![Teaching lexical bundles in the disciplines: An example from a writing intensive history class [An article from: Linguistics and Education]](https://www.ebooknetworking.net/books/B00/0PK/bigB000PKI0Z2.jpg)
Teaching lexical bundles in the disciplines: An example from a writing intensive history class [An article from: Linguistics and Education]
Book Details
Author(s)V. Cortes
PublisherElsevier
ISBN / ASINB000PKI0Z2
ISBN-13978B000PKI0Z2
MarketplaceCanada 🇨🇦
Description
This digital document is a journal article from Linguistics and Education, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
Researchers and instructors have been interested in the investigation and teaching of formulaic sequences for the past four decades. In academic writing, for example, these expressions are extremely frequent in the production of published authors in academic disciplines but rarely used by university students. The present study focused on the teaching of a special type of recurrent word combinations called lexical bundles to a group of university students in a writing-intensive history class. Pre- and post-instruction analyses were conducted on students' class assignments in order to identify the use of these lexical bundles. In addition, alterative expressions used with functions similar to those of these bundles were analyzed in students' final written production for the course. The findings of the study reflected no difference between pre- and post-instruction production of lexical bundles but they indicated an increase in students' awareness of and interest in these expressions.
Description:
Researchers and instructors have been interested in the investigation and teaching of formulaic sequences for the past four decades. In academic writing, for example, these expressions are extremely frequent in the production of published authors in academic disciplines but rarely used by university students. The present study focused on the teaching of a special type of recurrent word combinations called lexical bundles to a group of university students in a writing-intensive history class. Pre- and post-instruction analyses were conducted on students' class assignments in order to identify the use of these lexical bundles. In addition, alterative expressions used with functions similar to those of these bundles were analyzed in students' final written production for the course. The findings of the study reflected no difference between pre- and post-instruction production of lexical bundles but they indicated an increase in students' awareness of and interest in these expressions.
