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Instructional Effects of Lexical Bundles in Timed and Untimed L2 Writing

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외국어교육연구소 (Institute of Foreign Language Education)|2020.05|외국어교육연구 (Studies in Foreign Language Education)|제34권 제2호|pp. 187-219|DOI 10.16933/sfle.2020.34.2.187

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참고문헌

키워드

L2 writing어휘다발corpus analysis코퍼스분석Lexical bundlestime pressure시간압박외국어 작문

초록

Studies have reported significant effects of lexical bundles to improve speed and accuracy of language processing. Based on the benefits of lexical bundles, this study examined instructional effects of lexical bundles in L2 writing under two time conditions (with or without time constraints). Through corpus-analysis on the use of lexical bundles in pretest, immediate, and delayed posttests of L2 English argumentative essays, this study analyzed the changes in the use of lexical bundles in timed and untimed writing after eight weeks of instruction. Results showed that untimed writing includes a wider range of lexical bundles with higher frequency than timed writing, suggesting that the time pressure might place a cognitive load for L2 writers to process lexical bundles. It is noteworthy that the gap between the two conditions reduced significantly after the instruction, highlighting the instructional benefits of lexical bundles to manage the time pressure in L2 writing process. Also, concordance analyses showed the frequent use of discourse organizers and quantity specifier in untimed writing with more referential bundles for topic indication and elaboration in timed writing. Implications of the findings of this study are discussed.

Abstract

Studies have reported significant effects of lexical bundles to improve speed and accuracy of language processing. Based on the benefits of lexical bundles, this study examined instructional effects of lexical bundles in L2 writing under two time conditions (with or without time constraints). Through corpus-analysis on the use of lexical bundles in pretest, immediate, and delayed posttests of L2 English argumentative essays, this study analyzed the changes in the use of lexical bundles in timed and untimed writing after eight weeks of instruction. Results showed that untimed writing includes a wider range of lexical bundles with higher frequency than timed writing, suggesting that the time pressure might place a cognitive load for L2 writers to process lexical bundles. It is noteworthy that the gap between the two conditions reduced significantly after the instruction, highlighting the instructional benefits of lexical bundles to manage the time pressure in L2 writing process. Also, concordance analyses showed the frequent use of discourse organizers and quantity specifier in untimed writing with more referential bundles for topic indication and elaboration in timed writing. Implications of the findings of this study are discussed.

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