Author: Sally Kondos, American University in Dubai, United Arab Emirates
Email: [email protected]
https://doi.org/10.22492/ije.13.1.07
Citation: Kondos, S. (2025). Lexical Bundles: A Focused Framework for Enhancing Vocabulary and Syntax in English Composition Courses. IAFOR Journal of Education, 13(1), 171–193. https://doi.org/10.22492/ije.13.1.07
Abstract
The study explored the correlation between teaching lexical bundles and improving writing skills in English composition courses. The study addressed two research questions. First, to what extent can the explicit teaching of lexical bundles facilitate greater comprehension and retention of the elements of the bundles? Second, the study investigated the relationship between an increase in the number of lexical bundles comprehended and retained and a change in the writing grade. Formulaic sequences form a fundamental part of the English vocabulary. They are looked upon as an essential element of how students learn the English language. Lexical bundles are high-frequency combinations of words that often occur next to each other, whether in spoken or written text. The bundles are structurally incomplete, commonly formed by combining two noun phrases or a verb and a noun phrase or more phrases or clauses, such as on the other hand and as a result. Many studies have discussed the significant role that lexical bundles play in helping students to express themselves accurately in writing, besides providing them with the knowledge to produce coherent and precise text. Scholars in applied linguistics have argued that the ability to recognize patterns, recall them, and later reproduce them contributes greatly to language proficiency and to fluency in mastering the English language. A quantitative research design was implemented, and the findings were the outcome of the statistical analysis of the pre-test and post-tests and written assignments of the control and experimental groups. The findings concluded that the explicit instruction of lexical bundles significantly improved the overall writing grade of the experimental group. The study identified some commonly used lexical bundles among high-achieving participants, and the number of lexical bundles used in writing positively correlated with an improved overall grade.
Keywords
formulaic language, lexical bundles, second language acquisition, syntax, vocabulary