Lexical Bundles in Literature Writing: A Corpus-Based Study of Native English Speakers and MCU Students

Abstract

          This research on “Lexical Bundles in Literature Writing: A Corpus-Based Study of Native English Speakers and Mahachulalongkornrajavidyalaya University Students” was aimed to (1) explore the most frequently used four-word lexical bundles in native English speakers’ and Mahachulalongkornrajavidyalaya University students’ writing, (2) identify the structural types of lexical bundles that were employed in native English speakers and Mahachulalongkornrajavidyalaya University students, and (3) discover the variation of functional usage between native English speakers and Mahachulalongkornrajavidyalaya University students writing. Mixed method was used for this study for collecting data. This research paper compiled two corpora of writing from the English international program and the linguistics program to address the research objectives, both representing the writing of native English speakers and Mahachulalongkornrajavidyalaya University students in their respective fields. This study employed AntConc 3.5.9 software to discover four-word lexical bundles and analyses the bundles' frequency, structure, and function.

          The study's findings indicated that native English speakers and Mahachulalongkornrajavidyalaya University students use bundles more frequently, exhibit a greater variety of lexical items to fill structural bundles, and utilize functional bundles differently. These distinctions appear to reflect each discipline's rhetorical requirements. Additionally, Mahachulalongkornrajavidyalaya University students' writing demonstrated a difference in their use of bundles compared to native English speakers. Mahachulalongkornrajavidyalaya University students used more types and tokens of bundles overall, whereas native English speakers used less, although their writing was more advanced. Mahachulalongkornrajavidyalaya University students resorted to repetitive use of specific bundles more than native English speakers did. The study's implications for teaching and curriculum development are examined. The findings can be utilized in instruction by providing students with awareness-raising and guided practice opportunities to observe how bundles are utilized in native English speaker writing and assist them in applying this knowledge to their writing.