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Syntactic Complexity of Recurrent Multiword Sequences in the Writings of Published Authors and L1 and L2 English Apprentice Writers

김동환|신유경|Yoo Isaiah Wonho|최희성|고서정|유혜민|유현중|윤준수
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2019.06|Journal of Asia TEFL|제16권 제2호|pp. 516-530

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키워드

lexical bundlessyntactic complexityargumentative essaysresearch articlessyntactic rolesnovice academic writers

초록

While previous studies have documented the internal structures of English lexical bundles (LBs) in a range of academic genres, how such fragmentary phrases are used in context has been given little attention. The current study addresses this gap by investigating to what extent three different writer groups, i.e., L1-English freshman students, L1-Korean freshman students, and published research article authors, integrate LBs into their English academic writing. The study first categorizes the LBs by their three main structures: VP-, NP-, and PP-based. It then focuses on the syntactic roles of the bundles in context, and plots these roles onto the developmental stages of grammatical complexity proposed by Biber, Gray, and Poonpon (2011). The results show a progressive sequence of native and nonnative apprentice writers’ use of LBs toward being proficient academic writers, while also demonstrating that some features are unique to each group. The study extends the structural analysis of LBs in the literature by providing new information on the grammatical status of LBs in context and in relation to their uses by different groups of writers.

Abstract

While previous studies have documented the internal structures of English lexical bundles (LBs) in a range of academic genres, how such fragmentary phrases are used in context has been given little attention. The current study addresses this gap by investigating to what extent three different writer groups, i.e., L1-English freshman students, L1-Korean freshman students, and published research article authors, integrate LBs into their English academic writing. The study first categorizes the LBs by their three main structures: VP-, NP-, and PP-based. It then focuses on the syntactic roles of the bundles in context, and plots these roles onto the developmental stages of grammatical complexity proposed by Biber, Gray, and Poonpon (2011). The results show a progressive sequence of native and nonnative apprentice writers’ use of LBs toward being proficient academic writers, while also demonstrating that some features are unique to each group. The study extends the structural analysis of LBs in the literature by providing new information on the grammatical status of LBs in context and in relation to their uses by different groups of writers.

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The Construction of English Lexical Bundles in Context by Native and Nonnative Freshman University Students신유경한국영어교육학회 · 영어교육2018 · 제73권 제3호Structural Use of Lexical Bundles in the Rhetorical Moves of L1 and L2 Academic Writing홍지윤한국영어교육학회 · 영어교육2019 · 제74권 제3호Lexical Bundles as Criterial Features in L2 Academic Writing: Structural Differences between CEFR A2 and B2 Essays남대현, 박광현한국멀티미디어언어교육학회 · 멀티미디어 언어교육2020 · 제23권 제3호Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions배지영, Su-JungMin아시아테플 · Journal of Asia TEFL2020 · 제17권 제3호Syntactic Complexity Measures and Academic Writing Proficiency: A Corpus-based Study of Professional and Students’ ProseMohammad Ahmadi, Rajab Esfandiari아시아테플 · Journal of Asia TEFL2021 · 제18권 제3호Features of Lexical Bundles in Academic Writing by Non-Native vis-à-vie Native Speakers of English김현옥, 이혜경한국영어학학회 · 영어학연구2017 · 제23권 제2호

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