Abstract
This study attempts to shed light on how a teacher’s instruction and guidance can cast aside writing inhibitions and bring about remarkable changes in the writing ability of advanced EFL students through the collaborative construction of extended chunks of language with the aim of enhancing lexical density and complexity and consequently injecting into learners a sense of satisfaction with their work. The sample included 40 TOEFL students selected out of 75 TOEFL students on the basis of their scores on a TOEFL test. The participants were randomly assigned into two groups-the control group and experimental group. After 20 instructional sessions both groups were assigned five writing tasks. The results reveal that the participants in experimental group outperformed their counterparts in control group. Overall, it is concluded that pre-teaching extended prefabricated lexical bundles can be a useful means of helping advanced students to improve their writing quality.
Highlights
This study attempts to shed light on how a teacher’s instruction and guidance can cast aside writing inhibitions and bring about remarkable changes in the writing ability of advanced EFL students through the collaborative construction of extended chunks of language with the aim of enhancing lexical density and complexity and injecting into learners a sense of satisfaction with their work
Regarding the relationship between lexical bundles and linguistic production fluency, Chambers (1998) and Wood (2001, 2004), commented that lexical bundles and formulaic language units place in the hands of second language learners the opportunity to increase their speech speed by building sentences and increasing the length of their speech
The data obtained from the PBT TOEFL test and composition tests were analyzed by means of the statistical package for social sciences version 16 (SPSS, 16)
Summary
This study attempts to shed light on how a teacher’s instruction and guidance can cast aside writing inhibitions and bring about remarkable changes in the writing ability of advanced EFL students through the collaborative construction of extended chunks of language with the aim of enhancing lexical density and complexity and injecting into learners a sense of satisfaction with their work. Chunks, bundles or extended collocations, these multi-word expressions, the mastery of which is an indispensible prerequisite for fluent linguistic production, help to shape meaning in specific contexts and contribute to our sense of coherence in a text (Hyland, 2008b). What is more, it shifts the focus away from individual words to language structure of the discourse directing attention to the selection of units of language and the production of the selected units
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