Profile: Issues in Teachers' Professional Development

Bal, B. (2010). Analysis of four-word lexical bundles in published research articles written by Turkish scholars (Master’s thesis). Georgia State University, USA.

Biber, D., Conrad, S., & Cortes, V. (2004). If you look at lexical bundles: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371-405. https://doi.org/10.1093/applin/25.3.371

Brown, G., & Yule, G. (1987). Discourse analysis. New York, NY: Cambridge University Press.

Chafe, W. (1982). Integration and involvement in speaking, writing, and oral literature. In D. Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 35-53). Norwood, NJ: Ablex.

Chen, Y., & Baker, P. (2010). Lexical bundles in L1 and L2 academic writing. Language Learning & Technology, 14(2), 30-49.

Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics, 29(1), 72-89. https://doi.org/10.1093/applin/amm022

Cook, G. (2003). Applied linguistics. Oxford, UK: Oxford University Press.

Ellis, N., Simpson-Vlach, R., & Maynard, C. (2008). Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics, and TESOL. TESOL Quarterly, 42(3), 375-396.

Flowerdew, J. (2004). The discursive construction of a world-class city. Discourse & Society, 15(5), 579-605. https://doi.org/10.1177/0957926504045033

Halliday, M. A. K. (1987). Spoken and written modes of meaning. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 55-87). San Diego, CA: Academic Press.

Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press.

Halliday, M. A. K., & Matthiessen, C. M. (2004). Introduction to functional grammar. London, UK: Edward Arnold.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005

Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing (1st ed.). Sydney, AU: UNSW Press.

Rafiee, M., Tavakoli, M., & Amirian, Z. (2011). Structural analysis of lexical bundles across two types of English newspapers edited by native and non-native speakers. Modern Journal of Applied Linguistics, 3(2), 218-236.

Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Sheffield, UK: Equinox.

Schmitt, N., & Carter, N. (2004). Formulaic sequences in action: An introduction. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 1-22). Amsterdam, NL: John Benjamins. https://doi.org/10.1075/lllt.9

Wei, L., & Ying, H. (2011). On the role of formulaic sequences in second language acquisition. US-China Foreign Language, 9(11), 708-713.

Wood, D. (2002). Formulaic language in thought and word: Vygotskian perspectives. Cahiers Linguistiques d’Ottawa, 30, 29-48.

Wood, D. (2010). Formulaic language and second language speech fluency: Background, evidence and classroom applications. New York, NY: Continuum.

Wray, A. (2000). Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics, 21(4), 463-489. https://doi.org/10.1093/applin/21.4.463

Wray, A. (2009). Future directions in formulaic language research. Journal of Foreign Languages, 32(6), 2-17.

Wray, A., & Perkins, M. (2000). The functions of formulaic language: An integrated model. Language and Communication, 20(1), 1-28. https://doi.org/10.1016/S0271-5309(99)00015-4