Innovation in Language Learning

The purpose of this study is to examine the productive use of recurrent academic word combinations by first (L1) and second language (L2) speakers of English. Evidence has suggested that such combinations, which are sometimes referred to as lexical bundles, are pervasive in academic discourse and that mastering them is essential for learners who aspire to become active members in the discourse community. Earlier attempts to explore recurrent combinations have been largely descriptive in nature, focusing more on learners’ receptive knowledge as measured by various dictation and gap-filling tasks. The present study aims to measure the productive knowledge of a pre-selected group of academically oriented expressions. A total of fifty participants took part in the study: 25 native American English speakers and 25 nonnative English learners whose first language is Arabic. All participants were instructed to take a Productive Knowledge Test that measured their ability to use these recurrent expressions in meaningful sentences. Analysis of results shows that, unlike nonnatives, native speakers demonstrate greater understanding of how to use such lexical bundles productively. Nonnatives’ knowledge of these expressions is superficial and largely inadequate. The study discusses these findings and their general implications for language learners, instructors and curriculum designers.