and found 99 lexical bundles in a one-million word corpus which is quite similar to the results of the current study
Summary
English language has already established its own academic discourse which “constructs the social roles and relationships which create academics and students and which sustain the universities, the disciplines, and the creation of knowledge itself” Non-native students and scholars have to learn the grammar, vocabulary and discourse conventions of English to have a voice in academia. Considering the strong relationship between vocabulary and writing (Coxhead, 1998; Schmitt, 2010), the researchers have been striving to create academic word lists since 1950s to help non-native students and researchers get familiar with the academic and technical vocabulary. Coxhead (1998, 2000) published two academic word lists www.ccsenet.org/elt
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