Recurrent multiword combinations in L1 and L2 argumentative essays

 Asian EFL Journalというジャーナルに、以下の論文が掲載されました(こちらからダウンロードすることができます)。

  • Narita, M., Kobayashi, Y., & Abe, M. (2018). Recurrent multi-word combinations in L1 and L2 argumentative essays. Asian EFL Journal, 20(12), 250-275.
  • Abstract
    • This study investigated the recurrent use of multi-word combinations in argumentative essays produced by two groups of Japanese EFL college students of differing English proficiency, with a primary focus on the distinction between topic-dependent and topic-independent word combinations. A frequency-based, corpus-driven approach was employed to examine not only the extent to which topic-induced wordings may be recycled in essay writing but also structural and functional characteristics of topic-independent four-word combinations (often referred to as four-word lexical bundles in previous studies). Comparisons were also made with argumentative essays produced by two groups of native English writers split between college students and adults in employment, who might differ in writing experience. It was found that the recurrent use of topic-dependent multi-word combinations was particularly frequent in EFL learner writing irrespective of English proficiency level whereas that of topic-independent four-word combinations was much more frequent and varied in essays by student writers irrespective of their L1 background. Learner writing was also characterized as spoken-like as a result of the frequent use of VP-based word combinations functioning as stance-marking or referential expressions. Recurrent patterns of multi-word combinations observed in learner writing in this study strongly suggest that Japanese EFL learners tend to resort to one particular writing strategy that is widely taught in exam-oriented L2 writing classrooms in Japan. Pedagogical implications of these findings are also discussed.