| Project/Area Number |
20K13143
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Waseda University |
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Principal Investigator |
Appel Randy 早稲田大学, グローバルエデュケーションセンター, 講師(任期付) (10802043)
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| Project Period (FY) |
2020-04-01 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2021: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2020: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | Lexical Bundles / L2 English / Academic Writing / Proficiency differences / academic writing / formulaic sequences / proficiency differences |
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| Outline of Research at the Start |
This research will create a collection of graded academic English essays and identify the formulaic sequences that separate high- from low-level writers. This list of sequences can then be used by students understand what to use (and avoid) in order to improve the quality of their writing.
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| Outline of Final Research Achievements |
67 and 85 lexical bundle (LB) types, as well as 2,595 and 3,072 tokens, were found in the Lower-Level Corpus (LLC) and Higher-Level Corpus (HLC). HLC writers were more frequent users of all LB lengths (types and tokens). When evaluated in terms of token counts, these differences were statistically significant. LLC writers used more LBs that overlapped with the provided prompt, indicating a greater dependence on the prompt for language used in their essays. Functional classifications indicated that HLC writers made statistically greater use of all major functional categories. Furthermore, LLC writers had a greater percentage of discourse-organizing structures, with HLC writers holding a slightly higher percentage of stance bundles. These results have been submitted for publication and are also being shared with teachers to help students better understand which structures to avoid/make greater use of in their academic English writing.
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| Academic Significance and Societal Importance of the Research Achievements |
Results add to our growing understanding of the ways in which L2 English writers make use of multi-word structures in their writing. Given the limited amount of research in this area, these findings give important insights that indicate how multi-word structures relate to perceptions of proficiency.
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