Rank Key 3-grams

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52

OF LEXICAL BUNDLES
LEXICAL BUNDLES IN
OF TASK COMPLEXITY
IN THE PHILIPPINES
BIBER ET AL
LEXICAL BUNDLES ARE
DURING TASK PERFORMANCE
THE SOURCE TEXT
OF ABILITY GROUPING
THE CURRENT STUDY
THE TECHNOLOGY-ENHANCED GROUP
OF LINGUISTIC FEATURES
HUMAN JUDGMENTS OF
TASK COMPLEXITY AND
THE INVOLVEMENT LOAD
THE COGNITION HYPOTHESIS
IN ACADEMIC PROSE
ROLE OF TASK
BUNDLES IDENTIFIED IN
THE COMPLEX GROUP
IN THE SOURCE
THE LEXICAL BUNDLES
SPEAKERS OF ENGLISH
INVOLVEMENT LOAD HYPOTHESIS
THE NS INPUT
OF THESE EXPRESSIONS
OF LEARNING OPPORTUNITIES
L1 ENGLISH SPEAKERS
NS INPUT AND
IN THAT VAC
LEARNER LEARNER INTERACTION
THE NEW RATERS
THE PRACTICUM STUDENT
HUMAN RATINGS OF
PICTURE NARRATION TASK
IN THE CORPUS
A COOPERATING TEACHER
OF TASK REPETITION
OF THESE BUNDLES
CROSSLEY ET AL
THE TRADITIONAL GROUP
RELATIONSHIP BETWEEN TASK
THAT LEXICAL BUNDLES
BEEBE ET AL
BETWEEN TASK COMPLEXITY
THE GRAPH ESSAYS
TARGET BUNDLES IN
OF THE BUNDLES
ABILITY GROUPING IN
THE SIMPLE GROUP
AND L2 WRITERS
THE OCCURRENCE OF

Keyness Frequency
569
499
423
346
335
275
262
243
231
210
199
198
175
163
163
160
159
155
155
147
145
145
144
143
143
135
135
134
131
131
127
127
127
127
127
124
123
123
123
119
119
115
115
111
111
111
111
111
111
111
111
110

173
142
121
87
152
77
66
87
58
223
50
78
44
41
41
47
48
39
39
37
67
43
137
36
36
34
34
47
33
33
32
32
32
32
32
134
31
31
31
30
42
29
29
28
28
28
28
28
28
28
34
88

53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105

NOTICING OF RECASTS
LEXICAL BUNDLES AND
PRACTICUM COURSE INSTRUCTOR
USE OF LEXICAL
OCCURRENCE OF LRES
HIGHLY RATED ESSAYS
BUNDLES IN THE
VAC IN THE
PRACTICUM COURSE INSTRUCTORS
HULSTIJN AND LAUFER
MCNAMARA ET AL
LISTENING AND READING
A LEXICAL BUNDLE
FOR EACH VAC
THE HIGH GROUP
IS ADV ADJ
IT IS ADV
THE PRACTICUM COURSE
THE HIP-HOP GENERATION
THE PRETASK MODELLING
VERB FREQUENCY IN
N AND V
SIGNIFICANTLY MORE LRES
EXPLICIT GAP STATEMENTS
DURING PLANNING TIME
A LITTLE BIT
TASK COMPLEXITY ON
DIFFERENT PROFICIENCY LEVELS
THE HUMAN RATINGS
THE COMPLEX PICTURE
OF AUTOMATED SCORING
OUTSOURCED CALL CENTERS
A PRACTICUM STUDENT
BUNDLES IN ACADEMIC
PEER RESPONSE GROUPS
USE OF THESE
IN THE US
NEGATIVE ATTITUDES TOWARD
V ABOUT N
JARVIS ET AL
THE COOPERATING TEACHER
PICTURE DIFFERENCE TASK
OF L2 SPEECH
LINGUISTIC FEATURES IN
AND ACADEMIC PROSE
THE TARGET BUNDLES
DURING COLLABORATIVE TASKS
HISTORY AND BIOLOGY
THE INDIVIDUAL GROUP
THE TASK REPETITION
BY PUBLISHED AUTHORS
L2 ENGLISH SPEAKERS
WANT YOU TO

108
107
107
104
103
103
103
103
103
103
103
102
99
99
96
95
95
95
95
95
95
95
95
95
95
93
92
92
91
91
91
91
91
91
91
89
89
88
87
87
87
87
87
85
85
83
83
83
83
83
83
81
80

38
27
27
40
26
26
26
26
26
26
33
43
25
25
29
24
24
24
24
24
24
24
24
24
24
32
29
35
23
23
23
23
23
23
23
55
57
29
22
22
22
22
37
30
27
21
21
21
21
21
21
26
20

106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158

ON THE GRAPH
HIGH GROUP LEARNERS
OF WORD-LEVEL STRESS
OF TASK-INDUCED INVOLVEMENT
ATTITUDES TOWARD L2
THE COLLABORATIVE GROUP
1 N 36
GERMAN AND CZECH
LEKI ET AL
DURING THE COMPLEX
LRES INVOLVING QUESTIONS
V AGAINST N
THE LEXICAL BUNDLE
FILIPINO AND AMERICAN
NON-NATIVE SPEAKERS OF
OF PEER RESPONSE
THAT VAC IN
PRETASK MODELLING GROUP
THE SMC CORPUS
THE L2 OUTPUT
THE SIMPLE PICTURE
OF HIGHLY RATED
THE BRE SPEAKER
THE CALL CENTER
THE CHOICE ESSAYS
COMPLEX PICTURE NARRATION
ESSAYS IN THE
OF SPEAKING PROFICIENCY
IN CLASSROOM TEACHING
THE TEACHING OF
LEXICAL BUNDLES WERE
FREQUENCY IN THAT
TASK REPETITION GROUP
THE AAVE SPEAKER
NEGATIVE ATTITUDES TO
THE ONLINE COMMUNITY
A HIGHER STAGE
MORE COMPLEX TASKS
THAT TASK COMPLEXITY
THE OLD RATERS
FOUR-WORD LEXICAL BUNDLES
OF THE VAC
OF THE PRACTICUM
THE BIBER TAGGER
LEXICAL BUNDLES IDENTIFIED
OF PRONUNCIATION TEACHING
STANCE BUNDLES ARE
IN OUTSOURCED CALL
V IN N
V WITH N
O DONNELL AND
AN NS OF
LEXICAL BUNDLES THAT

80
80
80
80
80
80
80
80
80
80
80
80
80
80
77
76
76
76
76
76
76
76
76
76
76
76
74
74
74
74
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72
72

20
20
20
20
20
20
20
20
20
20
20
20
20
20
43
29
19
19
19
19
19
19
19
19
19
19
26
23
24
100
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18

159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211

THE PROCEDURAL REPETITION

NUMBER OF LRES
TASK COMPLEXITY IN
THE LOW GROUP
THE CORPUS OF
CLASSROOM TEACHING AND
THE SPEAKER WAS
OF ESSAY QUALITY
A MILLION WORDS
3 OR HIGHER
OF NON-NATIVE ENGLISH
THE AME SPEAKER
INPUT AND L2
IN THE VAC
OF I C
THE CHOICE PROMPT
NNS OF ENGLISH
THE ESSAYS IN
IN HISTORY AND
TO THE SAQS
TEACHING AND TEXTBOOKS
L1 SPANISH LEARNERS
PROCEDURAL REPETITION GROUP
IN A MILLION
THE PHILIPPINES AND
THE PHILIPPINES HAS
PAST TENSE VERBS
SPOKEN AND WRITTEN
TYPE TOKEN RATIO
OF ATTENDED THIS
MILLION WORDS AND
THE IT IS
10 TARGET WORDS
SPENT STUDYING ENGLISH
GROUPS OF RATERS
DURING THE SIMPLE
THE PICTURE DIFFERENCE
HUNSTON AND FRANCIS
IMMEDIATE CUED RECALL
AUTOMATED SCORING SYSTEMS
GRIEVE ET AL
AND L2 OUTPUT
USED BY PUBLISHED
BUNDLES IN KOREAN
PEER REVIEW SHEET
THE PEER REVIEW
OF TEXTUAL BORROWING
ABOUT THE SPEAKER
CONVERSATION AND ACADEMIC
INTELLIGIBILITY AND COMPREHENSIBILITY
I WANT YOU
IN A TEXT
IN THE U

72
71
70
70
70
70
69
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
67
65
65
64
64
64
64
64
64
64
64
64
64
64
64
64
64
64
64
64
63
63
63
63
63
62
62

18
32
24
24
43
23
27
28
25
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17
24
56
27
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
34
22
22
22
20
20
49
45

212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264

OF THE ESSAYS
OF L2 WRITING
THE NON-NATIVE SPEAKER
IN THE BNC
A CORPUS OF
SUCCESS OF COMMUNICATION
THE COMIC STRIP
OF THAT VERB
OF THE ESLPE
IN THE TECHNOLOGY-ENHANCED
OF SHELL NOUNS
TASKS WITH DIFFERENT
LITTLE BIT ABOUT
2 68 1
MATHEMATICS CLASSROOM DISCOURSE
LRES THAN THE
TASK COMPLEXITY WM
OF INDIRECT STRATEGIES
INITIAL VOCABULARY LEARNING
LEARNING OPPORTUNITIES AND
A TEXT MODEL
LEVELS OF TASK
THE PP MODEL
OR MORE TEXTS
ON THE VKS
ESSAYS IN THIS
F 2 68
PC PI COURSES
GOALS AND OBJECTIVES
ORAL PRODUCTION TESTS
IMPLEMENTED ABILITY GROUPING
THE PROFESSIONAL CORPUS
THE CORPUS INSTRUCTION
PROGRAMS IN TESOL
EPISTEMIC STANCE BUNDLES
IN THIS CLUSTER
OF WRITING ABILITY
LRES DURING THE
FUNCTION OF TIME
IN A CORPUS
CUMMING ET AL
ACADEMIC PROSE AND
LEXIS AND GRAMMAR
PRACTICUM STUDENT S
PEER RESPONSE GROUP
PICTURE NARRATION TASKS
POSITIVE FEATURES OF
LITTLE BIT OF
MORE FREQUENT WORDS
TASK PLANNING TIME
OF OUTSOURCED CALL
IN USAGE EXPERIENCE
ET AL 2004A

61
61
61
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
59
59
59
59
58
57
56
56
56
56
56
56
56
56
56
56
56
56

30
40
23
50
62
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
21
21
19
19
41
21
20
20
14
14
14
14
14
14
14
14
14
14

265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317

OF THE HIP-HOP
OF TARGET BUNDLES
ESLPE RATING SCALE
DISCOURSE ORGANIZING BUNDLES
OCCURRENCE OF LEARNING
LEXICAL BUNDLE ANALYSIS
OF INTERCULTURAL COMMUNICATION
L1 GERMAN AND
OF BARDEM S
BY BIBER ET
A PERSON OF
BUNDLES IN THEIR
THE MATHEMATICS CLASSROOM
WITH NEGATIVE ATTITUDES
THE VAC IN
CALL CENTERS IN
AND L1 SPANISH
AUTOMATED SCORING OF
THE SIX CLUSTERS
THE SEARCH WORD
ATTITUDINAL MODALITY STANCE
BUNDLES IN A
VACS IN USAGE
AS AN NS
THE STUDENT CORPUS
THE BUNDLES IDENTIFIED
THAN THE SIMPLE
TASK PERFORMANCE AND
THE MICHIGAN CORPUS
OF THE PAPER
COMMENTS MADE BY
OF STUDENT WRITING
IN ACADEMIC LECTURES
NATIVE SPEAKERS OF
MICHIGAN CORPUS OF
FROM THE SOURCE
ATTENTION TO FORM
LEARNING OPPORTUNITIES FOR
AND HUMAN SCORES
CENTERS IN THE
MULTIPLE PROFILES OF
OF LRES INVOLVING
PICTURE DIFFERENCE TASKS
68 1 4
IMPACT OF TASK
SANDRA AND LIAN
ACADEMIC PROSE IN
SCORES OF 3
PUBLISHED ACADEMIC WRITING
LAUFER AND HULSTIJN
ICLE AND LINDSEI
DEGREES OF TASK
LEARNING OPPORTUNITIES DURING

56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
55
55
55
55
54
54
53
53
53
53
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52

14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
18
18
22
40
21
27
20
97
22
25
39
18
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13

318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370

LEXICAL BUNDLES HAVE

AN NNS OF
OF INTEGRATED SPEAKING
RETENTION OF NEW
THE GRAPH PROMPT
THE UNINFORMED GROUP
UN ATTENDED THIS
FEATURES RELATED TO
OF VACS IN
2ND PERSON PRONOUNS
APPLYING THE UNDERSTANDING
LOW GROUP LEARNERS
THE VERB TYPES
WRITING IN HISTORY
MODALITY STANCE BUNDLES
AND AUTHENTIC TEXTS
UPPER-LEVEL STUDENT PAPERS
THE COMPOSITION GROUP
PEER REVIEW PROCESS
E-RATER AND HUMAN
V OVER N
IN MAKING REFUSALS
GERMAN AND L1
BUNDLES IN CONVERSATION
SIMPLE PICTURE NARRATION
YOU LOOK AT
NATIVE SPEAKER RESPONSES
THREE OR MORE
THE NATIVE SPEAKER
FOR SPECIFIC PURPOSES
ONE MILLION WORDS
USED BY STUDENTS
THE BENEFITS OF
THE SOURCE TEXTS
GROUPS OF WRITERS
TIMES IN A
THE SAME TASK
IF YOU LOOK
MORE WORDS THAT
THE THREE OPTIONS
IN TASK-BASED INSTRUCTION
OUTSOURCED CALL CENTER
PREVIOUS INTERACTION STUDIES
FREQUENT LEXICAL BUNDLES
CZECH AND SPANISH
BETWEEN ATTITUDE AND
V AMONG N
MATHEMATICS CLASSROOM REGISTER
PHRASEOLOGICAL ITEMS IN
NEGATIVE SIDE OF
PREDICTIVE OF HUMAN
NEXUS OF MULTIMEMBERSHIP
THE STANCE BUNDLES

52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
51
50
50
50
49
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48

13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
17
17
30
49
31
19
18
49
20
17
23
23
16
16
12
12
12
12
12
12
12
12
12
12
12
12
12
12

371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423

AND CZECH LEARNERS

SHELL NOUNS IN
OF LEXICAL LRES
MOVES AND STEPS
SEMANTIC NETWORK OF
THE ESLPE RATING
TOPICS IN PHONOLOGY
SEE BIBER ET
OF LRES DURING
INDICES RELATED TO
THESE SHELL NOUNS
THESE LINGUISTIC FEATURES
COOPERATING TEACHER S
MACHINE LEARNING ALGORITHMS
OF VERB GENERATION
ELLIS O DONNELL
USE OF AUTOMATED
OF COMMENTS MADE
SPEAKER S NATIONALITY
ATTITUDES TO KOREANS
RATINGS OF ESSAY
I C NNE
ADVANCED TO A
ATTITUDES TOWARD KOREANS
CORPUS INSTRUCTION GROUP
AND LAUFER S
ATTENDED AND UNATTENDED
USE OF BUNDLES
OF COLLABORATIVE TASKS
TYPES OF LRES
OF SUCCESSFUL WRITING
IN THE SMC
THE UNDERSTANDING LENS
PROSE AND CONVERSATION
BASED ON THEIR
OF THREE OR
DIFFERENT LEVELS OF
OR MORE WORDS
THE SEMANTIC NETWORK
AS THE TABLE
TIMES PER MILLION
WORDS IN THE
AND NON-NATIVE SPEAKERS
OF L2 PRONUNCIATION
OF UPPER-LEVEL STUDENT
IN BOTH CORPORA
RESEARCH QUESTION ASKED
EXPRESSIONS SUCH AS
TUTORS AND TUTEES
OF PHRASEOLOGICAL ITEMS
AND LAUFER 2001
TRADITIONAL INSTRUCTION GROUP
IN THIS DIMENSION

48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
47
47
47
46
46
45
45
45
45
45
44
44
44
44
44
44
44
44
44

12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
53
19
57
23
20
17
19
81
30
16
15
15
18
27
11
11
11
11
11

424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476

INTEGRATED SPEAKING PROFICIENCY

OF EQUAL STATUS
INTRODUCTORY IT PATTERN
OF INTERACTIONAL FEATURES
KOREAN LEXICAL BUNDLES
OF HIGHER STATUS
THESE BUNDLES ARE
OF LEXICAL BUNDLE
OF REVISION-ORIENTED COMMENTS
IN PHILIPPINE CALL
ADVANCED L2 SPEAKERS
AS A COOPERATING
IN PUBLISHED ACADEMIC
IN FIVE OR
ADV ADJ TO-INFINITIVE
AND UNATTENDED THIS
THE SYDNEY SCHOOL
OF TEXT SIMPLIFICATION
IN THE PRETASK
THE UNDERGROUND ECONOMY
TYPES GENERATED FOR
OF THESE SHELL
IN TESOL IN
AND QUESTION DEVELOPMENT
AND MICUSP HS
THE TRADITIONAL INSTRUCTION
RATINGS OF SPEAKING
PUBLISHED WRITING CORPUS
FOR TEXT LENGTH
A PARTICULAR REGISTER
DURING LEARNER-LEARNER INTERACTION
REGENTS ESSAY TEST
CALL CENTER INDUSTRY
A SINGLE CONTENT
THE KE SPEAKER
THE L1 SPANISH
PROFILES OF SUCCESSFUL
LEXICAL BUNDLES USED
VERB TYPES GENERATED
THE HIGH-LEVEL TEXT
THE EGYPTIAN GROUP
DURING TASK-BASED INTERACTION
THE COMPLEX VERSION
COLLABORATIVE PAIR DYNAMICS
COMPLEX VERSION OF
MORE LRES THAN
EL AND EIL
FEATURES OF DIMENSION
LINGUISTIC FEATURES ACROSS
REPORTED BY COH-METRIX
NARRATION TASK THAN
THE EXPERIENCED RATERS
COMPLEXITY AND WM

44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44

11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11

477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500

WITH DIFFERENT CONTENT

THE PERSONAL EXAMPLE
BIBER AND CONRAD
BENEFITS OF ABILITY
BUNDLES IN ENGLISH
TESOL IN THE
LEVEL OF TASK-INDUCED
THE POSITIVE FEATURES
THE PUBLISHED CORPUS
THE PUBLISHED WRITING
OF UN ATTENDED
ON THE PEER
USE OF TARGET
IDENTIFICATION OF LEXICAL
POSITIVE SIDE OF
LEXICAL BUNDLES AS
PRODUCED SIGNIFICANTLY MORE
THE TABLE SHOWS
FOR THE STUDY
THE SUCCESS OF
BY L2 LEARNERS
ENGLISH FOR SPECIFIC
OF WRITING QUALITY
PIENEMANN AND JOHNSTON

44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
43
43
43
43
42
42
42
42

11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
22
23
49
45
20
25
21
16