Structural and Functional Usages of Lexical Bundle in Native and Non-Native English Sociology Academic Writings: A Comparative Study Based on MICUSP

Abstract

Framed within Biber’s structural classification and Hyland’s functional classification, this study investigates the structural and functional uses of four-word lexical bundles in sociology academic writings by native (NS) and non-native speakers (NNS) of English by using the Michigan Corpus of Upper-level Student Papers (MICUSP) and tools such as AntConc and Xu Jiajin’s Log-Likelihood Ratio Test Calculator. The statistical findings reveal that both NS and NNS predominantly use noun phrase-based bundles, reflecting their critical role in sociology academic discourse. However, NNS exhibit a significantly higher usage of prepositional phrase-based bundles, indicating a strategy to enhance clarity and coherence. Functionally, while both groups rely heavily on research-oriented bundles, NNS employ text-oriented bundles more frequently, suggesting a heightened focus on ensuring textual coherence as a compensatory strategy for managing discourse. Conversely, NS more frequently use participant-oriented bundles, indicating greater rhetorical sophistication and personal engagement with the reader. The study contributes to linguistic theories by elucidating how lexical bundles function within the context of sociology and offering practical implications for English for Academic Purposes (EAP) instruction in sociology, emphasizing the need for targeted support in both the structural and functional aspects of lexical bundles and in improving academic writing skills.