Part I

1. As Sinclair (1991, p.110) puts it, “the principle of idiom is that a language user has
available to him a large number of semipreconstructed phrases that constitute single
choices, even though they might appear to be analysable into segment.”
2. In the same vein, Kazemi, Katiraei & Rasekh (2014) examined the effect of explicit
teaching of discipline-specific lexical bundles on writing and students’ attitudes to this
teaching mode.
3. According to White and Lightbown (as cited in Toni and Parse, 2013) teachers are
dominating the class, controlling the topics, speaking turns of the conversation, and
giving most of the questions; they provide a lot of questions and help students respond on
it well.
4. According to such frame of analysis, as Campbell (2011) describes, the educational
phenomenon is captured on the development of subjects’ experiences, such as
perceptions and practices and reflections.
5. Four central features which recur in discussion of ideologies: ideologies are most
typically taken as conceptual or identional, having to do with consciousness, beliefs,
notions, or ideas. Ideologies are conceptualised as derived from, rooted in, reflective of,
or responsive to the experience or interests of a particular social position, although they
may be presented as universally true. Ideologies are closely related to distortion, illusion,
falsity, mystification, or rationalization. Ideology is an intimate connection to social
power and its legimitation. (Woolard, 2010, pp. 237-238)

Part II

1.