Increasing Lexical Bundles in the Learner Lexicon: Binomial Expressions and the Academic Word List

Autor/inn/en	Antes, Theresa A.; Beck, Errin
Titel	Increasing Lexical Bundles in the Learner Lexicon: Binomial Expressions and the Academic Word List
Quelle	In: TESL-EJ, 24 (2020) 2, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Word Lists; Phrase Structure; English (Second Language); Second Language Learning; Comparative Analysis; Computational Linguistics; Intervention; Second Language Instruction; Academic Language; Task Analysis; Native Speakers; Teaching Methods; Generalization; Learning Processes + Suchen Sie Ihr Suchwort? Wortliste; Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Linguistics; Computerlinguistik; Fremdsprachenunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Aufgabenanalyse; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	In this article, we present the results of an eight-week in-class intervention, during which binomial expressions comprised of academic vocabulary (results and conclusions, facts and circumstances) were presented to intermediate-level learners of English. Constraints that govern the preferred order of highly fixed binomials were explained as the binomials were introduced. Through a combination of pre- and post- preference tests and a post-course repetition task, we demonstrate that learners were able to learn the preferred order of the targeted binomial expressions, as well as to generalize constraints to new binomials. Data from the repetition task provide evidence that the binomials became part of the learners' lexicon: sentences containing binomials in their preferred order were repeated with ease. Sentences with binomials in their non-preferred order, on the other hand, were either spontaneously reordered or were repeated with disfluencies of various types. Learners again displayed an ability to generalize information about constraints to new binomials. Comparisons with native speakers of English and with corpus data provide further evidence that the learners in this study have become more native-like in their control of binomial expressions following the intervention. We conclude with pedagogical implications. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01