基于语料库的理工科本科生词块使用研究
An Empirical Study on the Use of Lexical Bundles by Undergraduate Students in Science and Engineering Based on Corpora

本研究旨在探讨理工科本科生在学术英语写作中词块使用的特征及其与专家学者的差异。通过构建理工科本科生学术英语写作语料库(Chinese Students’s Corpus, CSC)和专家学术论文语料库(English Professionals’ Corpus, EPC)，利用Antconc和MAT分词软件提取并分析3~6词长的词块。研究结果显示，三词词块在CSC和EPC中的使用最为频繁，且CSC中的词块总量显著高于EPC。结构上，名词词块在CSC和EPC中均占据主导地位，但CSC中动词词块和其他词块的使用率较EPC低，显示出学生在动词多样性上的不足。功能上，CSC中学生更倾向于使用研究者导向词块，而EPC中研究者导向和文本导向词块的使用相对均衡，反映出学生在构建语篇连贯性方面的不足。此外，研究发现CSC和EPC中存在一定数量的共用词块，但CSC在词块使用的地道性和多样性上仍有待提高。本研究为理工科本科生学术英语词块教学提供了实证依据，并为跨学科领域的学术英语教学提供参考。
This study aims to explore the characteristics of lexical bundle usage in academic English writing among undergraduate students in science and engineering, as well as the differences between their usage and that of expert scholars. By constructing a corpus of academic English writing by science and engineering undergraduates (Chinese Students’ Corpus, CSC) and a corpus of expert academic papers (English Professionals’ Corpus, EPC), the study utilized Antconc and MAT to extract and analyze 3~6 words lexical bundles. The results indicate that three-word lexical bundles are the most frequently used in both CSC and EPC, with a significantly higher total number of lexical bundles in CSC compared to EPC. In terms of structure, noun-based lexical bundles dominate both CSC and EPC, but CSC shows lower usage rates of verb-based and other lexical bundles compared to EPC, suggesting a lack of diversity in verb usage among students. Functionally, students in CSC tend to use more researcher-oriented lexical bundles, while EPC displays a relatively balanced usage of researcher-oriented and text-oriented lexical bundles, reflecting students’ insufficiencies in constructing textual coherence. Additionally, while a certain number of shared lexical bundles were identified between CSC and EPC, the idiomaticity and diversity of lexical bundle usage in CSC remain to be improved. This study provides empirical evidence for the teaching of lexical bundles in academic English writing for science and engineering undergraduates and offers insights into interdisciplinary academic English instruction.