A Corpus-Based Study on Lexical Bundles in English Writings of Chinese Korean Minority College Students
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This study aims to explore how Chinese Korean minority college students use English lexical bundles in their writings. Four English written corpora of LOCNESS, YELC, CKELC, and CHELC were involved in this study, all the corpora were constructed by collecting college students’ timed and untimed essays. Not only English native students’ writings but three groups of EFL students’ writings were investigated. The four-word English lexical bundles extracted from each corpus were adopted as the data. By examining students’ actual writing, it found that Chinese Korean students overused lexical bundles with attitudinal expressions, and the same phenomenon was identified in L1 Korean students’ writings but not in Ll Chinese students’. The EFL students of L1 Korean, L1 Chinese and Chinese Korean all overused colloquial bundles and they all tended to use the same bundle types repeatedly. Compared with bundle tokens, all EFL students used a limited number of bundle types. In terms of lexical bundle structure, Chinese Korean students and L1 Chinese students preferred using prepositional bundles most, whereas L1 Korean students relied heavily on verbal bundles. All three EFL group students overused verbal bundles but underused nominal bundles. It is suggested that the EFL learners need to be exposed to a variety of lexical bundles.
Abstract
This study aims to explore how Chinese Korean minority college students use English lexical bundles in their writings. Four English written corpora of LOCNESS, YELC, CKELC, and CHELC were involved in this study, all the corpora were constructed by collecting college students’ timed and untimed essays. Not only English native students’ writings but three groups of EFL students’ writings were investigated. The four-word English lexical bundles extracted from each corpus were adopted as the data. By examining students’ actual writing, it found that Chinese Korean students overused lexical bundles with attitudinal expressions, and the same phenomenon was identified in L1 Korean students’ writings but not in Ll Chinese students’. The EFL students of L1 Korean, L1 Chinese and Chinese Korean all overused colloquial bundles and they all tended to use the same bundle types repeatedly. Compared with bundle tokens, all EFL students used a limited number of bundle types. In terms of lexical bundle structure, Chinese Korean students and L1 Chinese students preferred using prepositional bundles most, whereas L1 Korean students relied heavily on verbal bundles. All three EFL group students overused verbal bundles but underused nominal bundles. It is suggested that the EFL learners need to be exposed to a variety of lexical bundles.
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