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AI augmented approach to identify shared ideas from large format public consultation
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Urban Narrative: Computational Linguistic Interpretation of Large Format Public Participation for Urban Infrastructure
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In: Urban Planning ; 5 ; 4 ; 20-32 ; The City of Digital Social Innovators (2020)
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Bundle-driven move analysis: Sentence initial lexical bundles in PhD abstracts
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Urban narrative: Computational linguistic interpretation of large format public participation for urban infrastructure
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Making use of and adapting MOOCs text resources for language learning
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Automating vocabulary tests and enriching online courses for language learners
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Automatically augmenting academic text for language learning: PhD abstract corpora with the British Library
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Sentence initial bundles: A comparative study between Chinese master’s L2 theses and published writing
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Chinese postgraduates' explanation of the sources of sentence initial bundles in their thesis writing
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Abstract:
Lexical bundles, recurrent multiword combinations in a register, are extremely common and important discourse building blocks in academic writing. An increasing number of studies have investigated lexical bundles in academic writing in recent years, but few studies have explored L2 learners’ interpretations of their own bundle production, particularly sentence initial bundle production. Investigating the sources that have appeared to influence learners’ choices and knowledge of bundles is important as it complements what we know about the structural and functional features of lexical bundles and provides useful first-hand information for second language writing pedagogy. The present study interviewed five Chinese postgraduate students to probe possible reasons for their use of the typical sentence initial bundles identified in the self-built Chinese Masters and PhD thesis corpora. The interviews revealed diverse explanations including interlingual transfer, classroom learning, noticing in reading, a lack of rhetorical confidence, and misunderstanding of rhetorical conventions. The results suggest the need for raising students’ awareness of the common sentence starters in postgraduate academic writing, increasing their confidence as student writers, familiarizing them with rhetorical conventions, and incorporating effective corpus-based tools into pedagogical practices.
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Keyword:
Chinese postgraduates; computer science; interviews; L2 academic writing; lexical bundles; thesis
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URL: https://doi.org/10.1177/0033688217750641 https://hdl.handle.net/10289/13093
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Evaluating the efficacy of the digital commons for scaling data-driven learning
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Sentence initial bundles in L2 thesis writing: A comparative study of Chinese L2 and New Zealand L1 postgraduates’ writing
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Learning collocations with FLAX apps
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In: MLearn 2016 (2016)
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FLAX: Flexible and open corpus-based language collections development
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Using Wikipedia for language learning
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In: CITRENZ 2015 (2015)
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FLAX: Flexible and open corpus-based language collections development
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Investigating an open methodology for designing domain-specific language collections
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Investigating an open methodology for designing domain-specific language collections
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In: 2014 EUROCALL (2014)
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Second language learning in the context of MOOCs
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In: CSEDU 2014 (2014)
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