Lexical Phrases as Pathways to Academic Genres: A Report on Two Cases in an EAP Writing Classroom
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Jing Luna Cai
Abstract
In the ESP (English for Specific Purposes) tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases (i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies) and movespecific lexical phrases (i.e., lexical phrases specific to the move/steps) as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students’ acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students’ awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.
©2014 Walter de Gruyter, Berlin Boston
Articles in the same Issue
- Frontmatter
- Articles
- A Note from the Guest Editor
- Lexical Phrases as Pathways to Academic Genres: A Report on Two Cases in an EAP Writing Classroom
- A Case Study of Classic Prose as a Psychological Tool in Reflection Writing
- A Case Study of a Chinese English Major’s Argumentative English Writings: Focusing on the Development of Her Thinking and the Facilitating Factors
- Development and Validation of a Test Measuring Language Analytic Ability for Chinese FL learners: A Rasch-Based Pilot Study
- An Empirical Study of Reading by Chinese English Majors in the Presence of Background Speech
- The Development of Lexical Semantic Autonomy of English Majors
- From Learning English to Learning in English: A Comparative Study of the Impact of Learning Contexts upon Chinese EFL Learners’ Strategy Use
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Articles
- A Note from the Guest Editor
- Lexical Phrases as Pathways to Academic Genres: A Report on Two Cases in an EAP Writing Classroom
- A Case Study of Classic Prose as a Psychological Tool in Reflection Writing
- A Case Study of a Chinese English Major’s Argumentative English Writings: Focusing on the Development of Her Thinking and the Facilitating Factors
- Development and Validation of a Test Measuring Language Analytic Ability for Chinese FL learners: A Rasch-Based Pilot Study
- An Empirical Study of Reading by Chinese English Majors in the Presence of Background Speech
- The Development of Lexical Semantic Autonomy of English Majors
- From Learning English to Learning in English: A Comparative Study of the Impact of Learning Contexts upon Chinese EFL Learners’ Strategy Use
- Chinese Abstracts
