Lexical bundles in learner and expert academic writing
Publication date
2019ISSN
2013-6196
Abstract
Lexical bundles (LBs) have been described as the ‘building blocks of discourse’; in addition to being highly frequent in writing and reducing processing time for readers and writers, they also perform important functions in language. LB choice, however, can vary according to genre, discipline, and different sections of the same text, which poses a challenge for novice L2 writers. This paper explores the use of LBs in a learner corpus of bachelor dissertations written in English by Spanish L1 students in linguistics and medicine, and compares it with published research articles in the same disciplines. By focusing on the introduction and conclusion sections, we identify the most frequent 3-, 4- and 5-word bundles in the corpora, to later study their types, structures, and functions. The results show differences in the use of LBs across disciplines, genres and sections, suggesting pedagogical implications for the inclusion of LBs in the L2 writing curriculum.
Document Type
Article
Document version
Published version
Language
English
Subject (CDU)
8 - language. Linguistics. Literature
Keywords
Pages
26
Publisher
Universitat Autònoma de Barcelona
Collection
12; 1
Is part of
Bellaterra Journal of Teaching & Learning Language & Literature
Citation
Navarro Gil, Noelia; Martinez Caro, Elena. Lexical bundles in learner and expert academic writing. Bellaterra Journal of Teaching & Learning Language & Literature, 2019, 12(1), p. 65-90. Disponible en: <https://revistes.uab.cat/jtl3/article/view/v12-n1-navarro-martinez>. Fecha de acceso: 13 ene. 2025. DOI: 10.5565/rev/jtl3.794
This item appears in the following Collection(s)
- Humanitats [159]
Rights
This work is licensed under a Creative Commons Attribution 4.0 International License.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/