Investigating the Role of Lexical Bundles in Enhancing Argumentation Skills in EAP Writing

Abstract

This paper seeks to explore the research question: What is the critical aspect of lexical bundles that will improve the quality of arguments within written text in EAP? By centering on the rhetorical roles of stance, discourse-organizing, and referential bundles. Drawing on the SEM technique, the research investigates the intersections between lexical bundle knowledge with clarity, coherence and structural features of academic argumentation based on data from 150 post-advanced EAP learners. The study establishes that discourse-organizing bundles enhance contrast ratios and argument structures leading to enhancement of coherence of an argument, and stance bundles lead to an increase in the learning of clarity. While creating arguments, advanced proficiency learners demonstrated a better understanding of when to use the lexical bundles more effectively and, therefore, developed a better lexical argument. The study also showed that LRs mediate the conversion of linguistic competence into argumentation, which illustrates that lexical bundles are not only formulaic phrases; they are major organisational elements that define entry into the academic language domain. From a pedagogical perspective, the findings imply that, while the teaching of lexical bundles should move beyond rote instructions, more focus should be placed on the reflective use of the bundles for rhetorical purposes. This study adds to the knowledge base of language, power and academic writing, and can inform more beneficial approaches to EAP instruction.