In a communicative approach to language teaching, students are presented with “authentic” language, which is thought to allow them
to produce it in a nativelike way. The current study explores whether the lexical bundles in communicative Japanese junior high
school textbooks are representative of conversational English. To do this, we use a corpus-based approach that compares the most
frequent lexical bundles in the textbooks to those in an English reference corpus. The study finds that although lexical bundles
are very frequent in the textbooks, and conform relatively well to English patterns at shorter lengths (3-word lexical bundles),
they deviate considerably at longer ones (4-, 5- and 6-words). This has important implications for the communicative utility of
the language in the textbooks.
(2009) Moving beyond Kučera and Francis: A critical evaluation of current word frequency norms and the introduction of a new and improved word frequency measure for American English. Behavior Research Methods, 41(4), 977–990.
(2006) From usage to grammar: The mind’s response to repetition. Language, 82(4), 711–733.
(2010) An investigation of lexical bundles in ESP textbooks and electrical engineering introductory textbooks. In D. Wood (Ed.), Perspectives on Formulaic Language (pp. 107–125). London: Continuum.
Columbus 21 English Course
(2013) Tokyo: Mitsumura Tosho.
Conklin, K., & Schmitt, N.
(2008) Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers?Applied Linguistics, 29(1), 72–89.
Conklin, K., & Schmitt, N.
(2012) The processing of formulaic language. Annual Review of Applied Linguistics, 321, 45–61.
Conrad, S., & Biber, D.
(2004) The frequency and use of lexical bundles in conversation and academic prose. Lexicographica, 201, 56–71.
(2004) Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23(4), 397–423.
(2012) Improving second language academic presentations with formulaic sequences. Bulletin of Niigata University of International and Information Studies Department of Information Culture, 151, 25–36.
Ellis, N. C.
(1996) Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18(1), 91–126.
Ellis, N. C.
(2001) Memory for language. In P. J. Robinson (Ed.), Cognition and Second Language Acquisition (pp. 33–68). New York, NY: Cambridge University Press.
Ellis, N. C., O’Donnell, M. B., & Römer, U.
(2013) Usage-based language: Investigating the latent structures that underpin acquisition. Language Learning, 63(1), 25–51.
Erman, B., & Warren, B.
(2000) The idiom principle and the open choice principle. Text, 20(1), 29–62.
(2004) A comparison of textbook and authentic interactions. ELT Journal, 59(4), 363–374.
(2015) Research into practice: The influence of discourse studies on language descriptions and task design in published ELT materials. Language Teaching, 48(4), 506–530.
(2011) Lexical bundles in the academic writing of advanced Chinese EFL learners. RELC Journal, 42(2), 155–166.
Cited by 4 other publications
2020. Revisiting genre effects on linguistic features of L2 writing: A usage‐based perspective. International Journal of Applied Linguistics 30:3 ► pp. 429 ff.
Borro, Ilaria & Silvia Scolaro
2021. Optimal and appropriate input in a second language: The potential of (modified-)elaborated input in distance and classroom learning. EuroAmerican Journal of Applied Linguistics and Languages 8:2 ► pp. 53 ff.
Northbrook, Julian, David Allen & Kathy Conklin
2022. ‘Did You See That?’—The Role of Repetition and Enhancement on Lexical Bundle Processing in English Learning Materials. Applied Linguistics 43:3 ► pp. 453 ff.
Northbrook, Julian & Kathy Conklin
2019. Is What You Put in What You Get Out? —Textbook-derived Lexical Bundle Processing in Beginner English Learners. Applied Linguistics 40:5 ► pp. 816 ff.
This list is based on CrossRef data as of 22 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.