Lexical bundles are recurrent multi-word sequences that play a crucial role in academic discourse. This article presents an analysis of lexical bundles in book reviews across the disciplines of human and natural sciences. Drawing from a corpus of 737 book reviews, the study investigates the functional roles and structural patterns of these recurrent linguistic units. The research aims to bridge a gap in the literature by exploring how lexical bundles vary across disciplines. Employing a quantitative-qualitative approach, the study first quantitatively identifies the most common 4-word lexical bundles and compares their distribution between the two disciplines. The researchers then qualitatively analyzed the context in which these bundles are used, observing that they often serve to refer to or evaluate the structure, content, audience, or scope of the book under review. Findings reveal that while both human and natural sciences book reviews share some lexical bundles, they exhibit variations in their distribution, structures, and functions. Notably, natural sciences book reviews employ a greater frequency of lexical bundles signaling an evaluative context, particularly contexts related to the assessment of a book. The study also uncovers differences in the structural preferences of lexical bundles between the two disciplines. This research contributes to a deeper understanding of the genre-specific utilization of lexical bundles and underscores their role in conveying evaluative meaning in scholarly discourse. Furthermore, the study suggests avenues for further exploration, providing a foundation for future investigations into the intricate interplay between linguistic features and disciplinary preferences.

The importance of learning lexical bundles for enhancing language proficiency is gaining increasing interest in the field of foreign language learning. Lexical bundles, commonly understood as recurrent word sequences in discourse, are crucial for developing fluency and comprehension across various linguistic domains. This quasi-experimental research was conducted at Danesh Language Institute, University of Zabol, enrolling 53 upper-intermediate-level students divided into experimental and control groups through convenience sampling. The experimental group received focused instruction integrating the identification and use of lexical bundles into their standard curriculum, while the control group received regular instruction. Pre-test and post-test assessments were administered to evaluate changes in vocabulary range and grammatical accuracy in argumentative writing. The results indicated that the learners in experimental group showed marked improvements compared to the control group. Implications include integrating lexical bundle-focused strategies into curricula to support learners’ transition to advanced proficiency, with future research recommended to explore long-term effects and broader applications.

Lexical bundles, as building blocks of coherent discourse, have been the subject of much research in the last two decades. While many of such studies have been mainly concerned with exploring variations in the use of these word sequences across different registers and disciplines, very few have addressed the use of some particular groups of lexical bundles within some genres of academy. To address generic variations, this research focused on anticipatory it bundles as a particular structural group of bundles. More specifically, this study chose to investigate range, frequency, and function of these word clusters in applied linguistics research articles and postgraduate writing. Through the use of two big corpora of research articles and postgraduate theses, two text analysis programs, and a functional taxonomy of it bundles, this study found that it bundles were used relatively frequently in both published and postgraduate writing. Functional analysis showed that anticipatory it lexical bundles served a wide variety of functions in both genres investigated. This study also revealed that some anticipatory it lexical bundles commonly used by students in their postgraduate writing did not count as bundles in research articles, both in terms of variety and frequency. As for implications, the study calls for the incorporation of such clusters in L2 and/or EAP (English for Academic Purposes) courses.

Lexical bundles, starting with the anticipatory it, mostly serve as stance expressions (e.g., it is necessary to). While most research centers on anticipatory, it-bundles in one single discipline, not much has been done across different disciplinary areas. Therefore, based on an adaptation of the functional taxonomy proposed by Hewings and Hewings (2002), this research attempted to detect it-bundles using a corpus of 400 research papers in L1-English and L1-Persian in applied linguistics (AL) and information technology (IT) to probe the possible significant resemblances and disparities. According to the results, IT writers employed fewer bundles than their AL counterparts, and their overuse was more impressive than that of their L1-English peers in AL. However, AL and IT writers showed similarity in their use of functional categories; AL writers also made heavier use of two functional categories: emphatic and epistemic. As for practice, writing instructors can exploit the findings of this study to facilitate academic writing instruction. They can also help students to achieve a better comprehension of anticipatory it-bundles.

BACKGROUND AND OBJECTIVES: Divan Shams is a reflection of the opinions and thoughts of this mystic, many of its words have a positive meaning in both axes of companionship and substitution, and like a chain, it serves the thoughts of its creator, as one of the famous western psychologists, Martin Seligman He has turned himself from the symptoms of learned helplessness to the penetrating effects of positive emotions. The purpose of this essay is to analyze and analyze Ghazals and investigate the positive lexical chains of Rumi in Divan Shams according to Martin Seligman"s theory of positivist psychology. METHODOLOGY: The current research is a basic research using the methods of rational reasoning and analysis and based on library studies, and it deals with the category of analysis of chains of positive words based on the positivist components of Martin Seligman and its effect on Diwan Shams of Tabrizi. The statistical community is also the statistical community of 3000 verses from the ten-volume book "Koliat Shams" by Maulana Jalaluddin Mohammad Molavi, based on the original edition of Faruzanfar with his corrections and margins. FINDINGS: All the components of Martin Seligman"s positivist psychology have been observed in Koliat Shams. The percentage of Seligman"s positive virtues in Diwan Shams is as follows: excellence has taken the first rank of virtues with 42. 43%. Wisdom is in the second place with 20. 61%. Shujaat ranks third with 17. 28%. Altruism with 14. 10%, moderation with 4. 62% and seeking justice with 0. 96% have taken the next ranks. The abilities of love with 74. 54%, leadership with 65. 38% and perfection with 53. 96% are the highest, and the abilities of humor with 0. 78%, seeking justice with 0. 96% and stability with 7. 92% are the lowest. CONCLUSION: The use of such positive concepts and words in Diwan Shams, in addition to bringing the audience to the city of Rumi"s love, is effective in creating psychological transformation and changing attitudes and improving the quality of life of the audience. The adaptation of Rumi"s positive linguistic and intellectual elements in Divan Shams with the opinions of Martin Seligman, Today"s psychologist and psychotherapist, these two spiritual and human capitals, with a gap of eight centuries, are the main result and product of this research. Seligman"s thoughts and components as the subject and the brain-made world of Rumi in Divan Shams, as the example and the compass hand of the sublime human life, have created a wonderful and irreplaceable alliance that is reliable and fruitful from the two scientific and artistic points of view of literature and psychology.

Background & Aims: The importance of "publish or perish" in academic contexts, especially for faculties and graduate students, is an undeniable problem because of its role in determining university achievement around the world. To deal with such problems, academic writers must be fluent in language repertoires (e. g., lexical bundles), which are an essential component of scholarly writing and necessary for creating publishable research articles (RAs). Material & Methods: Hence, the present study reviews 85 empirical RAs that have been done to extract highly frequent 4-word lexical bundles (LBs) published between 2008 and 2021 in ISI and Scopus-indexed journals across various hard sciences disciplines including medical sciences. Additionally, it offers a list of the general academic four-word LBs in the various sections of hard sciences RAs that can be used as a reference list of general LBs for scholarly writing in hard sciences. Results: The review revealed that in each discipline, the experts use discipline-specific bundles. The findings also revealed that academic writing structurally relies heavily on phrasal bundles and functionally on referential bundles. Conclusion: The current study concludes that it is essential to explore disciplinary linguistic features such as LBs in academic writing to enhance academic success and RA literacy. The results may also be useful in developing appropriate educational materials and activities on LBs for academic writing in hard sciences such as medical sciences.

There has been increasing interest in utilizing corpora in linguistic research and pedagogy in recent years. Rhetorical organization of different sections of research articles may appear similar in various disciplines, but close examination may show subtle differences nonetheless. One of the features that have been at the center of attention especially in recent years is the idiomaticity of a discourse which can be examined from the perspective of multi-word units captured by the automatic retrieval of lexical bundles. This study takes a corpusbased approach for the identification of lexical bundles. A corpus of 801, 894 words from 790 articles was collected. In order to fulfill the purposes of the present study, ABBYY FineReader 10 professional edition, Total Assistant, Antconc 3. 2. 3, and WordSmith Tools 5 were used to identify lexical bundles. Then these bundles were classified structurally and functionally based on the presented taxonomies in the literature. The results of the current study indicated that the writers of medical research articles mostly rely on textoriented bundles in the discussion section of research articles to establish academic discourse.

This study aimed at investigating the applicability of teaching lexical bundles to the writing performance of medical students in an EFL context. Four components of the writing proficiency, namely Task Response (TR), Lexical Resource (LR), Grammatical Range and Accuracy (GRA) and Cohesion & Coherence (CC), were investigated with regard to the effect of teaching lexical bundles. Thirty medical students in the preclinical stage at Shiraz University of Medical Sciences participated and the study was performed through a two-phase procedure. In the first phase, paragraph and essay writing principles were taught after a pretest. The posttest was administered following the treatment. Data were analyzed through T test. The results of the first phase indicated that all components except GRA changed significantly. In the second phase, the students were introduced and exposed to four-word lexical bundles extracted from the medical corpus. Having access to the corpus analysis software, the students could explore the corpus and learn the lexical bundles contextually. They were also given the list of lexical bundles for explicit exposure and were guided to use them appropriately in their writing assignments. The essays assigned following the lexical bundle teaching were regarded as the posttest of the second phase while the posttest of the first phase was regarded as the pretest of the second phase. Data analysis revealed that LR changed significantly and the students were able to benefit from lexical bundles to improve their LR that enabled them to write more naturally and use collocations more appropriately. Students, writing instructors, syllabus designers, and material developers can best benefit from the findings of the present study.

This paper investigates a special type of recurrent expressions, lexical bundles, defined as a sequence of three or more words that co-occur frequently in a particular register (Biber et al., 1999). Considering the importance of this group of multi-word sequences in academic prose, this study explores the forms and syntactic structures of three-and four-word bundles in English abstracts written by Iranian scholars in three disciplines; business studies, history, and linguistics. Applying a frequency-based approach suggested by Biber et al. (1999), the data were drawn from a corpus consisting of 660 English abstracts of research articles published by various leading academic journals. As regards syntactic structure, the structural characteristics of the lexical bundles were first explored through careful analysis and then classified using a modified version of Biber et al. ’ s (1999) structural framework. The study also compares the forms, frequencies, and structures of the lexical bundles in the corpus to those found in Hyland’ s (2004) research article corpus. This comparison shows that not only are there relatively large differences between the two corpora in the forms and frequencies of bundles employed, but also there are some discrepancies in terms of distribution of the different structural types and tokens.

As a member of larger family of formulaic sequences, lexical bundles play different discourse functions in written research articles. This study investigated the use of four-word lexical bundles in published research articles in medicine via natural language processing by computational linguistics. A corpus of 2, 420, 914 words was extracted from 790 research articles in 33 medical disciplines. For the identification of lexical bundles, a number of computer software products such as ABBYY Fine Reader 10 professional edition, Total assistant, Antconc 3.2.3, and Word Smith Tools 5 were used. The identified lexical bundles were classified structurally and functionally based on the taxonomies in the literature. The results of the study showed that 102 identified lexical bundles differ structurally and functionally and most of the writers of medical research articles rely on text-oriented bundles for establishing their written academic discourse. This study provided new insights in understanding the discipline-specific discourse of medical research articles and in doing further corpus-based research in written academic discourse and EAP. This research introduced stylistic linguistics point of view in information retrieval systems development.