چکیده:
The present study sought to investigate the effect of explicit instruction of lexical bundles (LBs) on the development of Iranian English for Academic Purposes (EAP) students’ writing quality and also their receptive and productive knowledge of Lexical Bundles (LB). Assigned to two experimental and control groups, the eighty participants took pre- and post-tests of writing tasks and the receptive knowledge test. Afterwards, the obtained scores were subjected to a series of Analyses of Covariance (ANCOVAs) and paired samples t-tests. Results of the within-group and between-group analyses indicated that explicit instruction of LBs enhanced the participants’ productive and receptive knowledge of LBs and also improved the overall quality of their written productions. Possible explanations are provided and the implications of the findings for the applicability of LBs instruction are discussed.
خلاصه ماشینی:
"Therefore, the obtained results with regard to the effect of explicit instruction on the frequency of LBs in students’ written productions indicated that the experimental group outperformed the control group at the posttest.
Therefore, findings with respect to the receptive knowledge of LBs indicated that learners in the explicit instruction group could significantly improve their scores from pretest to posttest.
Further, AlHassan & Wood (2015) demonstrated the effectiveness of the focused instruction of formulaic sequences in helping students to use more LBs in their writing.
g. , Boers & Lindstromberg, 2009; Granger, 1998; Hyland, 2008b; Paquot, 2008) On the other hand, our findings are not in line with that of Cortes (2006) who analyzed history students’ final written productions for LBs after the instruction but found no significant improvement.
Accordingly, the above discussion shows that explicit instruction of LBs is likely to raise L2 learners' awareness of different LBs and promote EAP students’ ability to accurately integrate them in their writings and write quality texts (Boers & Lindstromberg, 2009; Ellis et al.
Research Question 3 The findings with respect to the receptive knowledge of LBs indicated that learners in the explicit instruction group could significantly improve their scores from pretest to posttest.
They concluded that there may be no need for learners to explicitly notice the more narrowly defined LBs. However, the difference between their study and ours is that the intervention was teacher-led noticing and the focus was on chunks not four-word LBs. According to Boers & Lindstromberg (2012), non-significant results like in Stengers et al, (2010) might be related to the amount of exposure to formulaic sequences."