Structural and Functional Features of Lexical Bundles Used by English Learners at Different Proficiency Levels

doi:10.15936/j.cnki.1008-3758.2024.03.014

Abstract

Abstract: Based on China's Standards of English Language Ability (CSE) to evaluate learners' language proficiency levels， a corpus-driven method is employed to examine Chinese learners' use of lexical bundles in English writing and in particular the structural and functional features of the lexical bundles used by English learners at different proficiency levels. It is found that learners' language proficiency affects the accuracy and diversity of the lexical bundles they use. Students of lower proficiency are found to use more proportion of verb bundles and less proportion of phrase bundles， showing the characteristics of conversational discourse， while students of higher proficiency use more proportion of phrase bundles and less proportion of verb bundles， displaying the characteristics of academic discourse. In terms of their functions， the higher the students' English proficiency level， the lower the proportion of stance bundles and referential bundles are used. The higher the students' English proficiency level， the higher the proportion of discourse organizing bundles. These findings may provide experimental evidence for the description of language features of Chinese English learners at different proficiency levels， and some enlightenment for automated language assessment.

Key words: China's Standards of English Language Ability (CSE); language proficiency level; lexical bundle; structure; function

CLC Number:

H319.3

JIANG Lei， KANG Mengchao， XIAO Yao. Structural and Functional Features of Lexical Bundles Used by English Learners at Different Proficiency Levels[J]. Journal of Northeastern University(Social Science), 2024, 26(3): 127-136.

References

[1]Biber D，Johansson S，Leech G，et al. Longman grammar of spoken and written English［M］. London:Longman， 1999.
[2]Hyland K. Stance and engagement: a model of interaction in academic discourse［J］. Discourse Studies， 2005，7(2):173-192.
[3]Hyland K. As can be seen: lexical bundles and disciplinary variation［J］. English for Specific Purposes， 2008，27(1): 4-21.
[4]Chen Y，Baker P. Lexical bundles in L1 and L2 academic writing［J］. Language Learning and Technology， 2010，14(2):30-49.
[5]黄开胜，周新平. 基于语料库的中国英语学习者词块输出能力的趋势研究［J］. 外语界， 2016(4):27-34.
[6]杨滢滢. 英语专业学习者同一主题作文的词汇发展和词块运用特征［J］. 外语界， 2014(2):58-66.
[7]Staples S， Egber J， Biber D，et al. Formulaic sequences and EAP development: lexical bundles in the TOEFL iBT writing section［J］. English for Specific Purposes， 2013，12(3):214-225.
[8]Appel R，Wood D. Recurrent word combinations in EAP test-taker writing: differences between high-and low-proficiency levels［J］. Language Assessment Quarterly， 2016，13(1):55-71.
[9]董连棋，李梅. 基于语料库的中国英语学习者写作评价资源特征研究［J］. 外语电化教学， 2020(5):86-93.
[10]Granger S，Gilquin G，Meunier F. The Cambridge handbook of learner corpus research［M］. Cambridge: Cambridge University Press， 2015.
[11]姜蕾. 《学习者语料库研究:新视角与新应用》评介［J］. 外语教育研究前沿， 2019，2(4):85-89.
[12]卫乃兴，陆军. 基于语料库的二语学习研究述评: 范式变化与挑战［J］. 外语教学， 2018，39(5):47-53.
[13]姜蕾，康梦超，肖瑶. 《量表》参照下不同水平英语二语学习者使用连接状语的语言特征［J］. 中国考试， 2022(12):10-18.
[14]del A，Erman B. Recurrent word combinations in academic writing by native and non-native speakers of English: a lexical bundles approach［J］. English for Specific Purposes， 2012，31(2):81-92.
[15]Chen Y，Baker P. Investigating criterial discourse features across second language development: lexical bundles in rated learner essays， CEFR B1， B2 and C1［J］. Applied Linguistics， 2016，37(6):849-880.
[16]Biber D，Conrad S，Cortes V. If you look at…: lexical bundles in university teaching and textbook［J］. Applied Linguistics， 2004，25(3):371-405.
[17]董连棋. 评价理论视域下中国英语学习者议论文中的介入性词块研究［J］. 解放军外国语学院学报， 2020，43(4):26-34.
[18]Li J，Schmitt N. The acquisition of lexical phrases in academic writing: a longitudinal case study［J］. Journal of Second Language Writing， 2009，18(1):85-102.
[19]杨滢滢. 中美大学生同一主题作文词汇和词块运用特征对比研究［J］. 外语界， 2015(3):51-58.
[20]徐昉. 中国学习者英语学术词块的使用及发展特征研究［J］. 中国外语， 2012，9(4):51-56.
[21]戚焱，夏珺. 背诵词块对英语写作和口语水平的影响［J］. 解放军外国语学院学报， 2016，39(1):96-103.
[22]李梦骁，刘永兵. 中国学习者英语学术论文结论语步的词块特征研究［J］. 外语教学， 2017，38(1):34-38.