Total 16 Attribute-specifying bundles 9
7.5 Suggestions for Future Research
The present study has identified spoken and news bundles in Chinese, and the identification method can be applied to other text types in Chinese, such as academic texts (e.g., journal articles, university textbooks) and online discussions. We will gain more insights into the role of lexical bundles in fulfilling the communicative needs of different text types. Additionally, a variationist perspective can be adopted to compare lexical bundles used in a wide range of Chinese-speaking communities.
Some aspects of lexical bundles have not been adequately addressed, even in English. An intriguing issue is the relationship between the position and the function of lexical bundles (Cortes and Csomay 2007, Ansari and Molavi 2013) (see Section 2.2). The present study has examined the general use of Chinese bundles in news, and a further study can focus on lexical bundles in the leads (i.e., the first one or two sentences) of news reports to investigate how lexical bundles are used to package the most important information of a news report and draw more attention from the reader.
Further psycholinguistic investigations are also needed to explore the storage and processing of lexical bundles in the mental lexicon, so that more converging evidence for the usage-based model (e.g., Bybee 2007) can accumulate. For example, the common lexical bundle I don’t know is argued to be a storage/processing unit, and corpus data show that I don’t occurs far more frequently than don’t know (Bybee 2007). How the probabilistic analysis is run in the brain to closely associate the three words I, don’t, and know remains unsolved (Tremblay et al. 2009, Gries 2013). Before we can arrive at a convincing answer, various comprehension and production experiments (e.g., grammaticality judgment tasks, gap-filling tasks, dictation tasks, self-paced reading tasks) would be necessary. Besides, it would be interesting to assess whether the frequency effect can predict the subjects’ performance more reliably than other quantitative measures (e.g., dispersion measures, internal association measures).
There are other more practical aspects of lexical bundles. Although lexical bundles are seen as semantically transparent, many studies have revealed that there is a gap between native and non-native speakers’ use of lexical bundles (see Section 2.2).
The gap may arise from the fact that some lexical bundles have undergone semantic changes and developed non-compositional meanings. Therefore, more empirical
studies are needed to investigate the role of semantic transparency in the acquisition of lexical bundles by Chinese second language learners. The results will have crucial pedagogical implications for which bundles need to be taught explicitly and how to teach lexical bundles. A corpus-based study investigating how lexical bundles in Chinese are translated would also be useful (Ji 2010). A Chinese bundle may be simply translated into its equivalent bundle in another language. Such an equivalent may not always be available, though; we may wonder what strategies expert translators usually adopt. The results of translation studies on lexical bundles will have important implications for the training of novice translators and the development of machine translation. Another intriguing direction is to adopt advanced techniques in the field of data science to examine the idiosyncratic use of lexical bundles on social networking sites. This may help to identify the linguistic patterns of different communities.
There are various kinds of multi-word expressions (see Section 2.1), and lexical bundles are just one of them. A better understanding of the relationship between lexical bundles and other kinds of multi-word units in Chinese needs to be developed.
A lexical bundle may be a fragment of a longer lexico-syntactic frame. For instance, the lexical bundle de guocheng zhong ‘DE process middle; (in) the process of’ is part of the frame ‘zai + event + de guocheng zhong’. Some lexical bundles may be regarded as the actual realization of a more abstract construction. For instance, many referential expressions are derived from the construction ‘number/demonstrative + classifier/quantifier + noun’. A close examination of each lexical bundle and a clear delineation of the relationship between lexical bundles and other types of multi-word units may herald an effective method to systematically identify constructions and lexico-syntactic frames in Chinese.
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