Rank Key 5-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

THE TOEFL IBT SPEAKING SECTION

TO DETERMINE THE EXTENT TO
DETERMINE THE EXTENT TO WHICH
IN THE NORTHERN UNITED STATES
THE PICTURE AND GRAPH DESCRIPTION
INTO AMERICAN ACADEMIC WRITING DISCOURSE
OF A TEST TAKER S
PRONUNCIATION FLUENCY AND VOCABULARY GRAMMAR
TOEFL IBT SPEAKING SCORES AND
A TEST TAKER S ABILITY
ON THE TOEFL IBT SPEAKING
WITH A MUTUAL CONTINGENCY PATTERN
SOCIALIZATION INTO AMERICAN ACADEMIC WRITING
VALIDITY OF THE ASSESSMENT PROCESS
SCORES ON THE TOEFL IBT
THE GROUP ORAL DISCUSSION AND
FOR THE ORAL PRESENTATION TASK
TEST TAKER S ABILITY TO
DISCOURSE WITH A MUTUAL CONTINGENCY
GROUP ORAL DISCUSSION AND THE
EXTENT TO WHICH TEST TAKERS
ORAL DISCUSSION AND THE PICTURE
DISCUSSION AND THE PICTURE AND
BETWEEN TOEFL IBT SPEAKING SCORES
THE AUTHORS OF THE PRESENT
PICTURE AND GRAPH DESCRIPTION TASKS
MORE COMMON IN CONVERSATION THAN
AND THE PICTURE AND GRAPH
GRAMMATICAL SCAFFOLDING OF CAUSAL EXPLANATIONS
INVESTORS TREATMENT OF LOCAL WORKERS
INTONATION OF YES NO QUESTIONS
THE VALIDITY OF THE ASSESSMENT
FOREIGN INVESTORS TREATMENT OF LOCAL
SUBCONSTRUCTS OF L2 ORAL ABILITY
SPOKEN AND WRITTEN ENGLISH BIBER
THE COURSE OF THE TWENTIETH
THREATS TO THE VALIDITY OF
LANGUAGE AS A RESOURCE FOR
MASTER S AND DOCTORAL STUDENTS
TO COMMUNICATE ORALLY IN AN
EXPLANATORY VARIABLE OF L2 ORAL
NORTH POLE AND SOUTH POLE
OF PAPERS 1 AND 4
FLUENCY GRAMMAR VOCABULARY AND COMMUNICATION
FALSE POSITIVES AND FALSE NEGATIVES
TEST TAKERS ARE EXPECTED TO
AND WRITTEN ENGLISH BIBER ET
THE GRAMMATICAL FEATURES THAT ARE
SCORE ON THE GROUP ORAL
S SCORE ON THE GROUP
PREPOSITIONAL PHRASES AS NOMINAL POSTMODIFIERS
PRONOMINAL USES OF THIS THESE

Keyness Freq
122
80
74
63
58
58
54
54
54
54
54
49
49
49
49
44
44
44
44
44
39
39
39
39
39
39
39
39
39
39
39
39
39
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34

25
29
29
13
12
12
11
11
11
11
11
10
10
10
10
9
9
9
9
9
8
8
8
8
8
8
8
8
8
8
8
8
8
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7

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

THE GROUP ORAL DISCUSSION TASK

PICTURE AND GRAPH DESCRIPTION TASK
ARE COMMON IN ACADEMIC WRITING
COMMUNICATE ORALLY IN AN ACADEMIC
THE EXTENT TO WHICH TEST
WRITTEN ENGLISH BIBER ET AL
COURSE OF THE TWENTIETH CENTURY
ON A TEST TAKER S
DESIGNED TO DETERMINE THE EXTENT
SIGNIFICANT EXPLANATORY VARIABLE OF L2
A TEST TAKER S SCORE
OVER THE PAST TWO CENTURIES
A SIGNIFICANT EXPLANATORY VARIABLE OF
ENGLISH AS A SECOND LANGUAGE
AS A SECOND LANGUAGE ESL
PRONUNCIATION FLUENCY GRAMMAR VOCABULARY AND
LANGUAGE DEVELOPMENT WHICH ARE CRUCIAL
THE PERFORMANCE OF THE CDA
LANGUAGE IS A MEDIUM OF
SCORES ON THE GROUP ORAL
LESS CONGRUENT AND MORE COMPACT
IS A MEDIUM OF LEARNING
OF THE SAME LEXICAL CATEGORY
SECOND LANGUAGE IS A MEDIUM
ISSUES OF ADVANCED LANGUAGE DEVELOPMENT
THE EFFECT OF GRAMMAR CLINIC
SKILLS OF SPEAKING AND LISTENING
SPECIFIC PREDICTIONS CONCERNING THE EXPECTED
PERSPECTIVE AND CHARACTERIZATION OF CBLL
THE INTONATION OF YES NO
THE INTEGRATED SKILLS OF SPEAKING
PREDICTIONS CONCERNING THE EXPECTED PATTERNS
THE SECOND LANGUAGE IS A
SELF-CONSCIOUSNESS AND L2 ORAL ABILITY
LESS CONGRUENT WAY OF SAYING
RESEARCH ON GRAMMATICAL COMPLEXITY IN
OF ADVANCED LANGUAGE DEVELOPMENT WHICH
VARIABLE OF L2 ORAL ABILITY
BEING MENTALLY AND PHYSICALLY ACTIVE
USE OVER THE COURSE OF
ASSERTIVE AND NON-ASSERTIVE TEST TAKERS
ASSERTIVE TEST TAKERS ASSIGNED TO
WAS TO DETERMINE THE EXTENT
CONCERNING THE EXPECTED PATTERNS OF
CONSTRUCTION OF MEANING IN DISCOURSE
CONVERSATION THAN IN ACADEMIC WRITING
THAT ARE COMMON IN CONVERSATION
BY BEING MENTALLY AND PHYSICALLY
CAN USE OUR BODIES AND
WHEN THE SECOND LANGUAGE IS
ABILITY TO COMMUNICATE ORALLY IN
WE CAN USE OUR BODIES
A DISTINCTIVE THEORETICAL PERSPECTIVE AND

34
34
34
34
34
34
34
34
34
34
34
34
34
33
33
31
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29

7
7
7
7
7
7
7
7
7
7
7
7
7
33
21
9
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6

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

YIELDED FROM THE GROUP ORAL

WHICH ARE CRUCIAL WHEN THE
ARE CRUCIAL WHEN THE SECOND
AS A MEDIUM OF LEARNING
WE CAN DO X BY
ADVANCED LANGUAGE DEVELOPMENT WHICH ARE
AND CHARACTERIZATION OF CBLL AND
WE CAN IMPROVE OUR BRAIN
CRUCIAL WHEN THE SECOND LANGUAGE
STUDENT EVALUATIONS OF PROJECT-BASED INSTRUCTION
IN CONVERSATION THAN IN ACADEMIC
THEIR DESIRED TARGET TASKS IN
THEORETICAL PERSPECTIVE AND CHARACTERIZATION OF
IBT SPEAKING SCORES AND THE
IN THE CONSTRUCTION OF MEANING
INTEGRATED SKILLS OF SPEAKING AND
THE UNIT 2 SUMMARY PODCAST
THE USE OF DEPENDENT CLAUSES
SPOKEN AND WRITTEN TASK TYPES
IN USE OVER THE COURSE
GRAMMAR OF CAUSAL KNOWLEDGE STRUCTURES
DRAFTS OF PAPERS 1 AND
TEST TAKER S SCORE ON
DISTINCTIVE THEORETICAL PERSPECTIVE AND CHARACTERIZATION
DESIRED TARGET TASKS IN MALL
DEVELOPMENT WHICH ARE CRUCIAL WHEN
TEST TAKER S GROUP MEMBERS
TAKER S SCORE ON THE
FUNCTIONAL GRAMMAR OF CAUSAL KNOWLEDGE
EXCERPT FROM AN INTERVIEW WITH
TEACHER AND STUDENT EVALUATIONS OF
EQUAL SPEAKING RIGHTS AND DUTIES
INVESTIGATE THE EXTENT TO WHICH
THE USE OF TECHNOLOGY IN
THE EXTENT TO WHICH THE
ENGLISH AS A GLOBAL LANGUAGE
TO SUSTAIN A DISCUSSION ON
TO SECOND LANGUAGE ACQUISITION SLA
TO ASSESS THE ABILITY TO
UP TO THE PRESENT TIME
USE OUR BODIES AND HEADS
TOEFL IBT SPEAKING SCORES WERE
TO TAKE THE TEST WITH
THE BROWN FAMILY OF CORPORA
THEORY IS RELATED TO PRACTICE
THE ROLE OF GRAMMAR IN
THE SUBTITLES AND THE TRANSCRIPT
THE MAIN POINT OF OUR
THE RELATIONSHIP BETWEEN ASSERTIVENESS AND
THE THEORY OF PHYSICAL PROPERTIES
THE WHITE AND HISPANIC GROUPS
THE CONSTRUCTION OF MEANING IN
THE TWO THEMES IN THE

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29
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29
29
29
29
29
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29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
27
25
25
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24

6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
12
9
29
9
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5

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 USE OF PREPOSITIONAL PHRASES

DURING THE FIRST TIME LISTENING
EFFECT OF GRAMMAR CLINIC ON
ELICIT DISCOURSE WITH A MUTUAL
CAN ELICIT DISCOURSE WITH A
DEVELOPED BY EDUCATIONAL TESTING SERVICE
DUE TO THE AGING BRAIN
ENGLISH BIBER ET AL 1999
HELP PAGE OPENINGS INSTANCES OF
IN BIBER AND GRAY 2013
IN CONVERSATION THAN ACADEMIC WRITING
FOR EXAMPLE CONSIDER THE FOLLOWING
FOR THE GROUP ORAL DISCUSSION
FORM AND MEANING IN DISCOURSE
CAN BE USED TO PREDICT
A TAXONOMY OF ENERGY TYPES
A TEST TAKER S GROUP
ADMINISTRATION OF THE GROUP ORAL
A FOCUS ON FORM APPROACH
A FUNCTIONAL VIEW OF LANGUAGE
A SYSTEMIC FUNCTIONAL LINGUISTIC SFL
AND MATERIALS AND CIVIL ENGINEERING
BETWEEN L2 ORAL ABILITY AND
BETWEEN SELF-CONSCIOUSNESS AND L2 ORAL
BIBER 1988 BIBER ET AL
AS A RESOURCE FOR MEANING
ASSESS A TEST TAKER S
AUTHORS OF THE PRESENT PAPER
IN THE REGISTER OF SCIENCE
READING LISTENING AND WRITING STRUCTURES
RELATIONSHIP BETWEEN L2 ORAL ABILITY
SCORES ARE AFFECTED BY THE
PICTURE AND GRAPH DESCRIPTION AND
PREMODIFIERS AND PREPOSITIONAL PHRASES AS
PROVIDE AN INDICATION OF THE
SEE BIBER ET AL 1999
TEST TAKERS ARE ASKED TO
TEST TAKERS GROUP ORAL SCORES
TEXTBOOKS WORKBOOKS AND CD ROMS
SIX-FACTOR MODEL OF ACADEMIC SELF-CONCEPT
STRATEGIES USED WHILE LISTENING TO
STUDENTS IN THE NORTHERN UNITED
PART OF THE LISTENING CONSTRUCT
INTERACTIONAL COMPETENCE DESCRIPTIVE SKILL AND
LESS CONGRUENT AND MORE GRAMMATICALLY
MEANINGS IN THE REGISTER OF
IN THE TOEFL INTERPRETIVE ARGUMENT
IN THE TOEFL VALIDITY ARGUMENT
INSTANCES OF INTERACTION AND TIME
NEW WAYS OF THINKING ABOUT
OF THE PARTICIPANTS DID NOT
OF THIS THESE AS DETERMINERS
PAGE OPENINGS INSTANCES OF INTERACTION

24
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24
24
24
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24
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24
24
24
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24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24

5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5

212
213
214

NUMBER OF DEPENDENT CLAUSES PER

OF DEPENDENT CLAUSES PER T-UNIT
OF GRAMMAR CLINIC ASSIGNMENTS ON

24
24
24

5
5
5