A New Look at Formulaic Expressions Used by Apprentice Academic Writers: Errors with Function Words
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Recent research on native versus nonnative uses of recurrent multiword sequences typical of academic prose reports that native-English-speaking writers employ a wider range of sequences than do nonnative writers. Few studies have, however, considered sequences with grammatical errors used by nonnatives although such erroneous uses may be prevalent. This study uses comparable native and nonnative corpora of freshman compositions (controlled for writing prompts) to investigate learners’ English article errors in lexical frames and in lexical bundles. This study uses comparable native and nonnative corpora to investigate learners’ English article errors in lexical frames and in lexical bundles. The findings show that native student writers appear to use more types of bundles with frames typically found in academic prose than do nonnative writers when only error-free sequences are counted. However, when potential frames/bundles containing article errors are taken into account, the nonnative writers are found to use a broader range of filler types in the open slots for lexical words than do the natives. The results may be of a great help in understanding English learners’ actual uses of formulaic sequences (including their attempted but misused sequences) in academic prose.
Abstract
Recent research on native versus nonnative uses of recurrent multiword sequences typical of academic prose reports that native-English-speaking writers employ a wider range of sequences than do nonnative writers. Few studies have, however, considered sequences with grammatical errors used by nonnatives although such erroneous uses may be prevalent. This study uses comparable native and nonnative corpora of freshman compositions (controlled for writing prompts) to investigate learners’ English article errors in lexical frames and in lexical bundles. This study uses comparable native and nonnative corpora to investigate learners’ English article errors in lexical frames and in lexical bundles. The findings show that native student writers appear to use more types of bundles with frames typically found in academic prose than do nonnative writers when only error-free sequences are counted. However, when potential frames/bundles containing article errors are taken into account, the nonnative writers are found to use a broader range of filler types in the open slots for lexical words than do the natives. The results may be of a great help in understanding English learners’ actual uses of formulaic sequences (including their attempted but misused sequences) in academic prose.
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