Lexical Bundles in Narrative Texts of Intermediate English Textbook 1: A Corpus-Based Analysis of Formulaic Languages in Relation to CEFR Levels

Azhar Munir Bhatti; Ahsan Bashir

doi:10.62019/pwrmbj67

Authors

Azhar Munir Bhatti University of Education, Lahore, Pakistan. https://orcid.org/0000-0001-6610-277X
Prof. Dr. Ahsan Bashir University of Education, Lahore, Pakistan

DOI:

https://doi.org/10.62019/pwrmbj67

Keywords:

Lexical bundles, Formulaic language, Corpus-based analysis, Narrative texts, CEFR alignment, Intermediate English textbook, Discourse competence, Pakistani ELT, Language pedagogy, Textbook evaluation

Abstract

This paper explores the distribution, form, and pedagogical value of lexical bundles (reiterative multi-word patterns) in the narrative texts of the Intermediate English Textbook 1, which is a popular Pakistani ELT textbook. Through a corpus approach to descriptive research, the study examines about 35,000 running words with the help of AntConc 3.5.9 to determine bundles of three and four words that take place at least five times in several texts. Based on the typology of Biber and Conrad (2020) and the functional model of Hyland (2008), functional and structural categories were modified, and the compliance with the CEFR B1-B2 descriptors served as an external proficiency standard. The results indicate that almost 29 percent of all tokens are part of recurring bundles which are indicative of high formulaicity which is in line with intermediate level discourse. The majority of bundles are noun-phrase or prepositional-phrase constructions that ease the sequence of events and cohesion, discourse-organizing and stance-expressive frames are underrepresented. The reduced use of Academic Word List words also implies that the exposure to the academic registers is limited. In general, the textbook is useful in the delivery of narrative fluency and CEFR-comprehension, but less effective in the facilitation of higher-order cohesion and lexical sophistication. The paper concludes that the corpus-informed choice of bundles and explicit formulaic-language pedagogy might improve communicative and academic competence of Pakistani EFL students.

Author Biographies

Azhar Munir Bhatti, University of Education, Lahore, Pakistan.

Mr. Azhar Munir Bhatti is doing PhD in Applied Linguistics at the University of Education. Besides that he is working as an assistant professor of English at a public sector college of Lahore.
Prof. Dr. Ahsan Bashir, University of Education, Lahore, Pakistan

Mr. Ahsan Bashir, PhD is a professor and chair of English at the University of Education. He is a renowned researcher and pedagogical expert.

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