If you look at... : Lexical bundles in university teaching and textbooks
If you look at... : Lexical bundles in university teaching and textbooks
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DOI：
10.1093/applin/25.3.371
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发表时间：
2004-09-01
影响因子：
3.6
通讯作者：
Cortes, V
中科院分区：
文献类型：
--
作者：
Biber, D;Conrad, S;Cortes, V
本文研究了多词序列在两个重要的大学语域中的使用：课堂教学和教科书。继 Biber 等人之后。 (1999)，我们采用频率驱动的方法来识别多词序列，称为“词汇束”。我们将课堂教学和教科书中的词汇束与我们之前对对话和学术散文的研究中发现的词汇束进行比较。首先描述结构模式，然后提出功能分类，包括立场表达、话语组织者和指称表达。事实证明，课堂教学中词汇束的使用无论是在频率上还是在功能上都特别令人惊讶。课堂教学比对话使用更多的立场和话语组织束，但同时，课堂教学比学术散文使用更多的指涉束。分析表明，词汇束（语域中最常见的单词序列）是一种独特的语言结构。词汇束通常不是完整的语法结构，也不是惯用语，但它们是话语的基本组成部分。在结论中，我们讨论了我们的研究对词汇束理论地位的影响。
This paper investigates the use of multi-word sequences in two important university registers: classroom teaching and textbooks. Following Biber et al. (1999), we take a frequency-driven approach to the identification of multiword sequences, referred to as 'lexical bundles'. We compare the lexical bundles in classroom teaching and textbooks to those found in our previous research on conversation and academic prose. Structural patterns are described first, and then we present a functional taxonomy, including stance expressions, discourse organizers, and referential expressions. The use of lexical bundles in classroom teaching turns out to be especially surprising, both in frequency and in function. Classroom teaching uses more stance and discourse organizing bundles than conversation does, but at the same time, classroom teaching uses more referential bundles than academic prose. The analysis indicates that lexical bundles-the most frequent sequences of words in a register-are a unique linguistic construct. Lexical bundles are usually not complete grammatical structures nor are they idiomatic, but they function as basic building blocks of discourse. In the conclusion, we discuss the implications of our study for the theoretical status of lexical bundles.