The effect of lexical bundles on Iranian EFL learners' argumentative writing performance
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Abstract
The present study examined the effect of raising awareness of lexical bundles on Iranian EFL learners' argumentative writing performance. Therefore, 52 EFL learners at the Talash Language Institute of Jahrom were selected from 73 students by administering the Nelson English Language Test. The selected students were divided into two groups and participated in a writing pretest. The participants in the control group wrote an essay on a topic provided by the teacher in each session without any particular treatment. In contrast, in the experimental group, before the experiment began, the participants were introduced to the use of lexical bundles in the first session, and they followed the procedure used in the control group. After ten writing sessions, a posttest was given to both groups to compare their writing competency after the treatment. The results of the data analysis indicated that raising Iranian EFL learners' awareness of lexical bundles improved their argumentative writing performance significantly.
Keywords: Argumentative writing; lexical approach, lexical awareness, lexical bundles, lexical chunks, lexical items, writing
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