Lexical bundles in L1 and L2 English thesis abstracts: a corpus-driven move approach

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F29142890%3A_____%2F25%3A00052796" target="_blank" >RIV/29142890:_____/25:00052796 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/60460709:41110/25:103458

Výsledek na webu

<a href="https://www.euppublishing.com/doi/epub/10.3366/cor.2025.0344" target="_blank" >https://www.euppublishing.com/doi/epub/10.3366/cor.2025.0344</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Lexical bundles in L1 and L2 English thesis abstracts: a corpus-driven move approach

Popis výsledku v původním jazyce

Lexical bundles are considered to be building blocks of written academic genres, including abstracts. Whilst the focus has primarily been on lexical bundles in abstracts of higher-level writing, little attention has been given to abstracts of lower-level theses. This study aimed to uncover differences between types and frequencies of lexical bundles and their structural patterns and textual roles within rhetorical moves in abstracts of students’ theses written in L1 and L2 English. In addition to the two novice writers’ corpora, we built a third corpus containing abstracts from research papers by L1 expert writers. Results revealed parallels and differences between L1 and L2 novice writing, and between novice and expert writing. L2 novice writers showed nearly over-cautious dependence on formulaic language, repeating the same patterns and functions and frequently failing to achieve their communicative purpose. Despite the similarities between the two types of novice writing, L1 novice writers showed similarities with L1 experts. A pedagogical implication is encouraging more diverse grammatical patterns and textual functions, which would result in a more accurate portrayal of the research conducted.

Název v anglickém jazyce

Lexical bundles in L1 and L2 English thesis abstracts: a corpus-driven move approach

Popis výsledku anglicky

Lexical bundles are considered to be building blocks of written academic genres, including abstracts. Whilst the focus has primarily been on lexical bundles in abstracts of higher-level writing, little attention has been given to abstracts of lower-level theses. This study aimed to uncover differences between types and frequencies of lexical bundles and their structural patterns and textual roles within rhetorical moves in abstracts of students’ theses written in L1 and L2 English. In addition to the two novice writers’ corpora, we built a third corpus containing abstracts from research papers by L1 expert writers. Results revealed parallels and differences between L1 and L2 novice writing, and between novice and expert writing. L2 novice writers showed nearly over-cautious dependence on formulaic language, repeating the same patterns and functions and frequently failing to achieve their communicative purpose. Despite the similarities between the two types of novice writing, L1 novice writers showed similarities with L1 experts. A pedagogical implication is encouraging more diverse grammatical patterns and textual functions, which would result in a more accurate portrayal of the research conducted.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

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Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Corpora

ISSN

1749-5032

e-ISSN

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Svazek periodika

20

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

32

Strana od-do

331-362

Kód UT WoS článku

001642061300001

EID výsledku v databázi Scopus

2-s2.0-105026628618