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

IN L2 RESEARCH
READING TO LEARN
OF L2 RESEARCH
READING TO INTEGRATE
OF COMPUTER FAMILIARITY
SPOKEN AND WRITTEN
AND REPORTING PRACTICES
PLONSKY AND GASS
COMPUTER FAMILIARITY AND
OF LEXICAL BUNDLES
LEXICAL BUNDLES IN
LIKE A CHEMIST
WRITE LIKE A
AND WRITTEN REGISTERS
OF EFFECT SIZES
FOR PEER REVISION
OF REGISTER VARIATION
LANGUAGE LEARNING POTENTIAL
IN YOUN 2008
THE READING TO
AND GASS 2011
OF PEER REVISION
READING AND WRITING
LEXICAL BUNDLES ARE
LANGUAGE AND CONTENT
IN CLASSROOM TEACHING
PATTERNS OF USE
PUES AND BUENO
THE COMPUTER FAMILIARITY
QUANTITATIVE L2 RESEARCH
WRITTEN COURSE MANAGEMENT
EXTENDED NONFICTION READERS
RESEARCH AND REPORTING
OF ES QUE
OF SPOKEN AND
BIBER ET AL
OF THE TOEFL
SPEECH AND WRITING
PER MILLION WORDS
AND ACADEMIC PROSE
PLONSKY GASS 2011
OF VAGUE LANGUAGE
TIMES PER MILLION
OF SILENT PAUSES
THE WRITE LIKE
THE INTERACTIONIST TRADITION
SECOND LANGUAGE READING
LEARN READING TO
DENSE USE OF
SPOKEN UNIVERSITY REGISTERS

Keyness Frequency
390
348
327
319
285
261
252
218
214
214
204
193
193
183
172
168
168
164
155
155
151
151
150
150
144
142
139
138
134
134
130
130
130
130
129
127
126
123
123
122
122
117
115
109
109
109
106
105
105
105

111
83
87
76
68
120
60
52
51
72
61
46
46
49
41
40
40
39
37
37
36
36
102
42
48
40
51
33
32
32
31
31
31
31
46
76
46
40
49
35
29
28
37
26
26
26
30
25
25
25

51
52
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

PRAGMATIC COMPETENCE IN
TO LEARN READING
EFFECT SIZES AND
USE OF GES
AND CONTENT LEARNING
MEAN LENGTH OF
COMPETENCE IN INTERACTION
OF NNS SPEECH
AND READING TO
OF LINGUISTIC FEATURES
OF STUDY QUALITY
OSWALD PLONSKY 2010
LEARN AND READING
TRAINING FOR PEER
ON THE READING
CLASSROOM TEACHING AND
EVISON ET AL
TEACHING AND TEXTBOOKS
TO INTEGRATE COMPOSITE
IN AHN 2005
THE TOEFL TEST
COMPLEMENT CLAUSE CONSTRUCTIONS
OF PRAGMATIC MARKERS
THE REPORTING OF
OF PRIMARY STUDIES
TO EXPERIMENTAL CONDITIONS
RANDOM GROUP ASSIGNMENT
COMPUTERIZED TOEFL TEST
WRITTEN UNIVERSITY REGISTERS
OF STATISTICAL SIGNIFICANCE
IN THIS VOLUME
IN ACADEMIC PROSE
IN APPLIED LINGUISTICS
STUDIES IN SECOND
BETWEEN COMPUTER FAMILIARITY
PERCENTAGE OF STUDIES
OF QUANTITATIVE L2
TOEFL PAPER-AND-PENCIL TEST
SEE BIBER ET
IN SEMESTER 2
EFFECT SIZES IN
HOW TO ANSWER
LEVEL OF COMPUTER
CONVERSATION AND ACADEMIC
TOEFL INTERPRETIVE ARGUMENT
THE INTERPRETIVE ARGUMENT
OF THE ANC
THE TOEFL INTERPRETIVE
ORAL PROFICIENCY RATINGS
DATA-DRIVEN RATING CRITERIA
USE OF VAGUE
IN THE US

105
105
105
103
102
101
101
101
101
101
96
96
96
96
96
94
92
92
92
92
92
92
88
88
88
88
88
88
88
87
87
87
87
84
84
84
84
84
84
84
84
84
83
83
80
80
80
80
80
80
80
77

25
25
25
33
29
60
24
24
24
45
23
23
23
23
31
28
22
22
22
22
22
22
21
21
21
21
21
21
21
31
33
27
54
28
20
20
20
20
20
20
20
20
26
26
19
19
19
19
19
19
19
49

103
104
105
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

OVERSTREET AND YULE

THE EXAMINEES IN
THE WRITTEN REGISTERS
SYLLABLES PER SECOND
EFFECTIVENESS OF SI
T TESTS AND
THE SIX CRITERIA
EFFECTS OF SI
STUDIES CARRIED OUT
CONTENT AND LANGUAGE
TO LEARN AND
ON THE TOEFL
OF THIS CHAPTER
PATTERNS OF REGISTER
L2 RESEARCH IS
PEER REVISION AND
WITH PASSIVE VOICE
PRAGMATIC MARKER USE
A CHEMIST PROJECT
PEER REVISION IN
REPORTING PRACTICES IN
CHEMISTRY JOURNAL ARTICLES
IN THE INTERACTIONIST
JUDGMENTS OF NNS
MILLION WORDS IN
OF FILLED PAUSES
AN EFFECT SIZE
NORRIS ORTEGA 2000
IN THIS CHAPTER
THE SCMC CORPUS
CLASSROOM TEACHING IS
EXPRESSION OF STANCE
RANGE OF SPOKEN
THE T2K-SWAL CORPUS
THE FEATURES WITH
PLONSKY IN PRESS
VAGUE LANGUAGE USE
MUNRO AND DERWING
OF TEXT TYPES
ASK STUDENTS TO
OF THE EXAMINEES
THE SOURCE TEXT
NORRIS AND ORTEGA
OF GE USE
EFFECTS OF TRAINING
SOURCE TEXT INFORMATION
OSWALD AND PLONSKY
BUNDLES IN CONVERSATION
RANGE OF REGISTERS
RAYNER POLLATSEK 1989
ARE ESPECIALLY COMMON
OF THESE BUNDLES

75
75
75
75
75
75
75
75
75
75
75
73
71
71
71
71
71
71
71
71
71
71
71
71
71
71
71
68
67
67
67
67
67
67
67
67
67
66
65
64
64
64
63
63
63
63
63
63
63
63
63
63

18
18
18
18
18
18
18
18
24
27
35
27
23
17
17
17
17
17
17
17
17
17
17
17
22
22
21
27
29
16
16
16
16
16
16
16
16
23
22
24
21
31
25
20
19
15
15
15
15
15
15
15

155
156
157
158
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

COMPUTER-FAMILIAR AND COMPUTER-UNFAMILIAR

THE FIELD S
IN L2 SETTINGS
THE TOEFL PAPER-AND-PENCIL
AND STUDIES IN
THAT LEXICAL BUNDLES
BETWEEN SPEECH AND
THE EVALUATION INFERENCE
AND PRAGMATIC PERFORMANCE
LOW COMPUTER FAMILIARITY
THE NEW MEASURES
DIMENSIONS OF VARIATION
SUPPORT FOR CBI
OF PROJECT-BASED LEARNING
THE HOW TO
OF PUES AND
RELATIONSHIP BETWEEN COMPUTER
THE CONTACT GROUP
OF ORAL PROFICIENCY
IN ACADEMIC WRITING
IN THE TOEFL
L2 RESEARCH AND
THE FIRST RELEASE
EXAMINEES IN THE
INTERPRETING EFFECT SIZES
THE DENSE USE
SECOND LANGUAGE READERS
IN WRITTEN COURSE
TEXT TYPES IN
PRIMARY STUDIES AND
NORRIS ORTEGA 2006
MID AND LOW
RANDOM ASSIGNMENT TO
CONTIGUOUS AND DISCONTIGUOUS
COHEN S 1988
PROFICIENCY AND COMPREHENSIBILITY
THESE BUNDLES ARE
HIGH AND MID
DISCOURSE ORGANIZING BUNDLES
OF OUR MATERIALS
STATISTICS SUCH AS
ASSOCIATED WITH PASSIVE
THE COMPUTERIZED TOEFL
THE RANGE OF
OF THE SAMPLE
GES IN THE
ACADEMIC PROSE AND
OF USE IN
THE READING PROCESS
USE OF STANCE
OR SOMETHING LIKE
GUIDE STUDENTS IN

63
63
63
63
63
63
63
63
63
63
63
63
63
63
63
63
63
63
63
60
60
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
59
58
58
56
56
56
56
56
56
55

15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
33
43
22
19
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
81
41
19
19
21
27
18
18
17

207
208
209
210
211
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

THE DATA-DRIVEN RATING

OF STANCE DEVICES
COMPUTER FAMILIARITY QUESTIONNAIRE
THE META-ANALYTIC LEVEL
EFFECT SIZES FROM
BUNDLES IN CLASSROOM
CONTROL OR COMPARISON
IN THE OC
IN THE EC
MACKEY AND GOO
OF STRESSED WORDS
META-ANALYSES OF L2
OF METHODOLOGICAL QUALITY
IN CLASSROOM MANAGEMENT
IN INTERACTIONIST RESEARCH
AND STUDY OUTCOMES
REQUIRED SAMPLE SIZE
AND WRITTEN UNIVERSITY
AHN 2005 AND
TESTS AND ANOVAS
WORD RECOGNITION FLUENCY
RATINGS OF ITAS
NUMBER OF SILENT
OF VOCABULARY COVERAGE
THE STANDARD ETS
TOEFL TEST SCORES
THE TOEFL TUTORIAL
ASSIGNMENT TO EXPERIMENTAL
TAYLOR ET AL
PROFICIENCY AND PRAGMATIC
AT THE META-ANALYTIC
OF PERFORMANCE ON
SOMETHING LIKE THAT
SEQUENCES OF WORDS
MUCH MORE COMMON
IN SECOND LANGUAGE
COMPUTER FAMILIARITY STUDY
LENGTH OF SILENT
OVERALL PITCH RANGE
LENGTH OF FILLED
PLONSKY AND OSWALD
LEVELS OF COMPUTER
OF ITA ORAL
PRAGMATIC PERFORMANCE LEVELS
COMPUTER-BASED TOEFL TEST
MD STUDIES OF
READING ABILITY GROUP
FROM SEMESTER 1
STUDY QUALITY AND
OF REGISTER DIFFERENCES
THE ACS STYLE
EXTENDED NONFICTION READER

55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
55
53
53
53
52
51
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50

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
13
13
13
13
13
13
23
18
18
20
68
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12

259
260
261
262
263
264
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

ESPECIALLY COMMON IN
TEXTS IN A
EXAMINEES IN YOUN
TESTS OF STATISTICAL
CONVERSATION THAN IN
REGISTER VARIATION IN
READING AND VOCABULARY
OF LEO 3
OF MULTI-WORD SEQUENCES
GE USE IN
GASS 2011 AND
IN LEO 3
IN L1 SETTINGS
THE SPOKEN REGISTERS
BETWEEN HIGH AND
USE OF PUES
AN INTERPRETIVE ARGUMENT
AND PLONSKY 2010
AND COMPUTER-UNFAMILIAR EXAMINEES
OF TRAINING FOR
USE A COMPUTER
ACS STYLE GUIDE
ASSOCIATED WITH QUALITY
THE TOEFL TUTORIALS
THE TOLERABLE ERROR
AND CONFIDENCE INTERVALS
MORE COMMON IN
SCORE INTERPRETATION AND
ON DIMENSION 1
FOR EACH TEXT
OF VARIANCE IN
OF WORLD ENGLISHES
WRITTEN TEXT TYPES
INTERNATIONAL TEACHING ASSISTANTS
THE STANDARD ERROR
LINGUISTIC CHARACTERISTICS OF
IN L2 CONTEXTS
ON ANALYSIS OF
HUDSON ET AL
LISTENERS JUDGMENTS OF
AND READING COMPREHENSION
OF LANGUAGE IDEOLOGIES
OF THE MATERIALS
MANY OF THESE
USE OF LEXICAL
AS PART OF
TOWARD PEER REVISION
USES OF ES
OF READING-WRITING RELATIONS
OF PREPOSITIONAL PHRASES
BUT NOT ONLY
L2 RESEARCH E

50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
49
49
49
49
49
48
48
48
48
48
47
47
47
47
47
47
46
46
46
46
46
46
46
46
46
46

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
30
17
17
17
26
30
16
16
16
18
15
15
15
15
28
19
23
42
21
96
11
11
11
11
11
11

311
312
313
314
315
316
317
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

LEARNING AND STUDIES

MACKEY GOO 2007
DURING PEER REVISION
FEATURES WITH POSITIVE
THE CA FINDINGS
THEORY OF WRITING
PLONSKY 2010 PLONSKY
BIBER CONRAD AND
PROJECT WORK IS
PHONATION TIME RATIO
MULTI-WORD FORMULAIC SEQUENCES
OUR TARGET GENRES
THAN IN ACADEMIC
BUNDLES ARE USED
IN NEWSPAPER WRITING
BUNDLES IN ACADEMIC
OF EXTENDED NONFICTION
AND SPADA 2006
A CONTROL OR
OF ITAS ORAL
OF STATISTICAL TESTS
THE JOURNAL ARTICLE
IMPORTANCE OF REGISTER
DATA REPORTING PRACTICES
RUBIN SMITH 1990
APPLIED LINGUISTICS RESEARCH
COMMON LEXICAL BUNDLES
OF STUDIES REPORTING
SPOKEN WRITTEN TEXT
OF THEIR PRONUNCIATION
IN THE SCMC
IN THE IC
REGISTERS IN THE
R D SECTIONS
PERCENTAGE OF VOCABULARY
STANCE BUNDLES ARE
OR COMPARISON GROUP
IN CONVERSATION THAN
FOR SCORE INTERPRETATION
TYPES OF GES
O KEEFFE 2003
USED A COMPUTER
STUDIES OF SI
ON READING TO
OUTCOMES I E
GAINS ON THE
OF LINGUISTIC VARIATION
SECOND LANGUAGE CONTEXTS
THE RELATIONS AMONG
TOEFL READING COMPREHENSION
TYPE I ERROR
BASED ON ANALYSIS

46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
45
45
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
18
23
15
15
15
17
14

363
364
365
366
367
368
369
370
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

STRESS AND PITCH

OF PROJECT WORK
OF PRONUNCIATION INSTRUCTION
THE UNITED STATES
STUDY OF LANGUAGE
THE CALL MATERIALS
EXPOSURE TO PRINT
BACKING FOR THE
AND YOUN 2008
LANGUAGE OF CHEMISTRY
FIGURE 1 7
A WEEK OR
METHODOLOGICAL PRACTICES IN
AND HERRINGTON 2010
FOR EACH REGISTER
Y TAL AND
FIELDS E G
HYPOTHESIS SIGNIFICANCE TESTING
ALONG DIMENSION 1
THE TOEFL PROGRAM
ATTITUDES TOWARD ITAS
TOEFL PAPER-AND-PENCIL TOTAL
FIELD INDEPENDENCE DEPENDENCE
RELATIVE CLAUSES AND
MODAL VERBS ARE
CHEMISTRY AND BIOCHEMISTRY
OF NNSS ORAL
2011 AND PLONSKY
AND PLONSKY 2013
THE VALIDITY ARGUMENT
NULL HYPOTHESIS SIGNIFICANCE
NORTHERN ARIZONA UNIVERSITY
NUMBER OF FILLED
BY CHEMISTRY FACULTY
AND DIFFERENCES AMONG
THE WRITING CONSTRUCT
LARSON-HALL AND HERRINGTON
TO STRATEGIC-READER TRAINING
ON PEER WRITING
OF BASIC COMPREHENSION
IN THE SPLLOC
OF AN INTERDISCIPLINARY
LINGUISTIC DIFFERENCES AMONG
USE OF PRAGMATIC
THE FAIL GROUP
EDUCATION AND PSYCHOLOGY
BETWEEN READING AND
OF STATISTICAL POWER
WEEK OR MORE
BIBER CONRAD REPPEN
OF PUBLICATION BIAS
LENGTH OF PAUSES

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

14
14
16
104
25
17
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10

415
416
417
418
419
420
421
422
423
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

TALK PRODUCED BY
IN EFFECT SIZES
PERCENTAGE OF VARIANCE
THREE CIRCLES OF
TO EXPRESS STANCE
LIKE THAT AND
A CHEMIST MATERIALS
OTHER SOCIAL SCIENCES
OF TALK PRODUCED
ANALYSES AND REPORTING
AND GRIES 2008
THAT CLASSROOM TEACHING
ACCENT STANDARDNESS RATINGS
ORAL PROFICIENCY AND
KANG ET AL
THE STUDIES IN
THE LEXICAL BUNDLES
PASSIVE VOICE IN
OF BACKGROUND KNOWLEDGE
A COMMITMENT TO
EDUCATIONAL TESTING SERVICE
LONGMAN GRAMMAR OF
OF THE READING
ENGLISH FOR SPECIFIC
THE RATING CRITERIA
RUSSELL SPADA 2006
IN PRIMARY STUDIES
OF NNSS SPEECH
IN THE NNS
LARGER EFFECTS FOR
QUASI- EXPERIMENTAL STUDIES
ANALYSES E G
IN THE AGGREGATE
REPORTING OF RELIABILITY
IN QUANTITATIVE L2
PRIMARY AND META-ANALYTIC
REPRESENT THE RANGE
RELATIVELY RARE IN
THIS WAY STUDENTS
IN DIFFERENT REGISTERS
LENGTH OF RUNS
REPORTING OF DATA
AND YULE 1999
THIS CHAPTER IS
SIZES IN L2
AND MEAN LENGTH
IN THIS REGISTER
OF L2 INTERACTION
THEIR PRONUNCIATION LESSONS
SEE BIBER CONRAD
IN FALL 1997
ANALYSIS OF STUDENTS

42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
41
41
41
41
40
40
40
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38

10
10
10
10
10
10
10
10
10
10
10
10
10
18
18
14
14
16
22
17
18
13
28
22
14
9
9
9
9
9
9
9
9
9
9
9
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RELATIONSHIP BETWEEN LEVEL

TO ASSESS READING
PREVIOUS REVIEWS OF
DISTRIBUTION OF TEXT
DISCURSIVE AND PRAGMATIC
DUAL COMMITMENT TO
OF READING ABILITIES
REFLECT RACIAL IDEOLOGY
WRITTEN REGISTERS IN
THE OVERALL EFFECTIVENESS
BY THE ACS
THE COMPUTER-FAMILIAR AND
O ALGO ASI
REGISTERS ALONG DIMENSION
BUNDLES ARE ALSO
NATIONAL READING PANEL
MULTI-WORD SEQUENCES IN
A RECOMMENDATION LETTER
EFFECTS OF RATER
EFFECT SIZES SUCH
THE REQUIRED SAMPLE
L2 RESEARCH THE
O'MALLEY ET AL
THE NONCONTACT GROUP
THE MULTI-EXPERIENCE CLASS
CONTENT- AND LANGUAGE-LEARNING
PAPER-AND-PENCIL TOTAL TEST
TRAINING STRATEGIC READERS
THE NEW TASKS
COMPUTER FAMILIARITY SCORES
READING AS AN
CONCEPT-ORIENTED READING INSTRUCTION
COGNITIVE STYLES AND
YEAR 4 LEARNERS

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