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Title: Profiling lexical bundles in an EAP pre-sessional course : a corpus-based study on textbooks and instructors' materials
Author: Fattani, Reem Abdulkareem I.
ISNI:       0000 0004 7964 4799
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2018
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The present study adopts a corpus analysis method and focuses on lexical bundles, a type of formulaic sequence, examining English for Academic Purposes (EAP) textbooks and addressing the unexplored area of EAP instructors' materials. This study adopts a frequency-driven approach to identify the most frequently used four-word bundles in textbooks and instructors' materials aimed at teaching academic writing in an EAP pre-sessional course at one of the UK's leading universities. To my knowledge, this study is among the first attempts to analyse lexical bundles by comparing the frequencies, functions and structures of the most frequently found four-word bundles in EAP materials to an empirically derived list called the Academic Formulas List (AFL) (Simpson-Vlach and Ellis, 2010). It employs the written AFL sub-list as an instrumental tool in the comparison to show whether EAP materials are using the most frequently occurring lexical bundles, which are common in academic writing. It also reveals findings related to incontext information, including analysing the pedagogical treatment of the identified four-word bundles. The comparison of the four-word bundles between the three lists indicates that only four lexical bundles are shared (e.g. on the other hand and it is important to). The structural comparison reveals that the VP-based form is the most common structure in the bundles across the three lists. Furthermore, the functional comparison shows that referential expressions are common in the instructors' materials and in the written AFL sub-list, whereas stance expressions are more common in textbooks. In addition, the EAP textbooks provided learners with the highest-frequency lexical bundles, which mostly appear in instructional parts (e.g. focus on your subject). This means that lexical bundles have the features of being language classroombased and instructional but not specific to academic writing. Furthermore, instructors' materials provide learners with frequently occurring lexical bundles that are usually commonly found in academic prose (e.g. at the end of). This study reflects on the reality of EAP academic writing materials and highlights the nature of the bundles that learners encounter during EAP courses. Overall, the treatment and the teaching of lexical bundles in the EAP materials provided is not appropriately focused on by instructors and in textbooks. Thus, this thesis concludes with implications for instructors, EAP course syllabuses and textbook designers, and outlines areas of future research related to the inclusion of lexical bundle lists in EAP writing classes.
Supervisor: Hobbs, Valerie ; Steadman-Jones, Richard D. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available