Lexical bundle use and crosslinguistic influence in academic texts

Foreign Language Writing as a Developmental Process (Foundation, Expansion, Development, and Completion): The FEDCom Model

“…Moreover, the findings are parallel with the conclusion that writing process is a complicated recursive process rather than a simple linear one (Zamel, 1983). Finally, having found that the culture and negative transfer from the mother tongue impact EFL writing (Güngör & Uysal, 2020), the study affirmed the studies of Kaplan (1966), Ostler (1987), Derakhshan andKarimian (2020), andYang (2019).…”

“…The results of this research have similarities and differences with the studies in the literature on the challenges of learning EFL writing. Studies in the relevant literature have discovered similar challenges in learning EFL writing in different contexts such as the application of inappropriate methods and materials in Ukrainian (Tarnopolsky, 2000) and Iranian (Zoghi & Fakhimie Shokri, 2019) contexts, students" lack of transfer of writing skills due to their insufficient writing experience in L1 in Kuwait context (Al-Zankawi, 2018), negative transfer, phonological unawareness, grammatical problems, limited vocabulary, lexical bundle and crosslinguistic influence (Güngör & Uysal, 2020), and problems in rhetorical organization in Taiwanese university (Chen, 2002) and Indonesian contexts (Hidayati, 2018), punctuation and spelling problems in Saudi Arabian university (Younes & Albalawi, 2005); cohesion and coherence in Palestinian context (Hammad, 2016) and other various contexts (Polio, 2017); the effect of educational policy in Iranian (Zenouzagh, 2018) and Chinese (Zhao & Huang, 2020) contexts; and insufficient time allocation for writing, curriculum, and imposition of western writing pedagogy (Leki, 2001). Moreover, the findings are parallel with the conclusion that writing process is a complicated recursive process rather than a simple linear one (Zamel, 1983).…”

Cross-linguistic transfer in academic journal writing: Evidence from lexical bundle analysis in Russian and English

“…Specifically, the intra-L1-group congruity evidence collected within the framework proposed by Jarvis (2000) showed that a number of identified bundles were shared between L2 English and L1 Russian writing and did not occur in L1 English writing. A similar trend was uncovered in Güngör and Uysal (2020), where bundles specific to Turkish learners of English constituted almost 50 percent of the LB list. Further evidence of transfer was found in the functional analysis of LBs.…”

“…Using the frequency data, Paquot found strong positive correlations between the frequency of discourse organizational and stance-oriented LBs in learners' written production and its equivalent form in the learners' L1. Making use of the same framework, Güngör and Uysal (2020) recently investigated the cross-linguistic influence of L1 Turkish on L2 English on the learners' production of four-word LBs. The study revealed that 45 percent of bundles in L2 English writing were distinctive to Turkish authors.…”

Object of study and linguistic subdisciplinary

“…Trills are sounds produced by a rapidly vibrating articulator (Ward, 2007;Güngör & Uysal, 2020;Booij, 2000) or a sequence of apico-alveolar bursts that are very fast, so that the tip of the tongue vibrates against the arch of the tooth at the same time in the articulation. other consonants (Dehn et al, 2001).…”