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most commonly ina given register. Thus lexical bundles are identified using the frequency-based approach.The frequency can not only reflect the extent to which a sequence is stored and used as aprefabricated one but also remind researchers to notice the use of some patterns. "Higherfrequency sequences are more likely to be stored as unanalyzed chunks than lowerfrequency sequences.，，(Biber & Cortes, 2004) In fact, the cut-off frequency, thatidentifies the number of lexical bundles to be combined in the analysis，is somewhatarbitrary.

Chapter Three Research Methodology.......... 21-25
    3.1 Data .........21-22
    3.2 Data Processing......... 22-25
Chapter Four Results and Discussion .........25-54
    4.1 Lexical Bundles in L1 Students' Academic Writing .........25-29
    4.2 Lexical Bundles in L2 Students' Academic Writing......... 29-36
        4.2.1 Frequency Distributions of Lexical Bundles......... 29-32
        4.2.2 Characteristics of Target Bundles .........32-36
    4.3 Lexical Bundles in FL Students' Academic Writing......... 36-54
        4.3.1 Frequency Distrib in FL Students' Writing.........36-38
        4.3.2 Characteristics of L1 Target Bundles .........38-43
        4.3.3 Lexical Bundles in L2 Students' Writing .........43-47
        4.3.4 Frequency Distributions of Lexical Bundles.........47-50
        4.3.5 Characteristics of L2 Target Bundles......... 50-54

Conclusion

The findings of the study show that FL students have significant differences with LIand L2 students respectively in the use of target bundles. L2 students also differ from LIstudents in using target bundles significantly. The differences will be described in thefollowing.
At first, LI students employ the largest number of nominal three-word bundles,larger number of verbal ones, smaller number of clausal ones and the smallest number ofother expressions. The second largest number is the preposition. L2 students almost havethe same order as LI students in using three-word lexical bundles. But the second largestnumber is three-word verbal ones for them. LI students' sequence in the structuralclassification is consistent with that explored in Biber et al，s (1999) study.
Secondly, a great quantity of target bundles has a low-frequency output; even neverappear, in L2 and FL students’ writing. That is to say, both L2 and FL students haveinadequate acquisition of target bundles, which are used commonly for LI students. It isnoted that the difference between FL and L2 students is not as far as two other ones. Itimplies that more similarities may be found in the use of target bundles for L2 and FLlearners.
At last, three comparisons make a same conclusion that target bundles with thehigh-frequency, identified from either LI or L2 students, are more inclined to output inL2 or FL students' writing, or vice versa: low-frequency bundles are not easy to output,sometimes may not output. The present study also finds that occurrence rate of the twogroups of target本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。