jsss2014 symposium (atsushi mizumoto)
DESCRIPTION
ことばの科学会オープンフォーラム 2014(第5回年次大会) http://www.jsssmjk.org/TRANSCRIPT
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Corpus-based analysis of lexical bundles: Its potential applications in English language teaching
!
Atsushi MIZUMOTO Kansai University
The Japan Society for Speech Sciences Open Forum 2014, Symposium October 12, 2014 at KG Umeda Campus
Lexical bundles
1. Definition and what we know about LB
2. My research
3. Teaching LB
Lexical bundlesDefinition
Lexical bundlesDefinition
• chunks
• multiword units
• clusters
• idioms
• collocations
• formulas
• prefabricated routines
• conventionalized forms
• lexical bundles
• etc.
Formulaic sequence (language) (Schmitt, 2004)
Formulaic sequence
• Ubiquitous in language use (Nattinger & Decarrico, 1992)
• Constitute more than 50% of spoken and written discourse (Erman & Warren, 2000)
• Important component of language learning and use (Schmitt, 2005)
• appear to be stored in the mind as holistic units (Schmitt & Carter, 2004)
Lexical bundlesDefinition
• chunks
• multiword units
• clusters
• idioms
• collocations
• formulas
• prefabricated routines
• conventionalized forms
• lexical bundles
• etc.
Formulaic sequence (language) (Schmitt, 2004)
Lexical bundlesDefinition
"Lexical bundles are recurrent expressions, regardless of their idiomaticity, and regardless of their structural status. That is, lexical bundles are simply sequences of word forms that commonly go together in natural discourse" (Biber et al., 1999, Longman Grammar of Spoken and Written English, Chapter 13)
Lexical bundlesDefinition
• A building block of discourse= shows that the writer belongs to the discourse community (Biber & Barbieri, 2007; Biber, Conrad, & Cortes, 2004; Cortes, 2004; Hyland, 2008a; 2008b)
• Examples of LB: the extent to which, it is likely to, on the other hand, the role of the, at the end of, as well as the
Lexical bundlesDefinition
• How do we analyze them? N-gram: 3-gram (tri-gram), 4-gram, 5-gram
• 4-gram is often used“they are far more common than 5-word strings and offer a clearer range of structures and functions than 3-word bundles” (Hyland, 2008)."many four-word bundles hold three-word bundles in their structures" (Cortes, 2004).
How do we do that?
BNC Baby Edition (Hyland, 2008a)
• 3- and 4-word lexical bundles made up 28 percent of the conversation and 20 percent of the academic prose (Biber et al., 1999)
• Stored and processed as single units (Tremblay et al., 2011)
• Functions of bundles (Biber et al., 2004; Hyland, 2008).
Lexical bundles
My research
My research
• Articles in 10 international journals from 1995 to 2008 (31 million words)
• Applied Linguistics, ELT Journal, International Journal of Applied Linguistics, Language Learning, Language Teaching Research, Modern Language Journal, RELC Journal, Second Language Research, System, TESOL Quarterly
Mizumoto (2009)
4-grams (Top 250)Examples
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extent to which the
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a small number of
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that is to say
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focus on form in
the end of each
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a high degree ofas in the case
languages other than English
the results of aabout the nature ofin this article we
does not mean thatmore likely to be
the validity of the
in the sense of
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does not seem to
play a role inin order to makeit is likely thatan analysis of theways in which the
a case study of
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in which they are
the findings of the
when it comes to
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from a variety of
to ensure that the
in the first place
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on the other handin the case ofon the basis ofat the same time
at the end ofthe end of thethe results of theas well as thethe extent to whichin the context of
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in the language classroom
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speakers of other languages
and the use of
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a wide variety offor the purpose of
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of a number of
of the nature ofin each of theparticipants were asked toa number of studies
extent to which the
in response to thean understanding of the
shown in figure #
the course of thethe number of wordswithin the context of
of the present perfect
a high level of
as a way ofmay or may notthe use of English in the next section
a better understanding ofin such a way
participants in this study
over a period ofdue to the fact
the effect of the
the two types ofat the expense of
as a lingua franca
of some of the
the complexity of thethere was no significanta native speaker of
it was found that
significant differences between the
a small number of
as one of the
that is to say
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a high degree ofas in the case
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does not mean thatmore likely to be
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in the sense of
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play a role inin order to makeit is likely thatan analysis of theways in which the
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in which they are
the findings of the
when it comes to
in view of the
it may be thatas the basis for
from a variety of
to ensure that the
in the first place
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to the teaching of as a lingua franca speakers of other languages in the teaching of the teaching and learning
significant differences between the in the acquisition of to account for the there was a significant with respect to the
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on the other handin the case ofon the basis ofat the same time
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participants in this study in the current study a case study of over the course of the students in the by the end of of the present study in light of the
(Hyland, 2008, p.12)
https://scn.jkn21.com/~percinfo/index.html
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Agriculture
Biology
Chemistry
Civil.Engineering
Computer.Science
Construction.Building.Technology
Earth.Science
Electrical.Electronic.Engineering
Engineering
Environmental.Sciences
Fisheries
Food.Science
Forestry
General.ScienceMaterials.Science
Mathematics
Medicine
Metallurgy.Metallurgical.EngineeringNuclear.Science.Technology
Oceanography
Physics
Telecommunications
Applied Linguistics PERC
Koyama and Mizumoto (2010)
Teaching lexical bundles
• Word combinations “are so common, it might be assumed that lexical bundles are simple expressions, and that they will therefore be acquired easily” (Biber & Conrad, 1999, p. 188).
• Professional vs. novice writers (Cortes, 2004) → "the use of these expressions by the students in this study, who were all native speakers of English at different university levels, was extremely rare."
Teaching lexical bundles
Teaching lexical bundleshttp://www.tesol.org/connect/tesol-resource-center/search-details/activities/2013/10/18/teaching-lexical-bundles-to-low-level-proficiency
!Depending on the purpose and level
Teaching lexical bundles
• ESP / EAP — LBs are useful and especially important in academic writing.!
• Cortes, V. (2006). Teaching lexical bundles in the disciplines: An example from a writing intensive history class. Linguistics and Education, 17, 391–406. doi:10.1016/ j.linged.2007.02.001
Teaching lexical bundles• Cortes (2006)
- History class (writing-intensive)- 20-minute (5 times in 10 weeks)- Exercises (e.g., fill in the blanks, MC, error correction)—Lexical approach (Lewis, 2000)
- Target bundles: on the other hand, as well as the, some of the most, as part of the, as a matter of, as a result of, on the basis of, by the end of, in the age of
Cortes (2006)
Cortes (2006)
Teaching lexical bundles
• Cortes (2006, p. 391)"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."!
• In general: results are not very positive
Schmitt (2005, p. 37)"their use as ‘building blocks’ of language (i.e., often not realizing meaning content in their own right) suggests that they may be less amenable to explicit teaching, simply because the form-meaning relationship is less transparent. However, some of the lexical bundles identified by Biber et al. (1999), entail a clear meaning (e.g., I don’t know, I want to, on the other hand), and these cases may well be worth teaching."
Teaching LB = Plagiarism?"When I first began teaching writing, I often focused on helping students be creative. I encouraged more diversity in vocabulary and more creative word use. From corpus-based research, I have learned that using the typical language structures for certain meanings is actually a sign of proficiency. Using these bundles is not plagiarism; it is a matter of giving readers expected forms that they read efficiently" (Conrad, 2008, p. 125).
Teaching LB = Plagiarism?"Skillful incorporation of academic-sounding lexical bundles will help students sound more like they belong in the academic discourse community of which they they wish to be members . . . As to the plagiarism question, no one could reasonably argue that phrases such as studies have shown that are copyrighted and owned by any author in particular" (Ferris, 2011).
Ways to maximize the effects of teaching LB
• Data-driven learning (DDL)
• Focusing on (rhetorical) "moves"
Ways to maximize the effects of teaching LB
• Data-driven learning (DDL)
• Focusing on (rhetorical) "moves"
Ways to maximize the effects of teaching LB
• Data-driven learning (DDL)
Chujo et al. (2012)
DDL• Cobb and Boulton (in press)
Pre/post-test (k = 8) d = 1.68, 95% CI [1.36, 2.00] Experimental/control (k = 13) d = 0.73, 95% CI [0.83, 1.25]
• Chujo et al. (2013) Pre/post-test (k = 9) d = 1.26, 95% CI [1.05, 1.47]
* Low level * Computer-/ Paper-based
Ways to maximize the effects of teaching LB
• Data-driven learning (DDL)
• Focusing on (rhetorical) "moves"
Ways to maximize the effects of teaching LB
• Data-driven learning (DDL)
• Focusing on (rhetorical) "moves"
Typical Lexical Bundles for Hedging (Conrad, 2008)
it is possible that
it is likely that
it may be that
may be due to
is/are likely to be
does not seem to be
does not appear to be
What section do they most occur in?
- Introduction
- Methods
- Results
- Discussion*
"moves"
• CARS (Create a Research Space)
• IMRAD (Introduction, Methods, Results, and Discussion)
(Cortes, 2013, p. 37)
"Thank you very much." The 4-word lexical bundle dedicated to Dr. Hiroaki "Keiroh" Maeda (1974–2014).
He will be remembered always and forever.
Highlights
• Lexical bundles = More than just n-grams= disciplinary/discourse variations
• Teaching LB is important and necessary in academic writing (EAP/ESP).
• Effects of teaching LB could be enhanced by using DDL and focusing on moves.