Exploring the Development of Lexical Bundles among L1 Arabic Learners of English

Abstract

This study aims to explore the developmental aspects of lexical bundles in the learner data of L1 Arabic learners of English with different levels of English proficiency. It examines the structural distribution of lexical bundles to explain the connection between bundle use and language competence. The study employs a corpus-based methodology using data from two Arabic learners, Amina and Hassan, collected via an audio recording prompt. It analyzes the top 500 four-word lexical bundles from each learner's speech using LancsBox and a modified structural taxonomy adapted from Biber et al. (1999). The results show Amina, the more proficient learner, used more clause fragments and elaborated nouns both quantitatively and qualitatively. Hassan was less inclined to use objects with transitive verbs, indicating L1 interference. While Hassan used some structures more frequently, Amina demonstrated a more competent use of structures qualitatively. The study concludes more competent L2 speakers make more sophisticated use of lexical bundles in terms of structure and function. It provides preliminary evidence of associations between bundle use and language proficiency, though more data is needed. The findings imply lexical bundle development may be used to track L2 proficiency growth longitudinally. A better understanding of bundle acquisition can inform teaching practices to help learners incorporate bundles into their developing interlanguage systems. More research is warranted on bundle development across various learner populations and proficiency levels.