Speaker
KEYWORDS
multi-word units, writing pedagogy
ABSTRACT
This study expands on Nattinger and DeCarrico’s (1992) concept of lexical phrases—multi-word expressions used as pragmatically appropriate responses in writing, such as this essay will discuss (sign-posting) and on the other hand (metadiscourse). These phrases function as linguistic glue in essays and articles. While prior research has identified patterns of overuse (e.g., Chen & Baker, 2016) or underuse (e.g., McKenny, 2010) of these phrases by L2 English writers, comparisons often focus on L2 vs. L1 writers rather than the developmental trajectory of learners’ phrase use.
This study addresses this gap by examining lexical phrase development across four semesters in an English for Academic Purposes program. Tracking usage over five essays and correlating with TOEFL scores, findings reveal that learners initially rely heavily on lexical phrases when encountering a new genre, transitioning toward personalized styles in later submissions. Learners with lower TOEFL scores consistently used more phrases, regardless of essay length.
These results suggest lexical phrases serve as scaffolding, enabling learners to articulate ideas within genre conventions, enhancing their agency for self-expression. The results are discussed in practical terms and classroom activities promoting phrase and genre acquisition and use will be presented.
| TITLE | Multi-word expressions as keys to learner autonomy in writing |
|---|---|
| RELEVANT SIG | College and University Educators (CUE) |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
