Structural Analysis of Lexical Bundles in University Lectures of Politics and Chemistry

Hadi Kashiha, Chan Swee Heng

Abstract


Referred to as extended collocations, lexical bundles are considered as a main factor in building fluency in academic discourse; helping to shape meaning and coherence in a text or speech. For decades, lexical bundles have attracted considerable amount of attention in corpus-based research in English for Academic Purposes (EAP). While, the focus of the most of the studies on lexical bundles was to explore the use of these multi-word expressions in academic written registers such as research articles, academic spoken registers such as university lectures have not received that amount of attention from the scholars. In this vein, there is still an open question of how they are structurally different across disciplines. With these concerns in mind, this study aimed to explore how lexical bundles are used structurally in a 50291 words corpus of 8 university lectures across two disciplines: chemistry and politics. To this aim, the most frequent four-word bundles in the corpus were classified according to their grammatical types to see the possible disciplinary variations in their frequency of use as well as the structure involved in their use. Results of the analysis revealed that noun phrase and prepositional phrase fragments were the most common structures in the lectures of the two disciplines, accounting for more than half of the bundles in politics. University lecturers appear to apply a variety of structures in the use of lexical bundles often peculiar to the discipline in order to convey their disciplinary messages.  This would lead to the need to emphasize the instruction of the most common structures in that discipline in a way for the lectures to be as comprehensive as possible for the intended audiences.

 


Keywords


Academic lectures, academic registers, lexical bundles

Full Text:

PDF

References


Adel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes 31 (2) 81–92.

Biber, D., & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26(3), 263–286.

Biber, D., & Conrad, S. (1999). Lexical bundles in conversation and academic prose. In H. Hasselgard & S. Oksefjell (Eds.), Out of corpora (pp. 181–190). Amsterdam: Rodopi.

Biber, D., Conrad, S., & Cortes, V. (2004). If you look at . . .: lexical bundles in university teaching and textbooks. Applied Linguistics, 25, 371–405.

Cheng, S. W. (2012). That’s it for today: Academic lecture closings and the impact of class size. English for Specific Purposes, 31, 234–248.

Cortes, V. (2002). Lexical bundles in published and student academic writing in history and biology. Unpublished Doctoral Dissertation, Northern Arizona University.

Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: examples from history and biology. English for Specific Purposes, 23, 397–423.

Cortes, V. (2006). Teaching lexical bundles in the disciplines: An example from a writing intensive history class. Linguistics and Education, 17(4), 391–406.

Flowerdew, J., & Miller, L. (1997). The teaching of academic listening comprehension and the question of authenticity. English for Specific Purposes, 16(1), 27–46.

Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27, 4-21.

Jespersen, O. (1924). The philosophy of grammar. London: Allen & Unwin.

Khuwaileh, A.A. (1999). The role of chunks, phrases and body language in understanding co-ordinated academic lectures. English for Applied Studies, Jordan University of Science and Technology. 249-260.

Neely, E., & Cortes, V. (2009). A little bit about: analyzing and teaching lexical bundles in academic lectures. Language Value, 1(1), 17-38.

Nesi, H. , & Basturkmen, H. (2009). Lexical bundles and discourse signalling in academic lectures. Lexical Cohesion and Corpus Linguistics, 17, 23.

Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organization in academic lectures. Journal of English for Academic Purposes, 2(1), 5–20.

Vidal, K. (2003). Academic listening: A source of vocabulary acquisition?. Applied Linguistics, 24(1), 56-89.

Young, L. (1994). University lectures – macro-structure and micro-features. In J. Flowerdew (Ed.), Academic listening (pp. 159–176). Cambridge: Cambridge University Press.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.3n.1p.224

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.