| 研究実績の概要 |
This study investigated how L2 English learners make use of lexical bundles (LBs), in their academic English writing. Data was collected from a 1st-year academic English writing program and essays were graded using a standardized rubric. The evaluated writing was then separated into a lower-level corpus (LLC) and higher-level corpus (HLC) before being analyzed for the presence of 3-7-word multi-word structures (i.e., LBs).
Main Findings
Main findings include a greater number of LB types and tokens in the HLC. Type count differences were primarily related to the high number of 3-word structures used by HLC writers; however, HLC writers were also more frequent users of all LB lengths. LLC writing contained comparatively high prompt overlap (i.e., copying from the essay prompt), suggesting a greater dependence on language from the prompt itself. Functional classifications were also used to better understand writer tendencies. When viewed in terms of token counts, HLC writers made statistically greater use of all three major functional categories (discourse organizing, stance, referential). However, type counts indicated that LLC writers favored discourse-organizing structures. Another major result was a list of commonly used multi-word structures by both low and high-level writers, which can be used to inform teaching interventions. These results have been submitted for publication and are also being shared with current teachers in the academic writing program to help students better understand which structures to avoid/make greater use of.
|
