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

OF L2 WRITING
WITH CONTEXT VISUALS
AT BOTH INSTITUTIONS
AT PURDUE AND
OF ENGLISH IN
THE TOEFL IBT
WITH PROSODIC PROMINENCE
PRESENCE OF VISUALS
MINI-TALKS WITH CONTEXT
DIALOGUES SHORT CONVERSATIONS
THE UNITED STATES
ENGLISH IN EUROPE
THE MELAB SPEAKING
IN ASSOCIATION WITH
OF THE RESPONDENTS
RESPONDENTS AT PURDUE
THE RESPONDENTS AT
MAINSTREAM COMPOSITION STUDIES
BIBER ET AL
MINI-TALKS WITH CONTENT
THE EXPANDING CIRCLE
SECOND LANGUAGE WRITING
AND SHORT CONVERSATIONS
DIALOGUES AND SHORT
WITH CONTENT VISUALS
GOALS AND BELIEFS
USE OF ENGLISH
RATES OF OCCURRENCE
TEMPORAL MEASURES OF
LARGE EL POPULATIONS
OF THE TOEFL
THE TOEFL TEST
ABSENCE OF VISUALS
AND MINI-TALKS WITH
TYPE OF STIMULUS
AND L2 WRITING
ACROSS PROFICIENCY LEVELS
IN MAINSTREAM COMPOSITION
ESL AND NES
EFFECTS OF VISUALS
GRAMMATICAL COMPLEXITY FEATURES
AND VISUAL CONDITION
THE PRESENCE OF
INFORMATION PRESENTED IN
ABOUT THE CAUSES
SECOND LANGUAGE STUDIES
COMPOSITION STUDIES AND
INTERPERSONAL COMMUNICATION SKILLS
WRITTEN TASK TYPES
DIALOGUE SHORT CONVERSATION

Keyness Frequency
236
228
198
186
173
172
162
156
156
156
152
150
150
147
143
138
138
138
138
132
131
128
126
126
126
126
116
116
114
108
107
102
102
96
96
92
91
90
90
90
90
90
87
85
84
84
84
84
84
84

61
38
33
31
80
39
27
26
26
26
96
25
25
31
44
23
23
23
50
22
32
50
21
21
21
21
55
23
19
18
27
17
17
16
16
29
18
15
15
15
15
15
68
19
14
14
14
14
14
14

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

ACADEMIC DISCUSSIONS AND

WITH ESL WRITERS
ACCOMPANIED BY VISUALS
USERS OF ENGLISH
INTERNATIONAL GRADUATE STUDENTS
STIMULUS TYPE AND
THE EUROPEAN COMMUNITY
AND COMPOSITION STUDIES
CAUSES OF SUCCESS
FRASE ET AL
STIMULUS TYPE BY
TWO SUBSETS OF
NONVERBAL COMMUNICATION BEHAVIORS
HELD ACCOUNTABLE FOR
OF THE STIMULI
L1 ENGLISH SPEAKERS
THE PRESENCE OR
A LINGUA FRANCA
THE USE OF
ON THE TOEFL
MEASURES OF FLUENCY
SPOKEN AND WRITTEN
SUCCESS IN WRITING
THEIR NATIVE COUNTRIES
PERCENTAGES OF RESPONDENTS
VISUALS THAT ACCOMPANIED
IN COMPOSITION STUDIES
SHORT CONVERSATION SUBSET
RESPONDENTS AT BOTH
TYPE OF VISUAL
TO MAKE AYP
AFTER THE INSTRUCTION
OR ABSENCE OF
PRESENCE OR ABSENCE
IN THE TOEFL
SCHOOLS SERVING LARGE
DISCUSSIONS AND MINI-TALKS
INTERACTIONS WITH PATIENTS
PERCEPTIONS OF ITAS
OF CONTEXT VISUALS
IF THE PRESENCE
BY VISUAL CONDITION
COMPREHENSIBILITY AND TEACHING
SERVING LARGE EL
THE AUDIO PORTION
WITH ACADEMIC DISCUSSIONS
THE HIGH PROFICIENCY
OF THE ENCOUNTER
OF RESPONDENTS AT
AND THERAPEUTIC TOUCH
INTRINSIC COMMITMENT TO
THE TWO-WAY INTERACTION

84
84
84
84
79
78
78
78
78
78
78
78
78
76
76
76
74
74
73
73
73
72
72
72
72
72
72
72
72
72
72
72
70
67
66
66
66
66
66
66
66
66
66
66
66
66
66
66
66
66
66
66

14
14
14
24
20
13
13
13
13
13
13
13
13
16
28
19
26
23
212
18
18
33
12
12
12
12
12
12
12
12
12
12
26
26
16
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11

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

BIBER AND GRAY

SYLLABLES PER RUN
AUDIO PORTION OF
WITH RESPECT TO
BELIEFS ABOUT THE
SOURCES OF INFORMATION
THE LINGUISTIC FEATURES
IN L2 WRITING
IN THE UNITED
NATIVE ENGLISH SPEAKING
OF COMMUNICATIVE COMPETENCE
IN THE USA
AS A LINGUA
IN THE VISUAL
OF THE STIMULUS
VISUALS X 3
MARKED WITH PROSODIC
WITH INTERNATIONAL STUDENTS
MARRIED STUDENT HOUSING
EXPANDING CIRCLE USERS
THE VISUALS THAT
ACCENT COMPREHENSIBILITY AND
TASK TYPES IN
WITH INTRINSIC COMMITMENT
AND LESS EFFECTIVE
AUDIO PORTIONS OF
SCORING TEST TAKERS
VARIABLE SLOT BUNDLES
OF LEXICAL BUNDLE
MELAB SPEAKING TASK
XU 2007 XU
OF REGISTER VARIATION
COMMITMENT TO WRITING
SPEAK FOR SUCCESS
LINGUISTICS AND COMPOSITION
WITHIN EACH TYPE
STILL PHOTO OF
AND TEACHING ABILITY
LANGUAGE WRITING INSTRUCTION
ENGLISH IS USED
OF WORLD ENGLISHES
OF THE EXPANDING
SCORE OF 2
FOR L2 WRITING
I HAD TO
FIRST PERSON PRONOUNS
OF THE AUDIO
THAT L2 WRITERS
AVERAGE WORD LENGTH
OF LEXICAL BUNDLES
AND BELIEFS ABOUT
TYPE OF STIMULI

66
66
66
66
65
65
64
64
64
63
62
62
61
61
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
59
58
57
57
56
56
56
56
55
54
54
54
54

11
11
11
102
20
21
24
31
55
13
22
19
19
19
25
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
13
19
21
12
12
16
14
15
15
13
12
17
14
9

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

CARIS-VERHALLEN ET AL
TYPES OF VISUALS
VERY IMPORTANT OR
COMMUNICATION BEHAVIORS OF
BUNDLES USED BY
AT PURDUE THE
LINGUISTIC DIFFERENCES AMONG
MEAN SYLLABLES PER
NURSE PATIENT INTERACTIONS
THE ENGLISHES OF
THE HIGH-PROFICIENCY GROUP
INTERNATIONALLY EDUCATED NURSES
THE FOUR DOMAINS
OF COMPOSITION STUDIES
PARTICIPANTS P 0
QUALITY OF CARE
RESPONDENTS AT MELBOURNE
OF VISUAL ACCOMPANIMENTS
OF ESL WRITERS
OF STANCE ADVERBIALS
OF THE NURSES
ENGLISH AS LINGUA
EVERY 10 YEAR
FACILITATION TO OCCUR
EFFECT OF TIME
TYPE AND VISUAL
CONTEXT VISUALS AND
DAVIS NICHOLS 2002
FOR MORE SUBGROUPS
IMPORTANT OR IMPORTANT
IN NON-NATIVE CONTEXTS
INCREASE IN AGE
HIGH PROFICIENCY GROUP
GLOBAL IMPRESSION SCORES
HALL ROTER 2006
HEALTH CARE PROVIDERS
WORLD ENGLISHES PARADIGM
VISUALS CAN BE
ACCOUNTABLE FOR MORE
AND GRAY 2013
10 YEAR INCREASE
YEAR INCREASE IN
PORTIONS OF THE
OF THE PROGRAM
INDICATED THAT THEY
ROLE OF ENGLISH
FOR THIS STUDY
OF THE MELAB
ARE ACCOMPANIED BY
THE CAUSES OF
OF SECOND LANGUAGE
SMITH ET AL

54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
54
53
53
53
53
53
52
51
51
50
50

9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
16
21
21
17
34
12
13
14
40
12

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

SPOKEN VERSUS WRITTEN

CONTENT OF THE
LEVELS OF PROFICIENCY
TO THE CONTENT
CONTEXT VISUALS THAT
MUCH HIGHER OR
THE ADMISSIONS PROCESS
STANDARDIZED LANGUAGE EXAMS
MAYER AND GALLINI
THE AUDIO TEXT
MORAGNE E SILVA
STUDIES AND APPLIED
OF GOALS AND
OF EXPANDING CIRCLE
T 100 2
COMMUNICATION SKILLS OF
AND RATER SEVERITY
A SOCIOLINGUISTIC PROFILE
NO VISUALS X
OF STANCE DEVICES
OF SCHOOLS SERVING
OCCUR WITH PROSODIC
INDEPENDENT VERSUS INTEGRATED
THE LEGAL DOMAIN
IN THE HKSC
WHO WERE ADMINISTERED
ENGLISH-LANGUAGE PROFICIENCY TEST
WERE ADMINISTERED FORMS
IN THE ADMISSIONS
HIGHER OR HIGHER
HIGH PROFICIENCY X
GLOBAL IMPRESSION SCORE
THE MARRIED STUDENT
AMONG TASK TYPES
HISTORY OF L2
THEY PERFORMED BETTER
THE CONTACT GROUP
THE CONTACT PROGRAM
WITH ESL STUDENTS
ACADEMIC DISCUSSIONS WITH
THE COMPLAINT PHASE
LOW PROFICIENCY X
LEXICAL BUNDLE USE
ACROSS SCORE LEVELS
ITAS AND INTERNATIONAL
THIS SECTION CONTAINED
WITH DIALOGUE SHORT
VISUALS THAT ACCOMPANY
LARGE EL SCHOOLS
SET THE SCENE
WRITING RESEARCH REPORTS
PERCENTAGE OF RESPONDENTS

49
49
49
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48

11
35
25
20
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

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

RHETORIC AND COMPOSITION

SMALLER EL POPULATIONS
PHOTO OF THE
BETWEEN STIMULUS TYPE
ASKED RESPONDENTS TO
PRESENTATION X 3
TO THE PATIENT
ENGLISH IN THE
THE COMMUNICATIVE COMPETENCE
OF OCCURRENCE FOR
EFFECT ON PERFORMANCE
OF VISUALS IN
ENGLISH AS A
P 0 10
OF THE VISUALS
THREE PROFICIENCY LEVELS
THE PATIENT S
OF ENGLISH AS
THE INFORMATION PRESENTED
FOR THE TOEFL
THE AVERAGE SCORE
SPEAKING SCORE AND
RANGE OF RATER
IELTS AND PTE
PURDUE AND MELBOURNE
AND CULTURAL CONTEXT
THE LOW PROFICIENCY
SPEECH TIME RATIO
LISTENING COMPREHENSION STIMULI
LINGUISTIC FEATURES USED
SOCIOLINGUISTIC REALITY OF
CONVERSATIONS ACADEMIC DISCUSSIONS
ARE TO DEVELOP
FINITE ADVERBIAL CLAUSES
MAYER ET AL
THE OEPT SCALE
IN BIBER AND
THE OPENING PHASE
IENS AND USNS
XU ET AL
COUNSELING AND DELIVERING
AND NES WRITERS
INDIVIDUAL LINGUISTIC FEATURES
THE EXPLORATORY STUDY
ENGLAND OR THE
THE LATIN-SPANISH GROUP
L2 WRITING SAMPLES
VISUALS WERE PRESENTED
L2 WRITING PROFESSIONALS
INTERACTION BETWEEN STIMULUS
SHORT CONVERSATIONS WITH
AS PROFICIENCY LEVEL

48
48
48
48
48
48
48
47
46
46
46
46
46
45
45
45
44
43
43
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

8
8
8
8
8
8
12
32
10
10
10
10
53
11
11
11
12
36
11
11
13
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
7
7
7

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

ENGLISH PROFICIENCY TESTS

AND GALLINI 1990
ENGLISH IN GERMANY
VISUAL ACCOMPANIMENTS TO
AND DELIVERING INFORMATION
LEVIN S CLASSIFICATION
SLIGHTLY LARGER PERCENTAGE
TO PATIENT S
AT MELBOURNE THE
IN THE COUNSEL
SCHOOLS WITH LARGE
E SILVA 1989
EC MEMBER STATES
L2 WRITING TO
TO COMPLEMENT CLAUSES
DISCOURSE ORGANIZING BUNDLES
SKILLS OF IEN
RELATIVE CLAUSES AND
THE 2010-11 SCHOOL
OF NONVERBAL BEHAVIORS
OF MAINSTREAM COMPOSITION
HAD NOT COMPLETED
BOTH INSTITUTIONS INDICATED
SYLLABLES PER SECOND
TASK TYPES AND
FIXED AND VARIABLE
COMPOSITION AND COMMUNICATION
A GRAPH OF
A FEW HOLISTIC
SECOND AND OTHER
COLLEGE COMPOSITION AND
OF VISUALS ON
BETWEEN USUGS AND
AND SCORE-LEVEL DIFFERENCES
STUDENT HOUSING ESL
THE STIMULUS TYPES
GRABE KAPLAN 1996
USED BY TEST
VISUALS AND MINI-TALKS
2010-11 SCHOOL YEAR
OF THE EXAM
OF THE BUNDLES
P 000 RI2
SHORT CONVERSATIONS ACADEMIC
PRESENTATION OF VISUAL
THAN IENS M
TWO-WAY INTERACTION BETWEEN
WRITING OF ESL
HOUSING ESL PROGRAM
FIRST LANGUAGE WRITING
THAT ACCOMPANIED MINI-TALKS
OVERALL GLOBAL IMPRESSION

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
42
42
42

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
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7

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

WITH STIMULUS TYPE

THE 17 ITEMS
BOOTH ET AL
TEST SCORE USE
OTHER LANGUAGE WRITING
CONCERNING THE EXPECTED
HIGHER SCORING TEST
VISUAL SOURCES OF
THE CONTENT OF
WITH THE PATIENT
OF APPLIED LINGUISTICS
HU ET AL
APPLIED LINGUISTICS AND
ENGLISH LANGUAGE TEACHING
THE WORLD ENGLISHES
OF RATER SEVERITY
AND APPLIED LINGUISTICS
IN THEIR NATIVE
L1 AND L2
OR THE UNITED
AS LINGUA FRANCA
PORTION OF THE
EXAMINATION OF THE
AND INTERNATIONAL STUDENTS
PATTERNS OF LINGUISTIC
AND USES OF
GREATER USE OF
SIGNIFICANCE OF THE
EDUCATIONAL TESTING SERVICE
THE TOEFL CBT
OF VISUAL INFORMATION
JOURNAL OF SECOND
VISUALS IN THE
THE INTERLANGUAGE HYPOTHESIS
THE INTERPERSONAL SKILLS
WERE HELD ACCOUNTABLE
THE IPS TOOL
AND ACADEMIC DISCUSSIONS
INTEGRATED TASK TYPES
THE LEXICO-GRAMMATICAL FEATURES
WHEN THE VISUALS
AN MD ANALYSIS
IN THE EXAM
IN HER L1
AMONG THE GENERAL
THE OVERALL GLOBAL
IN GRABE KAPLAN
SHEN ET AL
INCLUSION OF VISUALS
GRADUATE PROGRAMS IN
FROM THE MARRIED
THE SOCIOLINGUISTIC REALITY

42
42
42
42
42
42
42
42
42
41
41
41
40
40
39
39
39
39
39
38
38
38
38
38
38
38
38
37
37
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36

7
7
7
7
7
7
7
7
38
10
16
9
16
16
10
10
11
15
45
9
9
25
26
13
10
12
16
18
11
9
9
9
10
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6

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

SCHOOLS AND SCHOOL

THE PRE-TEST M
IN THE LEGAL
WHO DEAL WITH
THE PROCESS APPROACH
OF ENGLISH TEST
PRESENCE OF CONTEXT
A SLIGHTLY DEBILITATING
THAT HER L2
TASK TYPES ON
SPOKEN TASK TYPES
OF EXPERIMENTAL STIMULI
OF INTERNATIONAL GRADUATE
SPANISH LANGUAGE EXAMINATION
SPECIFIC PREDICTIONS CONCERNING
WITH LARGE EL
A VARIABLE SLOT
NORMED RATES OF
A SLIGHTLY LARGER
A STILL PHOTO
PRESENTATION X 4
ON STANDARDIZED LANGUAGE
STIMULI AND ITEMS
OF VISUALS THAT
OF VISUALS TO
STILL PHOTO S
PATIENT S LEVEL
OR WITHOUT CONTEXT
ORAL ENGLISH PROFICIENCY
OF RESPONDENTS REPORTING
WITHOUT CONTEXT VISUALS
A CANDIDATE S
PHOTO S OF
PERCENTAGE OF SIMPLE
OF VISUALS BEARING
SUBSETS OF STIMULI
WRITING GOALS AND
THE AUDIO PORTIONS
SKIBNIEWSKI SKIBNIEWSKA 1986
THE EXAM PHASE
RESEARCH AND SCHOLARSHIP
THE EXPECTED PATTERNS
SLIGHTLY DEBILITATING EFFECT
LEVEL 5 WRITERS
ACCURACY OF PARTS
REPORTING THAT THEY
RESPONDENTS TO INDICATE
INTERVIEWING AND COLLECTING
INTERACTION IS PRESENTED
ADVERBIAL CLAUSES AND
ITS PARENT DISCIPLINES
L2 WRITING HAS

36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36

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
6
6
6
6

467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500

THE GRADUATE ADMISSIONS

THE FUNCTIONAL ANALYSIS
LISTENING READING WRITING
LOWERING BODY POSITION
THE CONTENT VISUALS
LISTENING COMPREHENSION ITEMS
PROFICIENCY X 3
PROFICIENCY AND VISUAL
PROFICIENCY X 4
THE CLASSIFICATION SYSTEM
LEXICO-GRAMMATICAL DIFFERENCES IN
LINGUA FRANCA AND
RATER SEVERITY AND
THE COUNSEL PHASE
LINGUISTIC COMPLEXITY FEATURES
RAPPORT AND PERSONAL
THE CONTIGUITY EFFECT
THE CONTEXT VISUALS
BEEN ADMITTED INTO
USUGS PERCEPTIONS OF
AND VARIABLE SLOT
ESSAYS WRITTEN ON
TYPE BY VISUAL
CONTEXT VISUALS STILL
CONTEXT VISUALS IS
THE WRITER'S WORKBENCH
USUGS AND ITAS
BENSON 1980 BENSON
AND VISUAL CONDITIONS
CONVERSATION SUBSET 2
TOEFL LISTENING COMPREHENSION
VISUALS X 4
VISUALS IN THIS
TOTAL RESPONSE TIME

36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36

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