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dc.contributor.authorYu-Hua Chen
dc.contributor.authorPaul Baker
dc.date.accessioned2019-10-26T05:29:27Z
dc.date.available2019-10-26T05:29:27Z
dc.date.created2017-09-29 23:43
dc.date.issued2010-02-01
dc.identifieroai:doaj.org/article:8fae831df7c748b9ac655f1cf646bab4
dc.identifier1094-3501
dc.identifierhttps://doaj.org/article/8fae831df7c748b9ac655f1cf646bab4
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1608832
dc.description.abstractThis paper adopts an automated frequency-driven approach to identify frequently-used word combinations (i.e., lexical bundles) in academic writing. Lexical bundles retrieved from one corpus of published academic texts and two corpora of student academic writing (one L1, the other L2), were investigated both quantitatively and qualitatively. Published academic writing was found to exhibit the widest range of lexical bundles whereas L2 student writing showed the smallest range. Furthermore, some high-frequency expressions in published texts, such as in the context of, were underused in both student corpora, while the L2 student writers overused certain expressions (e.g., all over the world) which native academics rarely used. The findings drawn from structural and functional analyses of lexical bundles also have some pedagogical implications.
dc.languageEN
dc.publisherUniversity of Hawaii
dc.relation.ispartofhttp://llt.msu.edu/vol14num2/chenbaker.pdf
dc.relation.ispartofhttps://doaj.org/toc/1094-3501
dc.sourceLanguage Learning and Technology, Vol 14, Iss 2, Pp 30-49 (2010)
dc.subjectVocabulary
dc.subjectWriting
dc.subjectCorpus
dc.subjectSpecial aspects of education
dc.subjectLC8-6691
dc.subjectEducation
dc.subjectL
dc.subjectDOAJ:Education
dc.subjectDOAJ:Social Sciences
dc.subjectLiterature (General)
dc.subjectPN1-6790
dc.subjectLanguage and Literature
dc.subjectP
dc.subjectDOAJ:Languages and Literatures
dc.titleLexical Bundles in L1 and L2 Academic Writing
dc.typeArticle
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ge.identifier.permalinkhttps://www.globethics.net/gel/11753304
ge.lastmodificationdate2017-09-29 23:43
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