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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Language Teaching and Linguistics
Attapol Khamkhien
Kasetsart University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Functional Patterns of Lexical Bundles and Limitations in Academic Writing by Thai L2 English Learners Attapol Khamkhien
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i3.629

Abstract

Lexical bundles, which serve as markers of fluent and appropriate language use, are referred to as "building blocks of discourse" because they occur frequently in written texts and help readers and writers process information more quickly. They also provide important linguistic functions. However, lexical bundles can vary across genres, domains and even sections of the same work, which can be challenging for novice and non-native writers. The purposes of this study are to explore how Thai L2 undergraduate students use lexical bundles in their academic papers written in English and to compare the use of lexical bundles with that in two written corpora: the British Academic Written English (BAWE) and Cambridge Academic English (CAE). A total of 53 research reports, or approximately 615,750 words, from Thai L2 students of English language studies and applied linguistics were systematically compiled and analysed. The most frequent four-word n-grams in the corpora were then identified and their types and functions categorised. Keyword analysis was used to compare the key n-grams identified in each academic corpus. The results show that native and non-native writers use lexical bundles in rather different ways. Some patterns that did not occur in the reference corpus were overused by Thai L2 English students. The data suggest that the inclusion of phraseology in L2 writing instruction has pedagogical implications. This study can be of great pedagogical value, especially for EAP instructors, as it reveals frequent patterns in the form of a pedagogically useful list of word combinations. By extension, the data presented can be used by non-native writers or academics, especially novice Thai writers, to improve their use of phraseological patterns in writing academic research reports or writing for publication.
ADJECTIVES IN THE EXPRESSION OF EPISTEMIC MODALITY IN APPLIED LINGUISTICS RESEARCH ARTICLES Attapol Khamkhien
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1155.522 KB) | DOI: 10.30743/ll.v5i2.4534

Abstract

Research in academic writing has shown that writers have a strong tendency to communicate their ideas interactively with readers. This study examines how professional writers use adjectives as part of interactional metadiscourse when writing research articles. A total of 255 research articles published in distinguished journals in the field of applied linguistics between 2015 and 2020 were systematically compiled and quantitatively and qualitatively analysed. The extent to which epistemic adjectives and typical phraseological patterns are used in research articles was investigated with the help of corpus linguistics methods, as was their epistemic strength indicated by writers. The interpersonal model of metadiscourse was used as the theoretical framework for the study. The findings suggest that the academic writing corpus, in essence, is interactionally oriented, while the use of adjectives as an epistemic modality reflects a methodical approach by article writers when presenting propositions and discussing their knowledge claims. This study provides a deeper understanding of these linguistic features to impact the reader. Pedagogically, the study can be useful for teaching academic writing to postgraduate students and help them and novice writers develop writing competency through epistemic devices, especially in research articles intended for publication.
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