مطالب

Researchers stated that learning and applying certain set of lexical bundles of native lecturers by non-native lecturers would help students improve their proficiency through incidental vocabulary input. The present study shed light on the lexical bundles in hard science lectures used by Native and Non-native lecturers in international universities with the main purpose of analyzing the structural and functional similarities and differences in their usage. The secondary purpose was to finalize and present a list of explored lexical bundles employed by Native lecturers in these lectures which could be helpful for students and also Non-Native lecturers. The corpus of this study consists of five and a half hours of three different native university lecturers’ lectures and about five and a half hours of three different non-native university lecturers’ lectures who were teaching hard science (nuclear physics and electronic engineering). The data were analyzed using n-gram tool in lextutor.ca website which is a free online software to analyze the lexical bundles of more than two corpora and compare them. Functional and structural analysis gave the following results. Findings showed that lexical richness of both Native and Non-Native lecturers was not good enough to expose students to rich environments to help them improve their English proficiency. In light of structural classification, the results revealed that dependent clause fragments in addition to verb structure phrases were the most widespread and Noun phrase + of-phrase fragments were the least employed structures of the identified lexical bundles in the lectures of Non-Native and Native lecturers. In terms of structural analysis, it was concluded that stance bundles were the most frequent function bundles used by both groups. Therefore, there were both similarities and differences in the structural and functional classifications of lexical bundles in the lectures of native and non-native lecturers.