Abstract
This paper presents the possibility of applying a list of lexical bundles that have been singled out as the most common or typical in the texts of native English speakers. These bundles belong to biotechnical research articles and this study reveals how lists of pedagogically useful lexical bundles could be transferred to teaching materials intended for non-native speakers who aim to master their writing skills for the purpose of writing research papers in English in the field of biotechnology. Lexical bundles occurring in all subcorpora of biotechnical articles, i.e. the subcorpora of forestry, landscape architecture, ecological engineering and wood processing point to those groups of lexical bundles whose proper use should first be adopted by the authors of biotechnical articles, while the results of their classification and further analyses provide materials for exercises which aim to teach their use. In this way, our research responds to the invitation of the study Chen and Baker (2010), which urges pedagogues and publishers to use more results of automated corpus research in teaching.
Highlights
The comparison of the use of lexical bundles, as combinations of words that have a statistical tendency to co-occur, in four biotechnical disciplines, forestry, landscape architecture, wood processing and ecological engineering is a response to the suggestion of Nattinger and DeCarrico (1992) Lewis (1997), Willis (2003) and other authors, that the attention of researchers in the field of academic writing and ESP should be more focused on lexical bundles
Lexical bundles behave in a different way, and it is important for professionals who attend an English language course for academic purposes to recognize this as a starting point for learning the specific language used in their professional writing
The above exercises show that it is possible to use findings of the CoBNEA corpus research in teaching materials intended for the classes of English for academic purposes
Summary
The comparison of the use of lexical bundles, as combinations of words that have a statistical tendency to co-occur, in four biotechnical disciplines, forestry, landscape architecture, wood processing and ecological engineering is a response to the suggestion of Nattinger and DeCarrico (1992) Lewis (1997), Willis (2003) and other authors, that the attention of researchers in the field of academic writing and ESP should be more focused on lexical bundles. Lexical bundles behave in a different way, and it is important for professionals who attend an English language course for academic purposes to recognize this as a starting point for learning the specific language used in their professional writing. It is very important that lists of lexical bundles that identify productive bundles are produced based on texts from genres and domains that students and researchers need for specific reading and writing. The findings of C o rtes (2004) have shown that those who master English writing skills may often encounter these bundles while reading academic texts, exposure only to frequently used lexical bundles does not lead to their adoption. Other studies have dealt with the ways to incorporate formulas into English language teaching programs for academic purposes (S i mps o n -V l ach and Ellis , 2010; Fox and T i gc helaar, 2015). Hyland (2008a) and C o r te s (2004) conclude in their studies that the development and application of exercises that draw attention to lexical bundles, as well as productive exercises that encourage learners to use them, can help them to introduce these formulaic units composed of several words into their writing
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