Abstract This study investigates lexical bundles (LBs), a particular type of frequently occurring multiword sequence, in the academic writing of native and nonnative English-speaking first-year university students. The study extends the functional analysis of LBs in the literature by investigating the evaluative prosody and semantic preference of LBs in the same semantic domains that are employed by novice student writers from the two different language groups. The students wrote argumentative essays in response to identical writing prompts. The very specific functions of the LBs in the essays were examined and compared. The results indicate semantic traits specific to each language group. This outcome can contribute to instruction on argumentative essays, which are a common pedagogical writing genre assigned across disciplines at the undergraduate level as well as in language-focused courses in general.

中文翻译：

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评价韵律和语义偏好：扩展循环多词序列的分析

摘要 本研究调查了以英语为母语和非以英语为母语的一年级大学生学术写作中的词汇束 (LBs)，这是一种特殊类型的频繁出现的多词序列。该研究通过调查来自两个不同语言组的新学生作家所采用的相同语义域中 LB 的评价韵律和语义偏好，扩展了文献中 LB 的功能分析。学生们根据相同的写作提示写了议论文。检查和比较了论文中 LB 的非常具体的功能。结果表明特定于每个语言组的语义特征。这个结果可以有助于议论文的指导，