臺灣博碩士論文加值系統

字串在語言學習和教學上已受到很熱烈的迴響及重視，尤其是在學術寫作方面。本研究試圖了解台灣地區英語主修的大學生在線上寫作上字串使用及論述功能的使用情形。經由語料庫的分析，探討兩個字至六個字的字串，再針對其所代表的功能做分類。
本研究共蒐集212篇作文，針對學生的英文程度，建立三個不同程度的外語學習者寫作語料庫。
本次研究結果顯示: 第一、在學生的作文裡，發現有字串的出現，代表學生會運用字串來幫助他們寫作。第二、中級程度學生使用最多種類的字串，字串的種類達到955個，在初級程度學生寫作表現上，字串是略顯不足的。第三、在字串的論述功能方面，中級和高級程度學生傾向於使用情態式之字串(Stance bundle)和參照式之字串(Referential bundle)。
最後本研究針對外語學習者之英文寫作方面提供相關建議及字串在教育上的應用。

The importance of lexical bundles in language teaching and learning has been receiving a growing amount of attention, especially in the field of academic writing. This corpus-based study examines the use of lexical bundles with an emphasis on the functional classification of Taiwanese college English majors’ essays. Three corpora of English academic essays were established based on the student writers’ proficiency levels. An online corpus analysis instrument, N-Gram Extractor (Lextutor), was used to identify 2- to 6-word lexical bundles among the essays. The lexical bundles were classified according to their discourse functions manually.
The results showed that the lexical bundles were observable in students’ essays. The medium-level students used more lexical bundles among the groups, whereas the lower-level students hardly produced lexical bundles in the essays. As for functions, students from the medium-level and the higher-level used more stance bundles and referential bundles in their essays. This study calls for the immediate attention to lexical bundles particularly in the writing of college EFL students.

TABLE OF CONTENTS
ABSTRACT (Chinese) i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES viii
CHAPTER I INTRODUCTION 1
1.1 Background of the Study 1
1.2 Purpose of the Study 2
1.3 Working Definitions of Terms 3
1.4 Organization of the Study 5
CHAPTER II LITERATURE REVIEW 7
2.1 Lexical Bundles 7
2.1.1 Definition and Characteristics 7
2.1.2 Structural and Functional Patterns 9
2.2 Lexical Bundles in Writing 14
2.3 Empirical Studies on Lexical Bundles of EFL Learners 18
2.4 Significance of the Study 20
CHAPTER III RESEARCH METHODOLOGY 24
3.1 Research Design 24
3.2 Settings and Participants 25
3.3 Data Collection 25
3.3.1 Academic Writing Task 25
3.3.2 The Corpus of Academic Writing 26
3.4 Instrument 27
3.4.1 Criterion® 27
3.4.2 N-Gram Extractor 28
3.5 Procedure 29
3.6 Data Analysis 30
3.6.1 Exploring the Frequency and Occurrence of the Lexical Bundles 30
3.6.2 Exploring the Register of the Lexical Bundles 31
CHAPTER IV RESULTS & DISCUSSION 32
4.1 Overview of the Lexical Bundles 32
4.2 The Use of Lexical Bundles in EFL Learners’ Writing 37
4.2.1 Exploring the Frequency and Occurrence of the Lexical Bundles 37
4.3 The Function Features of Lexical Bundles 49
4.3.1 Stance Bundles 53
4.3.2 Discourse Organizer 56
4.3.3 Referential Bundles 58
CHAPTER V CONCLUSION 61
5.1 The Summary of the Major Findings 61
5.1.1 The Observation of the Lexical Bundles in Academic Essays 61
5.1.2 The High-frequency Lexical Bundles 62
5.1.3 The Distribution of Discourse Functions of Lexical Bundles 63
5.2 Pedagogical Implications 64
5.3 Limitations of the Study 65
5.4 Recommendations for Future Research 66
REFERENCES 67
APPENDIX A 72
The Writing Prompt on Criterion® 72

LIST OF TABLES
Table 2.1 Structural Patterns of Lexical Bundles……………………9
Table 2.2 Discourse Functions in Biber et al. (2004) 11
Table 2.3 Discourse Functions in Hyland (2008) 13
Table 2.4 The Differences and Similarities between Li and Volkov’s Study (2017) and The Current Study (2019) 22
Table 3.1 The Corpora among Three Proficiency Level 27
Table 3.2 The Frequency of The Current Study and The General Standard 30
Table 4.1 The Descriptive Statistics of Lexical Bundles across Three Proficiency Levels 33
Table 4.2 The Descriptive Statistics of Lexical Bundles in the Lower Level Corpus 34
Table 4.3 The Descriptive Statistics of Lexical Bundles in the Medium Level Corpus 35
Table 4.4 The Descriptive Statistics of Lexical Bundles in the Higher Level Corpus 35
Table 4.5 Total Number of Types of the Lexical Bundles among Three Corpora 36
Table 4.6 The 2-word Lexical Bundles of the Lower Level Corpus 38
Table 4.7 TOP 60 2-word Lexical Bundles of the Medium Level Corpus 40
Table 4.8 TOP 60 3-word Lexical Bundles of the Medium Level Corpus 41
Table 4.9 The 4-word Lexical Bundles of the Medium Level Corpus 42
Table 4.10 The 5-word Lexical Bundles of the Medium Level Corpus 44
Table 4.11 The 6-word Lexical Bundles of the Medium Level Corpus 44
Table 4.12 Top 60 2-word Lexical Bundles of the Higher Level Corpus 45
Table 4.13 Top 60 3-word Lexical Bundles of the Higher Level Corpus 46
Table 4.14 The 4-word Lexical Bundles of the Higher Level Corpus 47
Table 4.15 The 5-word Lexical Bundles of the Higher Level Corpus 48
Table 4.16 The Frequency of Occurrence and Percentage of Lexical Bundles of Different Discourse Functions in the Medium Level Corpus 50
Table 4.17 The Frequency of Occurrence and Percentage of Lexical Bundles of Different Discourse Functions in the Higher Level Corpus 52


LIST OF FIGURES
Figure 3.1 Main screen of N-Gram Extractor ……………………..29
Figure 4.1 Distribution of lexical bundle types in the medium level corpus ………………………………………………………51
Figure 4.2 Distribution of lexical bundle types in the higher level corpus……………………………………………………….53
Figure 4.3 Distribution of stance bundles across proficiency levels (percentage of types)……………………………………...55
Figure 4.4 Distribution of discourse organizers across proficiency levels (percentage of types)………………………………57
Figure 4.5 Distribution of referential bundles across proficiency levels (percentage of types)………………………………59

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