Exploring the functions of lexical bundles in undergraduate opinion paragraphs for pedagogical use
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Eman S. Akeel
Abstract
Corpus-based studies of lexical bundles have opened new avenues for language teaching research. The fact that naturally occurring language consists of patterns of lexical repetition and multi-word units has given rise to the question of chunkiness in learner language. This study was designed to examine lexical bundles and their functions in a small, specialized learner corpus of opinion paragraphs written by Saudi English as a Foreign Language (EFL) students at the University of Jeddah. The study takes a frequency-driven approach to identify common lexical bundles. A learner corpus of 237 writing tasks produced by Saudi undergraduate students from 11 different sections is compiled and explored. The primary aim was to identify high-frequency five-word lexical bundles and explore their functions in the learner corpus, as well as investigate any distributional differences in bundle use across the various student sections. The findings revealed that learners utilized lexical bundles primarily to serve four key functions: expressing stance, supporting a point, introducing an item, and making recommendations. Notably, variations were observed in the distribution of these functional categories among the different student groups. The study concludes by outlining some pedagogical applications for educators and language practitioners, highlighting the value of learner corpus-informed approaches to enhancing learners’ awareness and mastery of lexical patterning in academic writing. By better understanding the role of formulaic language in learner production, instructors can tailor their teaching to more effectively support students’ linguistic development.
Funding source: University of Jeddah
Acknowledgments
This research was supported by the English Language Institute and the Deanship of Graduate studies and Scientific Research at the University of Jeddah. Special thanks to Dr. Mel Engman and Dr. Sultan Turkan for lending both support and critical eye to earlier versions of this manuscript.
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Research funding: The author disclosed receipt of financial support for the research. This work was funded by the University of Jeddah.
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Articles in the same Issue
- Frontmatter
- Introduction
- Striking a comfortable balance in the act of modern language teaching and learning
- Research Articles
- Shared leadership strategies for languages education. A case of project-based learning at CLC in Poznan University of Technology
- Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts
- Translanguaging in content assessment: voices, experiences and practices of EMI university students
- Exploring the functions of lexical bundles in undergraduate opinion paragraphs for pedagogical use
- Influence of dynamic assessment on Taiwanese undergraduates and graduate students’ academic writing of research proposals
- Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes
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- Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices
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Articles in the same Issue
- Frontmatter
- Introduction
- Striking a comfortable balance in the act of modern language teaching and learning
- Research Articles
- Shared leadership strategies for languages education. A case of project-based learning at CLC in Poznan University of Technology
- Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts
- Translanguaging in content assessment: voices, experiences and practices of EMI university students
- Exploring the functions of lexical bundles in undergraduate opinion paragraphs for pedagogical use
- Influence of dynamic assessment on Taiwanese undergraduates and graduate students’ academic writing of research proposals
- Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes
- Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills
- Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices
- U.S. students learning Czech in study abroad: motivational dynamics
- Delivering a pilot Institution Wide Language Programme (IWLP) at an Irish University: teachers’ perspectives
- Investigating the plurilingual profiles and linguistic repertoires of student language teachers: issues of SLA, multilingual assessment, and the role of L2 Italian in a localized Greek context
