Series ID: EDKS-BASIC-ZH-0082 · Lesson No.082 · C1-Direction Phraseology and Fluent Academic Control

Lexical Bundles and Academic Phraseology | 高频学术语块与短语结构

Advanced fluency depends heavily on multi-word patterns, not isolated “difficult words”.

Lexical bundles are recurring word combinations that help speakers and writers organise argument, signal stance, connect sources and manage information efficiently.

高级英语并不是“每个词都更难”。真正自然、稳定的高级表达，往往来自可以整体提取的高频语块。

Chinese Edition Hub · 中文版入口 · ← Lesson No.081 · Advanced Reporting Verbs and Source Distance

The phraseology map | 学术语块地图

framing
comparison
qualification
evidence
source synthesis
cause/result
definition
contrast
conclusion
collocation

1. Bundle = reusable meaning frame | 语块 = 可复用意义框架

Example:

One possible explanation is that…

Do not memorise only explanation. Learn the whole frame.

2. It is important to distinguish between… | 区分

It is important to distinguish between preference and performance.

3. The extent to which… | 程度

The extent to which the result can be generalised remains uncertain.

4. To the extent that… | 在……程度上

To the extent that the groups were comparable, the result supports the claim.

5. In relation to… | 关于/相对于

Performance improved in relation to the earlier baseline.

6. With respect to… | 关于

With respect to long-term outcomes, the evidence is limited.

7. On the basis of… | 基于

On the basis of these findings, a cautious conclusion is appropriate.

8. In the context of… | 在……背景下

In the context of highly structured tasks, the effect appears stronger.

9. A key factor is… | 关键因素

A key factor is the quality of feedback.

10. One possible explanation is… | 一种可能解释

One possible explanation is that experienced learners required less support.

11. A more plausible explanation may be… | 更可能解释

A more plausible explanation may be the difference in prior knowledge.

12. This raises the question of… | 引出问题

This raises the question of whether the same effect persists over time.

13. There is evidence that… | 有证据表明

There is evidence that regular retrieval supports retention.

14. There is little evidence that… | 证据很少

There is little evidence that the effect applies equally to all learners.

15. The evidence is consistent with… | 与证据一致

The evidence is consistent with a modest positive effect.

16. The evidence does not establish… | 不能证明

The evidence does not establish a causal relationship.

17. Taken together… | 综合来看

Taken together, the sources suggest that flexibility helps under certain conditions.

18. In contrast to… | 与……对比

In contrast to Source A, Source B reports no change in productivity.

19. By comparison… | 相比之下

By comparison, the second group showed a smaller improvement.

20. In line with… | 与……一致

In line with earlier findings, the effect was strongest among beginners.

21. Consistent with… | 与……一致

These results are consistent with previous observations.

22. Contrary to… | 与……相反

Contrary to expectations, the second group responded faster.

23. Rather than… | 而不是

The issue concerns reliability rather than speed alone.

24. Not so much X as Y | 与其说 X 不如说 Y

The problem is not so much cost as unpredictability.

25. In terms of… | 就……而言

In terms of cost, Option A is preferable.

Use carefully; do not let in terms of replace every clearer phrase.

26. In the case of… | 就……情况

In the case of younger learners, parental support may matter more.

27. From the perspective of… | 从……角度

From the perspective of access, online delivery offers advantages.

28. From this perspective… | 从这个角度

From this perspective, the apparent disagreement becomes smaller.

29. A distinction should be made between… | 应区分

A distinction should be made between reported confidence and measured performance.

30. It should be noted that… | 应注意

It should be noted that the sample was self-selected.

Formal. Often a direct sentence is clearer.

31. It is worth noting that… | 值得注意

It is worth noting that the two studies measured different outcomes.

32. It is possible to argue that… | 可以认为

It is possible to argue that the main limitation is methodological.

33. This does not necessarily mean that… | 不一定意味着

This does not necessarily mean that the intervention failed.

34. To some extent… | 在一定程度上

To some extent, the difference reflects task design.

35. In many cases… | 在很多情况下

In many cases, shorter feedback cycles improve responsiveness.

36. Under these conditions… | 在这些条件下

Under these conditions, the conclusion is reasonably strong.

37. In the absence of… | 缺少……时

In the absence of a comparison group, causality remains uncertain.

38. Subject to… | 受……限制

The recommendation is subject to the availability of trained staff.

39. As a result of… | 由于

As a result of the schedule change, commuting times fell.

40. With the result that… | 结果是

The deadline was moved, with the result that more teams could participate.

41. This may account for… | 这可能解释

This may account for the difference between the groups.

42. One implication is that… | 一个含义是

One implication is that the policy should be adapted by task type.

43. The main limitation is… | 主要限制

The main limitation is the short duration of the trial.

44. A further limitation is… | 进一步限制

A further limitation is the lack of long-term follow-up.

45. The key point is not X but Y | 重点不是 X 而是 Y

The key point is not whether flexibility exists but how it is managed.

46. What remains unclear is… | 仍不清楚

What remains unclear is whether the effect persists.

47. On balance… | 综合权衡

On balance, the evidence supports a limited recommendation.

48. Overall, the evidence suggests… | 总体证据

Overall, the evidence suggests a small but meaningful effect.

49. Bundle + slot | 语块 + 可替换槽位

Learn:

The extent to which + [claim] + depends on + [factor]

Then vary the content.

50. Phraseology is not template dumping | 语块不是套模板

Use the frame only when its logical function is real.

51. Avoid academic-sounding filler | 避免“学术味填充”

Weak:

It is important to note that it can be clearly seen that…

Better:

The data show…

52. Collocation matters | 搭配重要

draw a conclusion
reach a conclusion
raise a question
address a limitation
provide evidence
account for a difference

53. Do not create unnatural synonyms | 不要乱换同义词

make a conclusion is generally weaker than standard draw/reach a conclusion.

54. Phrase bundles improve retrieval | 语块提高提取速度

Advanced fluency becomes faster when common argument functions are stored as chunks.

55. Speaking bundles | 口语语块

The way I see it…
What I mean is…
That’s a fair point, but…
I’d distinguish between…
To put it another way…

56. Source bundles | 来源语块

According to the report…
The findings are consistent with…
Source B qualifies this conclusion by…

57. Mandarin transfer: 中文常用固定框架也很多 | 英语同样靠语块

Do not build every advanced sentence word by word. Learn function-based English phrase frames.

58. Reading practice | 阅读

Taken together, the findings suggest that schedule flexibility may improve satisfaction. A key limitation, however, is the absence of long-term performance data. In the absence of such evidence, it is difficult to determine the extent to which the effect persists.

Identify four lexical bundles and their jobs.

59. Writing practice | 写作

Write one paragraph using five bundles from different functions: framing, evidence, contrast, limitation and conclusion.

60. Error clinic | 常见问题

Problem	Repair
I memorise phrases but misuse logic.	Label function first.
I overuse “in terms of”.	Choose a clearer relation.
Writing sounds formulaic.	Vary structure and use only needed bundles.
Collocations are unnatural.	Learn phrase as a unit.

61. First weak link diagnosis | 第一个卡点诊断

I know words but speak slowly → bundle retrieval.
I write grammatically but awkwardly → collocation/phraseology.
I use too many templates → discourse judgement.
I misuse academic frames → function mapping.

62. Seven-day training cycle | 七天训练

Day 1	framing bundles	框架
Day 2	evidence bundles	证据
Day 3	contrast/qualification	对比限定
Day 4	source bundles	来源
Day 5	conclusion bundles	结论
Day 6	spoken bundles	口语
Day 7	500-word phraseology audit	综合

63. Self-test | 自测

Use lexical bundles for framing, evidence, contrast, limitation, source synthesis and conclusion; identify collocations; remove formulaic filler; adapt bundles for speech and writing.

64. For parents and teachers | 给家长和老师

Teach bundles by communicative function, not alphabetical phrase lists.

Ask learners to vary the content slot while preserving the phrase frame.

For Mandarin speakers, encourage direct retrieval of English bundles rather than rebuilding them through translation.

65. Final real-world challenge | 最终真实任务

Build a bank of 30 useful bundles.
Sort by function.
Use ten in a 500-word analysis.
Use five in a discussion.
Check every collocation.
Remove formulaic filler.
Vary sentence structure.
Preserve stance.
Explain each bundle’s job.
Rewrite one paragraph more naturally.

Next: Lesson No.083 | 下一课

The next lesson deepens listening to pragmatic meaning: subtle attitude, indirectness, humour, irony, understatement and context-sensitive interpretation—without over-reading tone or assuming hidden motives.

Lesson No.083 · Listening to Nuance, Irony and Pragmatic Meaning · 听懂细微语气、反讽与语用意义

Reference floor: C1-direction phraseology; lexical bundles are taught as flexible meaning frames rather than fixed essay templates.

Small Group Tutorials

How to Learn Basic English (Chinese Edition) | Lesson No.082 | Lexical Bundles and Academic Phraseology | 高频学术语块与短语结构