Sentence initial lexical bundles in Chinese and New Zealand PhD theses in the discipline of General and Applied Linguistics

IF 0.9 Q2 LINGUISTICS Australian Review of Applied Linguistics Pub Date : 2022-09-21 DOI:10.1075/aral.21018.li
Liang-qi Li, M. Franken, Shaoqun Wu
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Abstract

Lexical bundles are recurrent multiword combinations and often function as discourse building blocks. Lexical bundles have been analysed in university students’ writing to detect linguistic errors, measure writing competence, and investigate the divergence between L1 and L2 writing. Few studies, however, have focused on the high-stakes genre of PhD thesis and investigated the bundle productions of the same genre within the same level and discipline. This paper compares sentence initial lexical bundles in the corpora of English theses written by Chinese and New Zealand PhD students in the discipline of General and Applied Linguistics. Forty-six bundles from a Chinese corpus and forty-two bundles from a New Zealand corpus were generated. Among them, 94% of sentence initial bundles were identified as metadiscursive bundles. Chinese and New Zealand doctoral students showed considerably different preferences in their bundle selection. The paper examines the possible impact of these preferences and suggests there is a need to extend the metadiscourse knowledge of doctoral students in terms of lexical bundles.
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中国和新西兰普通语言学与应用语言学博士论文中的句首词丛
词汇束是反复出现的多词组合,通常起到话语构建块的作用。对大学生写作中的词汇束进行了分析,以发现语言错误,衡量写作能力,并调查一、二语写作之间的差异。然而,很少有研究关注高风险的博士论文类型,并调查同一水平和学科内同一类型的捆绑作品。本文比较了中国和新西兰普通语言学与应用语言学博士生英语论文语料库中的句首词束。从一个中文语料库中生成了四十六个束,从一个新西兰语料库中生成四十二个束。其中,94%的句子起始语束被确定为元话语束。中国和新西兰的博士生在选择捆绑包时表现出明显不同的偏好。本文考察了这些偏好可能产生的影响,并认为有必要从词汇束的角度扩展博士生的元话语知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.70
自引率
8.30%
发文量
24
期刊介绍: The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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