Analysis Of Lexical Bundles Research Articles

To what extent do L2 learners produce genre-appropriate language? A comparative analysis of lexical bundles in argumentative essays and speeches

L2 English learners are often reported to incorporate features of spoken language into their academic writing, blurring the lines between written and spoken genres. However, previous corpus-based studies have predominantly focused on L2 writing, leaving L2 speaking relatively unexplored. It is thus unclear whether learners lack genre awareness – as previously claimed – or if they indeed attempt to differentiate their language across genres, but lack ability to do so. This study explores lexical bundles in academic L2 English in parallel corpora of written and spoken data produced by the same learners, with the same prompts pertaining to argumentation. The findings show that learners employ phrasal/referential bundles, typical of academic prose, significantly more in their essays than in their speeches, where clausal and stance-expressing bundles are more prevalent. Notably, the students were found to employ identical bundles differently in argumentative essays and argumentative speeches produced in response to the same prompts. This finding implies that learners may have a better understanding of how to use formulaic language in both spoken and written genres than previously believed, suggesting that they are aware of genre distinctions, although other factors related to mode (e.g., the cognitive demands of speaking vs. writing) are likely to be involved as well. Furthermore, in comparison with previous findings on L1 bundles, these findings hint at the possibility of argumentative genre conventions unique to L2 learners, in which, broadly, L2 argumentative speech resembles an L1 conversational genre, while L2 argumentative essays seem to navigate a middle path between conversational and academic prose conventions.

The Use of Lexical Bundles in English Language Academic Writing among University Learners: A Systematic Literature Review

Lexical bundles have been widely studied in English academic writing, but not as extensive in university learners’ academic writing. This study conducted a systematic review of the literature on lexical bundles in academic writing among university learners from 2017 to 2022 to describe the directions of and limitations of recent studies on how lexical bundles influence the fluency and coherence of academic writing among university learners. The review relied on two major databases, Scopus and Web of Science, and adhered to the PRISMA 2020 guidelines. The study analyzed 28 articles them based on three content-based themes: the research context, the research contents, and the research objectives. Recent research on lexical bundles in academic writing among university students 1) lacks an in-depth analysis of specific functions, such as text-oriented bundles, which predominate and play an important coherence role in more advanced academic writing; 2) addressing the analysis of lexical bundles solely through a phraseological lens fails to account for their genre-specific characteristics. It is crucial to merge insights from both genre and phraseology for a thorough analysis; 3) comparing the academic writing of native English-speaking learners, that of university learners in East Asia and the Middle East are unevenly distributed and limited in scope. There is limited research on academic writing at higher academic levels, university learners in Southeast Asia, and cross-regional comparative studies.

Comparative Analysis of Lexical Bundles in Dissertation Abstracts: Insights for Teaching Academic English to Chinese Students

Lexical bundle research in academic abstracts has predominantly focused on research articles, with less attention given to dissertation abstracts. This is particularly relevant for Chinese graduate students who are required to provide English abstracts in their dissertations. Addressing this gap, the study compared the structural and functional distribution of lexical bundles in dissertation abstracts by linguistics students from China and the United States to inform academic instruction. Two corpora, the Chinese University Student Collection and the American University Student Collection, each with 700 abstracts, were compiled and analyzed. The findings showed that Chinese students proportionally used more noun phrase (NP) and prepositional phrase (PP)-based lexical bundles, but fewer verb phrase (VP)-based ones, compared to their American counterparts. Additionally, they used a higher proportion of research- and participant-oriented bundles, but fewer text-oriented bundles. These differences highlight distinct structural and functional preferences in lexical bundle usage between the two student groups. This study underscores the importance of adapting instructional strategies to address these differences, enhancing English academic writing skills of Chinese graduate students by acknowledging the diverse linguistic approaches of international student populations.

An Analysis of Lexical Bundles in Research Articles: Examples from Natural and Social Sciences

This present research investigates the use of lexical bundles in research articles across different disciplinary areas: natural science and social science. The results showed that there are some differences in the use of lexical bundles between disciplines in the term of frequency, structures, and functions. We found that the frequency of lexical bundles can vary between natural science and social science RA. For example, the lexical bundle "in the learning process" is more common in natural science, while the lexical bundle "on the other hand" is more common in social science. Based on the structural forms, the most common structural form of lexical bundles in natural science RA is verb-based. While the most common structural form of lexical bundles in social science RA is prepositional-based. The contradiction suggests that in terms of structure, there are differences between natural and social science RA writing styles, how the authors establish arguments, and also present results. Meanwhile from the functional classifications, we can conclude that both types of RA have the same order in terms of the frequency of the functional use, with research-oriented bundles being the most frequent. The findings can be used to improve the readability of research articles in one discipline, as well as to help researchers learn the conventions of writing in one discipline.

Structural analysis of lexical bundles in graduate students' research paper abstracts

Lexical bundles, as a recurrent sequence of words, are an important component of both spoken and written academic corpora, used both by professional academics and student writers in order to contribute to better structural organization, efficient communication, and well-established credibility. These expressions are formulaic and highly frequent, with rather clear discourse function and communicative purpose. The most frequently used structures of lexical bundles include NP-based, VP-based, and clause-based bundles. The aim of the paper is to explore the lexical bundles on a learner corpus of 448 abstracts written by non-native English speakers in English during their Masters studies. Structural analysis is performed in order to observe which structures students prefer and utilize while writing abstracts. The corpus was subdivided into two sub-corpora, depending on whether graduate students received any formal instruction on academic writing before publishing their abstracts, to explore whether instructions influence the use of lexical bundles with novice writers. The results offer the most common structures of lexical bundles that graduate students use, as well as the analysis of the types and diversity of lexical bundles used based on whether or not students had academic writing instructions.

Analysis of Lexical Bundles in Academic Writing among Expert Writer and Student Writer

Analysis of Lexical Bundles in Academic Writing among Expert Writer and Student Writer

A Corpus-Driven Analysis of Lexical Bundles in Medical Research Articles with a View to Evaluating Editing Effects

A Corpus-Driven Analysis of Lexical Bundles in Medical Research Articles with a View to Evaluating Editing Effects

A Corpus-Based Analysis of Lexical Bundles in Non-Native Post Graduate Academic Writing and a Potential L1 Influence

A Corpus-Based Analysis of Lexical Bundles in Non-Native Post Graduate Academic Writing and a Potential L1 Influence

COMPARISON OF LEXICAL BUNDLES IN DISSERTATIONS CATEGORIZED BASED ON ACADEMIC DISCIPLINES

The present study aims to compare PhD dissertations, written by Turkish postgraduate students learning English as a foreign language, categorized based on the academic disciplines, in terms of the use of 4-word lexical bundles. To retrieve recurrent lexical bundles and to make their structural and functional analysis, various disciplines are grouped under two separate groups based on the academic fields such as hard and soft sciences. Also, English-major and non-English-major disciplines are compared to each other to see the variation in use of lexical bundles across disciplines. The findings reveal that ELT dissertations, representative of English-major disciplines, have three and four times as many lexical bundles as the dissertations written in the academic fields of soft and hard sciences, respectively. However, the academic fields produce almost the same number of lexical bundle types, suggesting that soft and hard sciences do not show variation in use of 4-word lexical bundles. With regard to the structural analysis of lexical bundles, it is found that lexical bundles most frequently appear in the syntactic categories of noun phrases and prepositional phrases. As for the functional distribution of lexical bundles, the findings indicate that the vast number of lexical bundles in each group function to be referential expressions

A Contrastive Interlanguage Analysis of Lexical Bundles in English as a Foreign Language Writing: L1 Chinese, Japanese, and Korean

Correct and register-appropriate use of frequently recurrent word sequences (e.g., lexical bundles) plays an important role in proficient linguistic output. However, second language (L2) writers’ use of these multiword items is still insufficiently understood, particularly in relation to the influence of first language (L1) background. This exploratory study analyzed a learner corpus of 420 argumentative essays to determine how lexical bundles were used by L2 English academic writers from 3 L1 backgrounds (Chinese, Korean, Japanese) to identify intra-group tendencies and intergroup production differences. A contrastive interlanguage approach identified unique tendencies related to functional categories and individual lexical bundles for each L1 group. Findings include relative overuse of text-oriented bundles by L1 Chinese writers, overuse of participant-oriented bundles by L1 Japanese writers, and a general tendency to underuse of lexical bundle types and tokens by L1 Korean writers of L2 English. Methodological and pedagogical implications of these findings are discussed. Lexical bundles(単語連鎖)のように高頻度で使用される語の連続を、適切に、正しいレジスターで用いることは、熟練した言語の産出に不可欠である。しかし、第二言語学習者によるその使用の実態は、特に母語の影響との関連では十分に理解されていない。本研究では、420の学術的文章からなるコーパスの分析を通して、母語背景(中国語、韓国語、日本語)をもつ英語の第二言語学習者によるlexical bundlesの使用を調べ、母語集団内の傾向や集団間でのその産出の違いを明らかにする。対照中間言語分析によって、談話機能や個別のlexical bundlesに関して、各母語集団独自の傾向があることがわかった。研究の成果として、中国語母語の書き手がテキスト志向のbundlesを、日本語母語の書き手が参与者志向のbundlesを、それぞれ比較的多用する傾向があることや、一般に韓国語母語の書き手にはlexical bundlesのタイプやトークンの使用頻度が低い傾向がみられることを示す。これらの方法論的・教授法的含意についても論じる。

A functional analysis of lexical bundles in the discussion sections of applied linguistics research articles: A cross-paradigm study

Lexical bundles, as “building blocks of discourse” (Biber Barbieri 2007: 263), vary across disciplines and genres. Mastery of lexical bundles signals professionalism and helps identify writers and speakers as members of specific discourse communities. Despite the contribution of lexical bundle research to our understanding of disciplinary variation, the constraints placed by the genre conventions of quantitative, qualitative, and mixed-methods approaches to research writing on the use of lexical bundles remain under-researched (Le Harrington 2015). This study aims to explore the extent to which quantitative, qualitative, and mixed methods research articles are similar or different with respect to the frequency and functional patterns of their lexical bundles. Towards answering this question, however tentatively, the present exploratory study reports on the extent to which lexical bundles function similarly or differently in the discussion sections of quantitative, qualitative, and mixed-methods research articles in the field of applied linguistics. A corpus-based analysis of discussion sections in 150 research articles culled from ten highly rated international journals in the field of applied linguistics suggest that at the level of discussion sections, different methodological paradigms are characterized by different functional uses of lexical bundles. These lexical bundles are sufficiently formulaic that it can be argued that they constrain writers’ language preferences. These findings may be of interest to applied linguists, second language educators and advanced learners of academic English.

Lexical Bundles in Native English Speakers' and Thai Writers' Dissertations

The purposes of this corpus-driven study were to compare the use of four-word lexical bundles between native English and Thai dissertation writings. Two language corpora, roughly 1,000,000 words apiece, were gathered from dissertations in the field of English Language Teaching written by both groups of writers. Each corpus was subdivided into three sub-corpora, namely, the Introduction, the Methodology, and the Results and Discussions sub-corpora. Two frameworks employed for the structural and functional analysis of the four-word lexical bundles were Salazar's (2011) adaptations of Biber et al.’s (1999) and Hyland’s (2008a). The analysis of lexical bundles was performed using concordance software AntConc . The results showed that Thai writers overused lexical bundles in comparison with that of English speaking writers in each part of the dissertations, especially in the Results and Discussion section, which could result from institutional factors such as expectation and practice of Thai universities that expect Thai Ph.D. students to be more critical of the findings and to offer more implication. The structural analysis revealed the overuse of verb-structured lexical bundles throughout the three sub-corpora of Thai writers, which was likely to stem from the non-native speaker's failure to employ noun- and preposition-structured lexical bundles effectively. The proportion of functions of lexical bundles in each section of dissertations written by both groups of writers shared a relatively similar trend, indicating that English speakers and Thai writers conformed to the same convention of dissertation writing.

Corpus-assisted analysis of legitimation strategies in government social media communication

When governments introduce controversial policies that many citizens disapprove of, officeholders increasingly use discursive legitimation strategies in their public communication to ward off blame. In this paper, we contribute to the study of blame avoidance in government social media communication by exploring how corpus-assisted discourse analysis helps to identify three types of common legitimations: self-defensive appeals to (1) personal authority of policymakers, (2) impersonal authority of rules or documents and (3) goals or effects of policies. We use a specialised corpus of tweets by the Brexit department of the British government (42,618 words) which we analyse both qualitatively and quantitatively. We demonstrate how the analysis of lexical bundles that characterise each type of legitimation might provide a new avenue for identifying the presence, characteristics and uses of these legitimations in larger datasets.

Analysis of Lexical Bundles in Published writing: Education and geology: A Corpus- Based Study

Analysis of Lexical Bundles in Published writing: Education and geology: A Corpus- Based Study

Functional Analysis of Lexical Bundles and Rhetorical Moves of L1 and L2 Research Article Abstracts in Applied Linguistics

Functional Analysis of Lexical Bundles and Rhetorical Moves of L1 and L2 Research Article Abstracts in Applied Linguistics

A Corpus-Based Analysis of Lexical Bundles between English L1 and L2 Writers in Medical Journal Abstracts : Focusing on Structures and Functions

A Corpus-Based Analysis of Lexical Bundles between English L1 and L2 Writers in Medical Journal Abstracts : Focusing on Structures and Functions

A Corpus-based Analysis of Lexical Bundles in Reading Texts of Secondary School English Textbooks

A Corpus-based Analysis of Lexical Bundles in Reading Texts of Secondary School English Textbooks

Retaliated With Tariffs on: A Corpus Analysis of Lexical Bundles in TED Talks and BBC News on Global Business Issues

Retaliated With Tariffs on: A Corpus Analysis of Lexical Bundles in TED Talks and BBC News on Global Business Issues

관광학술지 영문초록 코퍼스의 어휘다발에 관한 연구

관광학술지 영문초록 코퍼스의 어휘다발에 관한 연구

Formulaic Language in Social Sciences: A Functional Analysis of Lexical Bundles in Native and Non-Native Academic Discourse

Formulaic Language in Social Sciences: A Functional Analysis of Lexical Bundles in Native and Non-Native Academic Discourse