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

OF THE TARGET FORMULAIC SEQUENCES

ACTIVITY OF THE COMMUNICATIONS STRATEGY
THE ACTIVITY OF THE COMMUNICATIONS
AT THE BANK OF CANADA
IN THE ACTIVITY OF THE
THE CHIEF OF THE COMMUNICATIONS
CHIEF OF THE COMMUNICATIONS DEPARTMENT
FOCUSED INSTRUCTION OF FORMULAIC SEQUENCES
THEIR GOALS FOR WRITING IMPROVEMENT
OCCURRENCE OF THE TARGET FORMULAIC
THE USE OF FORMULAIC SEQUENCES
POSTTEST AND THE DELAYED POSTTEST
THE POSTTEST AND THE DELAYED
OF THE NEW SCIENCE VERSION
THE FREQUENCY AND OCCURRENCE OF
GOALS FOR WRITING IMPROVEMENT IN
ACTIVITY THEORY AND SITUATED LEARNING
LENGTH OF RUNS BETWEEN PAUSES
FREQUENCY AND OCCURRENCE OF THE
AS IF THEY WERE SINGLE
AND OCCURRENCE OF THE TARGET
THE L2 STUDENTS WE INTERVIEWED
THE TOPIC OF THE TEST
THE ROLE OF FORMULAIC SEQUENCES
ROLE OF FORMULAIC SEQUENCES IN
GENRE OF THE TECHNICAL REPORT
THE GENRE OF CHALK TALK
THE GENRE OF THE TECHNICAL
ANCHOR VERSIONS OF THE TEST
AND THE SITUATED LEARNING PERSPECTIVE
ASSOCIATED WITH THE COMMUNICATIONS STRATEGY
STUDENTS ACADEMIC AND SOCIAL ENGAGEMENT
THE TARGET FORMULAIC SEQUENCES IN
THEORY AND THE SITUATED LEARNING
ACTIVITY THEORY AND THE SITUATED
THE TOPIC OF THE NEW
GOALS FOR ESL WRITING IMPROVEMENT
GENRE SET ASSOCIATED WITH THE
OF FORMULAIC SEQUENCES IN THE
L2 LEARNERS' ACADEMIC WRITING SKILLS
OF THE MONETARY POLICY REPORT
OF FORMULAIC SEQUENCES MAY HAVE
LONG-TERM MEMORY AS IF THEY
THE NEW SCIENCE VERSION WAS
THE MEAN LENGTH OF RUNS
WITH A REDUCED COUNTERPART IN
USE OF FORMULAIC SEQUENCES MAY
USE OF FORMULAIC SEQUENCES IN
MEMORY AS IF THEY WERE
COMPOSING PROCESSES AND READING PRACTICES
STUDENTS' GOALS FOR WRITING IMPROVEMENT
IN BOTH ENGLISH AND FRENCH

Keyness Freq
155
103
103
90
82
73
69
69
69
69
65
60
60
56
56
56
56
52
52
52
52
47
47
47
47
43
43
43
43
43
43
39
39
39
39
39
39
39
39
39
34
34
34
34
34
34
34
34
34
34
34
34

36
24
24
21
19
17
16
16
16
16
15
14
14
13
13
13
13
12
12
12
12
11
11
11
11
10
10
10
10
10
10
9
9
9
9
9
9
9
9
9
8
8
8
8
8
8
8
8
8
8
8
13

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

ENGLISH FOR ACADEMIC PURPOSES EAP

NEW SCIENCE VERSION OF THE
MEMBERS OF THE BANK STAFF
MEASURED AS SYLLABLES UTTERED PER
OF A REPERTOIRE OF FORMULAIC
THE LONGER RUNS BETWEEN PAUSES
THE FREQUENCY OF THE TARGET
THE NEW SCIENCE VERSION OF
TO THE NEW SCIENCE VERSION
THE PRODUCTION OF FLUENT SPEECH
THE END OF THE TERM
OF NATIONHOOD AND BELONGING IN
OF GENRE AS SOCIAL ACTION
OF THE MONETARY POLICY FRAMEWORK
SAMPLES 3 AND 6 THE
ONE NATION EQUALS ONE LANGUAGE
IF THEY WERE SINGLE WORDS
I DON T KNOW HOW
IN BOTH THEIR EAP AND
INSTRUCTION OF FORMULAIC SEQUENCES IN
IN MORE THAN ONE LANGUAGE
FROM SAMPLE 1 TO SAMPLE
ECONOMISTS AT THE BANK OF
DON T KNOW HOW TO
EXPLORATORY RESEARCH STUDIES BERMAN CHENG
BUT I DON T THINK
FREQUENCY OF THE TARGET FORMULAIC
3 AND 6 THE CAT
KNOWLEDGE-MAKING IN THE NATURAL SCIENCES
THE MIDDLE OF THE 13TH
THE NEW SCIENCE VERSION AND
BY SELECTING PREFABRICATED SEQUENCES OF
BYBEE 2002 PHONOLOGICAL REDUCTION CAN
BE UTTERED WITH PHONOLOGICAL COHERENCE
6 THE CAT CAME BACK
BY NATTINGER AND DECARRICO 1992
UTTERANCES ACCORDING TO BYBEE 2002
2002 PHONOLOGICAL REDUCTION CAN BE
DIGITAL TECHNOLOGIES AND BUILT ENVIRONMENTS
WITH PHONOLOGICAL COHERENCE COULMAS 1979
DISLIKED THE TOPIC OF THE
UTTERED WITH PHONOLOGICAL COHERENCE COULMAS
COHERENCE COULMAS 1979 WRAY 2002
THE LANGUAGE AS A WHOLE
DID THE USE OF CREOLE
CONFUSABLE WITH A REDUCED COUNTERPART
A GROUNDED THEORY APPROACH STRAUSS
ACCORDING TO BYBEE 2002 PHONOLOGICAL
TRANSITION TO AND ENGAGEMENT WITH
TOPIC OF THE NEW SCIENCE
ACADEMIC ACCULTURATION OF L2 STUDENTS
TO BYBEE 2002 PHONOLOGICAL REDUCTION
TO THE LANGUAGE IN WHICH

32
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26

18
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
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

A SITE FOR ORGANIZATIONAL LEARNING

TIME L2 SPEECH WILL EXHIBIT
THE STATIC PERCEPTUAL KNOWLEDGE SOURCE
THE TARGET FORMULAIC SEQUENCES AND
AS A SITE FOR ORGANIZATIONAL
AND 6 THE CAT CAME
ANCHOR VERSION OF THE TEST
ALL THREE GROUPS OF RESPONDENTS
THE USE OF CREOLE L1
ALPHABET USED BY KURDS IN
UNDERSTANDING OF WHAT IT MEANS
OF FLUENT SPEECH PROCEEDS BY
OF FOCUSED INSTRUCTION OF FORMULAIC
L2 SPEECH WILL EXHIBIT A
OF AUTOMATIC AND CONTROLLED PROCESSING
INSTRUCTION FOR NEWCOMERS TO CANADA
OF THE PRODUCTION OF FLUENT
OF THE ROLE OF FORMULAIC
INCREASED USE OF FORMULAIC SEQUENCES
IN TURKEY IRAN AND SYRIA
MAY BE UTTERED WITH PHONOLOGICAL
LENGTH CONTRAST IN THE LANGUAGE
MEAN LENGTH OF RUNS BETWEEN
MEAN LENGTH OF RUNS MLR
LANGUAGE INSTRUCTION FOR NEWCOMERS TO
MUCH OF THE PRODUCTION OF
L2 STUDENTS ACADEMIC AND SOCIAL
MIDDLE OF THE 13TH CENTURY
MORE CONFUSABLE WITH A REDUCED
OF THE TEST TAKERS WHO
SPEECH PROCEEDS BY SELECTING PREFABRICATED
FOR PHONOLOGICALLY DISTINCTIVE VOWEL LENGTH
SCIENCE VERSION OF THE TEST
SEQUENCES MAY BE UTTERED WITH
FLUENT SPEECH PROCEEDS BY SELECTING
THE BANK OF CANADA THE
THE DEVELOPMENT OF FLUENCY IN
SYLLABLES UTTERED PER MINUTE OR
THAT MUCH OF THE PRODUCTION
FORMULAIC SEQUENCES MAY BE UTTERED
OVER TIME L2 SPEECH WILL
PHONOLOGICAL COHERENCE COULMAS 1979 WRAY
ON ACADEMIC AND SOCIAL ENGAGEMENT
HAVE TO BE ABLE TO
PRODUCTION OF FLUENT SPEECH PROCEEDS
SAMPLES 2 AND 5 STRINGS
PROCEEDS BY SELECTING PREFABRICATED SEQUENCES
PHONOLOGICAL FUSION REDUCTION OF SYLLABLES
THE WAYS IN WHICH THE

26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
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
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
16