APPLICATION OF LEXICAL BUNDLES FROM BIOTECHNICAL RESEARCH ARTICLES IN ESP TEACHING

: This paper presents the possibility of applying a list of lexical bundles that have been singled out as the most common or typical in the texts of native English speakers. These bun dles belong to biotechnical research articles and this study reveals how lists of pedagogically useful lexical bundles could be transferred to teaching materials intended for non-native speak ers who aim to master their writing skills for the purpose of writing research papers in English in the field of biotechnology. Lexical bundles occurring in all subcorpora of biotechnical articles, i.e. the subcorpora of forestry, landscape architecture, ecological engineering and wood pro cessing point to those groups of lexical bundles whose proper use should first be adopted by the authors of biotechnical articles, while the results of their classification and further analyses provide materials for exercises which aim to teach their use. In this way, our research responds to the invitation of the study Chen and Baker (2010), which urges pedagogues and publishers to use more results of automated corpus research in teaching.

Упутство: Прочитајте одломке који следе и подвуците делове текста које аутори користе када прелазе на другу тему, оно што користе за додавање или изражавање идеје која је у супротности са претходном. 1 1. Melbourne, on the other hand, only accessed after the lifting of fruit fly restriction in 1981, may reach Sydney consumption levels of 0.12, perhaps within four years. 2. Define Goals and Criteria: In this step assessment goals are identified as well as the intended use, required accuracy and the constraints of the assessment. 3. The officers were requested to provide additional details on marketing and historical trends in addition to the production and storage estimates. 4. On the other hand, koa corridors connect deforested areas to less degraded wooded pastures, and thus provide a tree-covered pathway that frugivores might explore, depositing seeds in the process. 5. Furthermore Schmidt (2008) developed cognitive and normative content of ideas as well as the application in practice. 6. In addition to the foundation and methodological lectures and exercises, students also hear a few other special lectures and seminars on such topics as change in agricultural technology. 7. On the other hand, both recognize the importance of recreation, although in a qualified manner as does the Treasury Report of 1972. 8. These differences included shifts in the relative dominance of ECM families, as well as the assemblage of species present. 9. A 50-min.walkthrough a natural environment can increase positive affect, in addition to the improvements on physiological measures of stress.
...incorporating environmental and commercial values. To date areas planted to forestryon private land ________________the procession of forestry initiatives, are modest. (решење: as a result of).
...here is on evidence from the UK. The paper includes a brief discussion of the relationship between land and landscape _________________relationship with other related constructs, notably nature, place, environment and countryside. It also includes a discussion of who exactly ... (rešenje: as well as the) ...is lower for a given species in a harsh, as opposed to a mild environment. Similarly, stem biomass increases less with diameter in harsher environments ______________ less height growth and more taper in stems. (rešenje: as a result of) Studies directed at assessing environmental change or at delineating impacts from natural and human processes, depend upon a thorough foundation detailing the system's long-term behavior ________________specific causal agents of human-induced inputs. (решење: as well as the) Упутство: Испитајте одломке који садрже учестали лексички спој as a result of. Обратите пажњу на речи које непосредно претходе овом споју и на оне које га прате. Да ли уочавате неки образац? Шта је била намера аутора, када је употребио УЛС as a result of?
These crusts form as a result of in situ soil particle re-arrangement following wetting...

APPLICATION OF LEXICAL BUNDLES FROM BIOTECHNICAL RESEARCH ARTICLES IN ESP TEACHING
Katarina O. Lazić, PhD, Coordinator of International Cooperation, University of Belgrade Faculty of Forestry Abstract: This paper presents the possibility of applying a list of lexical bundles that have been singled out as the most common or typical in the texts of native English speakers. These bundles belong to biotechnical research articles and this study reveals how lists of pedagogically useful lexical bundles could be transferred to teaching materials intended for non-native speakers who aim to master their writing skills for the purpose of writing research papers in English in the field of biotechnology. Lexical bundles occurring in all subcorpora of biotechnical articles, i.e. the subcorpora of forestry, landscape architecture, ecological engineering and wood processing point to those groups of lexical bundles whose proper use should first be adopted by the authors of biotechnical articles, while the results of their classification and further analyses provide materials for exercises which aim to teach their use. In this way, our research responds to the invitation of the study Chen and Baker (2010), which urges pedagogues and publishers to use more results of automated corpus research in teaching.

INTRODUCTION
The comparison of the use of lexical bundles, as combinations of words that have a statistical tendency to co-occur, in four biotechnical disciplines, forestry, landscape architecture, wood processing and ecological engineering is a response to the suggestion of N att i n ge r and D e C a r r i co (1992) L e w i s (1997), W i l l i s (2003) and other authors, that the attention of researchers in the field of academic writing and ESP should be more focused on lexical bundles. In accordance with the findings of Hyl an d (2008b), this research undermines the assumption that there is only one repertoire of the key vocabulary needed for academic writing. In different disciplines, lexical bundles behave in a different way, and it is important for professionals who attend an English language course for academic purposes to recognize this as a starting point for learning the specific language used in their professional writing. It is very important that lists of lexical bundles that identify productive bundles are produced based on texts from genres and domains that students and researchers need for specific reading and writing. In other words, the best way to learn is not to focus on universal writing, but to try to facilitate the understanding of the characteristics of the specific discourse that students and researchers will encounter as part of their professional engagement and research activities.
Studies of lexical bundles generally agree that frequently repeated combinations of words can have a significant pedagogical value, and many studies not only try to illuminate the theoretical status of lexical bundles, but also give suggestions related to their use in teaching (e.g. S a l a za r, 2010). The findings of C o rtes (2004) have shown that although those who master English writing skills may often encounter these bundles while reading academic texts, exposure only to frequently used lexical bundles does not lead to their adoption. One way to help researchers and students to better adopt lexical bundles is to identify them, and then become aware of the different contexts in which they are used, as well as the functions they perform in different discourses of academic disciplines (S c h m i d t , 1990). C o n zett (2000) argued that collocation spotting can be the result of both unintentional awareness and delib-erate attention, and for the purpose of teaching suggests that teachers urge students to understand the types of frequent fixed expressions they encounter when reading and become aware of their use, which could be directly applied to the acquisition of lexical bundles. Other studies have dealt with the ways to incorporate formulas into English language teaching programs for academic purposes (S i mps o n -V l ach and E l l i s , 2010; Fox and T i g c h e l a a r, 2015). H y l a n d (2008a) and C o r te s (2004) conclude in their studies that the development and application of exercises that draw attention to lexical bundles, as well as productive exercises that encourage learners to use them, can help them to introduce these formulaic units composed of several words into their writing.

Extraction of lexical bundles
Lexical bundles in this research are extracted from a corpus of native English writing CoBNEA which has about 1,525,469 words and consists of four subcorpora of research articles in the field of forestry, landscape architecture, wood processing and ecological engineering.
The AntConc 3.2.4w (A nt h o ny, 2011) software was used to search the corpora and extract 3-6 word lexical bundles, because it has the option of extracting lexical bundles with the desired number of words, that are automatically sequenced by frequency. The selected software is available and suitable for the purpose of this research.
In the analysis of CoBNEA AntConc was set to a frequency threshold of 30, which represents a converted value for a normalized frequency of 20 lexical bundles per million words.
The same software was applied to each of the four subcorpora, and then refined lists of lexical bundles were composed from the given corpus and subcorpora by rejecting nonsense bundles and those containing names of geographical locations or other names. In this research, we will focus on the possibility of applying those lexical bundles that have appeared in all four subcorpora or in three out of four native speaker subcorpora of scientific articles from the fields of biotechnology, because we consider them to be of exceptional pedagogical significance. Table 2 shows one part of the unrefined list of lexical bundles from CoBNEA.

Lexical bundles suitable for a biotechnical writing course
When the four subcorpora of research articles from biotechnical disciplines were analyzed, a total of 16 lexical bundles were found to occur in all four of them. That is why we think that a course of academic writing in the field of general biotechnical science should primarily include those lexical bundles.
In addition to the bundles listed in Table 3, lexical bundles that could be useful for a general course of biotechnical writing are also those reported in three out of the above four investigated disciplines. Considering that they could also have pedagogical application in the preparation of teaching materials, we list these bundles in Table 4.  9  10  11  12  13  14  15  16  17  18  19  20   134  128  113  92  90  85  75  72  66  65  65  64  61  61  59  56  56  52   While lexical bundles shared by all four or three out of four CoBNEA subcorpora should be included when creating teaching materials for a general course of biotechnical writing, if a course is organized for authors belonging to just one discipline, a different approach is suggested. In that case, the lists of bundles should include those bundles that occur in writing specific to that field, as well as those exclusive to that discipline and one more of the four biotechnical sub-corpora investigated in this research.

Corpus-based classroom activities
Based on previous experience of researchers in the field of English for academic purposes, we believe that, with good planning, corpus research activities can be an effective tool for teaching and learning. Therefore, in the following sections, this research will present examples of how its findings can be applied in exercises composed using the model applied in the study S i mps o n -V l a c h and E l l i s (2010), which elaborated on pedagogically useful lists of lexical bundles, and the reserach N e e l y and C o r te s (2009), which applied its results in corpus-based exercises and activities and transferred them to the classroom. Our approach is consistent with the standpoint of H y l a n d (2008a) and C o rtes (2004) who advocate the implementation of tasks that raise awareness of lexical bundles and productive exercises that encourage those who aim to improve their writing skills to notice lexical bundles while reading and apply them in writing.
Classroom-based activities, based on corpus research, have so far been criticized for several reasons (N e e l y and C o r te s , 2009). Some of the criticism relates to the fact that such activities do not take sufficient context into account, since search programs allow us to see only a "cutout" of a far wider and more complete context. In other words, it is suggested that the deceptive nature of corpus-based activities creates non-authentic learning conditions. For this reason, Flowerdew (2005) considers that corpus-based activities can be better contextualized if whole texts are used.
Another critical view implied that teaching materials are based on corpora developed from the perspective of a teacher who creates materials rather than from the perspective of those who learn (N e e l y and C o r te s , 2009). On the other hand, Yo o n and H i r ve l a (2004) found that student-based assessments of corpus-based activities consider them useful for learning words in context, while those who seek to improve writing find that activities based on corpus research are the most useful. Other researchers (C o r te s , 2007; Lee and Swales, 2006;Thurstun and Candlin, 1998) found that those who learn a language appreciate corpus-based activities very much, especially if they are well-coordinated with the course objectives.

An example of an LB awareness-raising exercise
As the first example, we raise awareness about the lexical bundles with a specific function. For that purpose we use an exercise in which students are required to mark the bundles that belong to a group of functional taxonomy called transitional signals, which establish additive or contrastive links between elements. The exercise will contain the lexical bundles extracted from the corpus of At the time of at the end of and addition to the the use of and for each of the is likely to be native speaker-writing in this research. Each of the lexical bundles on which this exercise is focused is repeated twice, in sentences that show the target bundle in context. The aim of this exercise, which can be one of the introductory lessons on lexical bundles, is for the student to notice certain bundles and understand their function in the text.

An example of an exercise focusing on LB form and function
Before introducing an exercise focused on lexical bundles, theoretical instruction should be envisaged which introduces the students to the concept and character of lexical bundles. In the following exercise, which was composed using the model of Neely and Cortes (2009), we will focus on introducing students to the form and function of lexical bundles. For the purpose of illustration of an exercise of this type, we will use an example of the bundle as a result of, which reached an exceptionally high frequency of 134 tokens in the native writing in this research. In order to achieve the desired goal, a course page should be given to the students with excerpts in which this lexical bundle appears in texts of the CoBNEA corpus, after which they should interpret the list. On that occasion they are instructed to carefully look at the words that are in front of and after the lexical bundle in bold font and pay attention to the pattern in which the bundle occurs and the function it performs. In addition, for the purpose of further training on form and function, a number of exercises can be drawn up in which students fill the gaps in the text with the corresponding bundle in a given context from the CoBNEA corpus.
Since the lexical bundle as a result of the belongs to the functional group of resultative signals, the learner of English for academic purposes will be expected to recognize the function of this bundle from the above examples, which is pointing to an inferential or causal link between the elements.
Instructions: Read the following sections and highlight the parts of the text that authors use when they switch to a different subject. What do they use to add or express an idea that is contrary to the previous one. 1 1. Melbourne, on the other hand, only accessed after lifting the fruit fly restriction in 1981, may reach Sydney consumption levels of 0.12, perhaps within four years. 2. Define Goals and Criteria: In this step, the goals are identified as well as the intended use, the required accuracy and the constraints of the assessment. 3. The officers were asked to provide additional details on marketing and historical trends in addition to estimates of production and storage. 4. On the other hand, the corridors connect deforested areas to less degraded forested ponds, and thus provide a tree-covered pathway that frugivores could explore, depositing seeds in the process. 5. Furthermore Schmidt (2008) developed the cognitive and normative content of ideas as well as the application in practice. 6. In addition to the foundation and methodological lectures and exercises, students also hear a few other special lectures and seminars on such topics as change in agricultural technology. 7. On the other hand, both recognize the importance of recreation, although on a qualified basis, as does the Treasury Report of 1972. 8. These differences included shifts in relative dominance of ECM families, as well as the assemblage of present species. 9. A 50-minute high-altitude natural environment can increase positive effects, in addition to improvements in physiological stress measurements.
group of resultative signals as a result of and the expression from the group of transient signals as well as the. In this exercise, the goal for the course participants is to recognize the difference between the function of the resultative signals (as a result of) from the context that indicates causal links between the elements, and the function of transitional signals, in this case as well as the, which serves to add one of the elements.
Instructions: Examine the excerpts containing the lexical bundle as a result of. Pay attention to the words that immediately precede this bundle and the ones which follow up. Do you recognize a pattern? What was the intention of the author, when he used the bundle as a result of?
These crusts form as a result of in situ soil particle re-arrangement following wetting ... ... here is a record from the UK. The paper includes a brief discussion of the relationship between land and landscape _________________relationship with other related constructs, especially nature, place, environment and countryside. It also includes a discussion of who exactly ... (solution: as well as the) ... is lower for a given species and a harsh, as opposed to a mild environment. Similarly, stem biomass increases with diameter in harsher environments ______________ less height growth and more taper in stems. (solution: as a result of) Studies directed at the assessment of environmental change or in the delineating effects from natural and human processes, depend on a thorough foundation detailing the system's long-term behavior.
(solution: as well as the)

CONCLUSION
The above exercises show that it is possible to use findings of the CoBNEA corpus research in teaching materials intended for the classes of English for academic purposes. An accompanying activity that could be a follow-up to these exercises could require from the trainees to continue to observe lexical bundles and their functions in a range of academic contexts, and then report on that. By reading a series of research articles from their field, students and researchers could explore and illustrate lexical bundles that the authors use to achieve other communicative goals, such as discourse organization or presenting arguments, taking into account some of the limiting conditions and other functions that these lexical bundles can have in academic discourse. As the final task in a series of exercises focused on the adoption of these lexical bundles, productive tasks can be used in which course participants will use targeted bundles in their own sentences.
The range of exercises we have presented here suggests that lexical bundles should be taught by introducing students to a full spectrum of their functions, in contexts that they can analyze, and in a discourse that is similar to the one they encounter on a daily basis during their academic activities. The findings of corpora studies are becoming ever more popular, while the number of publicly accessible corpora is growing (Neely and Cortes, 2009). Accordingly, we can hope that teachers of English for academic purposes will recognize the importance of this resource for creating classroom materials. In those terms, it should be emphasized that studies similar to this one tend to be valuable in practice, since their results can be used to compile teaching materials for discipline-specific academic writing, which was shown on the example of biotechnical writing.