Dr. Eunjeong Park,
Department of English Language Education, College of Education, Sunchon National University, South Korea
This study attempted to examine the characteristics of lexical bundles with a linguistic view, utilize the list of identified lexical bundles, and suggest the effectiveness of lexical bundle instruction with a pedagogical view. Therefore, it is needed to carry out pragmatic approaches in the transdisciplinary framework (The Douglas Fir Group, 2016) of second language learning and acquisition. This study analyzed lexical bundles from international second language (L2) students’ placement test essays and utilizes them to the L2 writing instruction in intentional and incidental language learning to examine the effectiveness of the lexical bundle interventions through a multimethod research design. Corpus research was employed as the first phase to generate a list of lexical bundles. Mixed-methods research with quasi-experiment and qualitative research was subsequently used as the second phase. With the extracted list of lexical bundles, mixed-methods research was subsequently implemented to 50 L2 students in the college writing classes. The interventions yielded some effectiveness of lexico-grammatical writing gains. The results showed the promotion of the awareness of lexical bundle use for L2 learners, learning transfer, and the need of corpus literacy (i.e., the ability to use the technology of corpus linguistics for language development) for L2 educators, writing teachers and researchers. Based on the preliminary findings, suggestions and implications are discussed.
Keywords: Corpus Linguistics, Lexical Bundles, L2 Writing, Mixed Methods Research, Corpus Literacy
The above abstract is a part of the article which was accepted at The Sixth International Conference on Languages, Linguistics, Translation and Literature (WWW.LLLD.IR), 9-10 October 2021, Ahwaz.