Use Of Cohesive Devices Research Articles

The Primacy of L1-Based Cohesive Devices Over the Organization of Ideas in the Spoken English of Chinese EFL Learners

L1 influence research on L2 learners’ spoken performance has focused on learners’ use of L1-based cohesive devices and propositional organization. The problem in these studies was that even though L2 learners were using L1-based cohesive devices, they were not making any grammatical or pronunciation errors, but their L2 speech patterns were not consistent with native speaker standards. This study investigated the ways in which 6 Chinese English as a foreign language (EFL) learners were influenced by their L1-based cohesive devices and organization of ideas during 30 hours of face-to-face interactions with 2 English native speakers. Data analysis involved transforming the transcribed data of interactions into a system of codes and categories (Corbin & Strauss, 2015), and the Excel software was used to generate the means, percentages, and ranks of different categories. Data analysis determined that Chinese L1-based cohesive devices and organization of ideas were manifested in the 6 Chinese participants’ speech as a coherent system of communication. Moreover, the researchers found that the most frequently-used L1-based cohesive device in the Chinese students’ L2 speech was the use of connectors which were employed to “add” new points to the speakers’ arguments. Implications for pedagogy included action research projects to scrutinize the introduction of a series of communicative tasks in the classroom that utilize scaffolding to highlight L1-L2 differences. The aim of these tasks is to raise students’ consciousness and help them “notice the gap” between L1-L2 discourse systems in the use of cohesive devices and organization of ideas.

Investigating Cohesive Devices in Wordsworth Poetry

This study has attempted to investigate the use of cohesive devices in Wordsworth poetry. It has aimed to understand the role of stylistics analysis in shaping the meanings of literary texts. In addition to explain how cohesion can contribute to interpreting and understanding poetry. The significant of the study is based on the fact that it contributes to the understanding of how linguistic and stylistic analysis of a text can be used, extensively, to clarify features and meanings in texts. Nine poems were selected to represent Wordsworth poetry. The poems were selected randomly. Cohesive devices were identified in the poems and analyzed using the content analysis technique. They were analyzed quantitatively. The analysis revealed a number of interesting results, namely: All types of cohesive devices were used in the poems selected for the purpose of the study (reference, substitution, ellipsis, conjunction and lexical cohesion). There were some variations in the use of some devices; in that certain devices were used at a very high rate of frequency compared to others. The main function of the use of cohesive devices within the poems was to help the poet express romantic values. Based on the results obtained, the study suggests the following: First, it would be interesting, for further studies to conduct more studies on the coherence of English literary discourse. Second, it is worth to investigate cohesive devices of the sociolinguistic aspects within poetry, as poetry is an important area whose genre contains impressive socio-cultural meaning.

Result linking adverbials in learner corpora

This article aims to present an investigation of the use of the following linking adverbials: so, therefore, and thus in essay writing of Brazilian university students.  Few corpora-based studies have been carried out on the use of cohesive devices in the written production of Brazilian university students in comparison to the writing of American and British university students. It is worth mentioning Matte and Sarmento (2018) and Dutra et al. (2017) who identified differences among the groups concerning the use of additive linking adverbials. The present study compares the occurrences of result linking adverbials in the Corpus of English for Academic Purposes (CorIFA), in the Corpus of English Without Borders (CorIsF), and in the Louvain Corpus of Native English Essays (LOCNESS). The linking adverbials were identified by using AntConc 3.4.4 (ANTHONY, 2016). The concordance lines generated by the program were analyzed, and the linking adverbials were classified according to their meaning and syntactic position. Then, the data were submitted to the statistical log-likelihood test and the overuse, and underuse of items were studied across the dataset.  The results indicate differences mainly concerning syntactic position and meaning of the linking adverbials. Analyzing these differences is instrumental as it may contribute to a better understanding of Brazilian learners’ written academic discourse and, in turn, it can assist language educators and material designers who work with to the teaching of English for Academic Purposes.

Investigating Cohesive Devices in Wordsworth Poetry

This study has attempted to investigate the use of cohesive devices in Wordsworth poetry. It has aimed to understand the role of stylistics analysis in shaping the meanings of literary texts. In addition to explain how cohesion can contribute to interpreting and understanding poetry. The significant of the study is based on the fact that it contributes to the understanding of how linguistic and stylistic analysis of a text can be used, extensively, to clarify features and meanings in texts. Nine poems were selected to represent Wordsworth poetry. The poems were selected randomly. Cohesive devices were identified in the poems and analyzed using the content analysis technique. They were analyzed quantitatively. The analysis revealed a number of interesting results, namely: All types of cohesive devices were used in the poems selected for the purpose of the study (reference, substitution, ellipsis, conjunction and lexical cohesion). There were some variations in the use of some devices; in that certain devices were used at a very high rate of frequency compared to others. The main function of the use of cohesive devices within the poems was to help the poet express romantic values. Based on the results obtained, the study suggests the following: First, it would be interesting, for further studies to conduct more studies on the coherence of English literary discourse. Second, it is worth to investigate cohesive devices of the sociolinguistic aspects within poetry, as poetry is an important area whose genre contains impressive socio-cultural meaning.

COHESION IN FOREIGN LANGUAGE WRITING

It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating.

The Use of Cohesive Devices to Achieve Coherence in the Background Section of the Students' Formal Writing

A good writing is one that is cohesive and coherence. Cohesive and coherence are essential textual components to create organized and comprehensiveness of the texts. Coherence refers to the quality of being meaningful or we can say that coherence is when a text hangs together. The research has been intended to find cohesion and coherence devices in the background sections of the students’ formal writing. The sources were 10 background sections of the students’ final projects from undergraduate students at Universitas Negeri Semarang. The qualitative analysis was performed to explore the results. The results of the analysis showed that the background sections of the students’ formal writing contain all kinds of cohesion and coherence devices. The background sections of the students’ final project contain grammatical cohesion (reference, ellipsis, substitution, conjunction) and lexical cohesion (reiteration and collocation). Coherence devices (theme-rhyme and micro level) are also contained in the data. Through this article the writers want to help students to have a better understanding of making background sections in their final projects.

Cohesive Features in Argumentative Writing by Korean EFL Learners at the Elementary Education Level

This study aims to investigate differences and similarities in the use of cohesive devices by young and adult Korean EFL learners in their argumentative writings. Results show that young Korean EFL learners’ texts displayed some age-specific features in their overt use of causative conjunctions, which might be partly explained by their causal reasoning skills along with their tendency to provide a short description of their ideas in their argumentation. Several of the cases of overuse and misuse of conjunctions and references, which often interfere with cohesive text in young Korean EFL learners’ texts, might derive from the lack of L2 writing experience and linguistic knowledge. Interestingly, L1 influence can be seen through their overuse of the pronoun determiner ‘this’ indicating ‘definiteness’ since they use demonstratives instead of indefinite articles. These findings yield important teaching implications for developing written discourse competence at the Korean elementary education level.

Resolving the Terminological Mishmash in Teaching Link Words in EFL Writing

AbstractOne of the characteristics of good writing is appropriate use of cohesive devices, which many learners often find difficult to do. Although there is a substantial body of research on cohesion in writing, little has been documented on how to teach it to EFL students. The present study was an attempt to address this under-researched issue by taking a terminological approach, as the diverse and vague terminology used to describe link words has been found to be more of a hindrance than a facilitator in the teaching/learning process. A total of 16 cohesion-related terms were surveyed to find out about the quality and quantity of their use in a self-built corpus of 14 grammar books of different levels. Furthermore, a test was run to measure students’ familiarity with these terms, and field-notes were taken while scoring the students’ papers in their presence. The findings, in addition to giving insights into the usage points regarding each of the 16 terms, led to drawing a terminological network, which, if used consistently, could help in teaching and learning to use cohesion effectively.

A Study on Use of Cohesive Devices in Presentation of Advanced Korean Learners for Academic Purpose

A Study on Use of Cohesive Devices in Presentation of Advanced Korean Learners for Academic Purpose

미국 대학 중급 한국어 학습자의 구어 담화 응결 장치 사용 연구

미국 대학 중급 한국어 학습자의 구어 담화 응결 장치 사용 연구

Anaphore Nominale Dans Des Récits Écrits Par Des Étudiants Ghanéens : Les Effets D’une Séquence Didactique

This paper assesses the impact of a sequence of didactic interventions on the use of nominal anaphors in a narrative text produced by Ghanaian university students of French as a foreign language. This study is necessitated by the lack of research investigating the effects of instruction on the use of cohesive devices in learner writing. 25 second-year students of the University of Cape Coast participated in a didactic sequence based on the types of nominal anaphors used in folktales. The impact of the teaching sequence was assessed by comparing the results obtained during the pretest with those of the post-test. The results showed improvements in students’use of nominal anaphoric resources. This was manifested in the increased diversification of lexical resources and the increased use of marked anaphoric expressions. These improvements show that the skilful usage of nominal anaphoric resources can be quickly developed in the frame of an adequate pedagogical intervention.

The Use of Cohesive Devices in English Drama Texts for Adults and Children

The present paper aims at identifying the relationship between drama texts and cohesive devices, presenting the most common used devices in both adults’ and children’s drama and comparing the percentages to find out the similarities and differences between adults’ and children’s drama concerning the use of these devices. It is hypothesized that cohesive devices have an essential role to play in making drama texts more comprehensible. It is also hypothesized that playwrights use certain cohesive devices to make their texts easier to track by readers. It is assumed that there is a difference between adults and children drama regarding the use of cohesive devices. It is found that the most used cohesive device by adults’ and children’s playwrights is reference. It is also found that ellipsis is employed widely in adults’ drama rather than children’s drama. More use of lexical cohesive devices is detected in children drama rather than adults’ drama. The study arrived at the following conclusions: First, cohesive devices are employed widely by playwrights reflecting the important role they have on the overall understanding of the writer’s main idea. It is also found that there is a relation between the age of the readers and the use of cohesive devices as adults are more able to handle certain devices rather than children.

An Analysis of Korean EFL Writers’ Errors in the Use of Cohesive Devices

An Analysis of Korean EFL Writers’ Errors in the Use of Cohesive Devices

Conjunctive Adjuncts in Undergraduate ESL Essays in Malaysia: Frequency and Manner of Use


 This paper applies Halliday’s systemic functional grammar to examine the ways conjunctive adjuncts are used in the written English of Malaysian undergraduates. Student essays selected from the Malaysian English Corpus were examined with the focus on cohesion in the light of a preliminary study of the texts which pointed to the insufficient or inappropriate use of cohesive devices. The aim is to find out what conjunctive adjuncts are used and how they are used in linking successive sentences in text. In addition to the usual grammatical problems, these students had difficulty in using conjunctive adjuncts effectively in paragraphs, and left sentences juxtaposed in inappropriate ways. Only a small part of the range of cohesive devices available in English was used at all, and much of what was used was incorrect or otherwise unsuitable.

Analysing corpus-based criterial conjunctions for automatic proficiency classification

The linguistic profiling of L2 learning texts can be taken as a model for automatic proficiency assessment of new texts. But proficiency levels are distinguished by many different linguistic features among which the use of cohesive devices can be a criterial element for level distinctions, either in the number of conjunctions used (quantitative) and/or in the type and variety of them (qualitative). We have carried such an analysis with a subgroup of the CLEC (CEFR-levelled English Corpus) using Coh-Metrix, a tool for computing computational cohesion and coherence metrics for written and spoken texts, but our results suggest that automatic proficiency level assessment needs a deeper examination of conjunctions that should rely on the analysis of conjunction-types use and conjunction varieties, with an analysis of lexical choice. A variable based on familiarity ranks could help to predict cohesive levels proficiencyoriented.

Use of Cohesive Devices in Children and Regular Literature: Conjunctions and Lexical Cohesion

Cohesion is an indispensable linguistic feature in any discourse. Lexical Cohesion and conjunction as two crucial elements to textual cohesion and comprehension have been the focus of a wide range of studies up to now. Yet the relationship between the open register and cohesive devices has not been thoroughly investigated in discourse studies. This study concentrates on the potential similarities and differences between literature for children and adult level (regular) with respect to the frequency of lexical cohesive markers and conjunctions. To this end, selected excerpts of two contemporary famous novels were analyzed and codified for the use of different kinds of lexical cohesion (reiteration and collocation), conjunctions (elaboration, extension and enhancement) and their subcategories. The results of Chi square tests showed that the children and regular novel texts were significantly different in terms of reiteration and collocation as the main categories of lexical cohesion as well as total frequency of lexical cohesive pairs. Also, the use of conjunctions, elaboration and extension showed significant difference. Yet, the difference was non-significant for enhancement. The findings of this study add to the existing literature of research on cohesion and inspire researchers in discourse studies, child language studies, and English teaching and learning of young children. Keywords : Cohesive devices, Conjunctions, Lexical Cohesion, Children, Literature

The Use of Cohesive Devices in English Drama Texts for Adults and Children

The present paper aims at identifying the relationship between drama texts and cohesive devices, presenting the most common used devices in both adults' and children's drama and comparing the percentages to find out the similarities and differences between adults' and children's drama concerning the use of these devices. It is hypothesized that cohesive devices have an essential role to play in making drama texts more comprehensible. It is also hypothesized that playwrights use certain cohesive devices to make their texts easier to track by readers. It is assumed that there is a difference between adults and children drama regarding the use of cohesive devices. It is found that the most used cohesive device by adults' and children's playwrights is reference. It is also found that ellipsis is employed widely in adults' drama rather than children's drama. More use of lexical cohesive devices is detected in children drama rather than adults' drama. The study arrived at the following conclusions: First, cohesive devices are employed widely by playwrights reflecting the important role they have on the overall understanding of the writer's main idea. It is also found that there is a relation between the age of the readers and the use of cohesive devices as adults are more able to handle certain devices rather than children.

The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality

An important topic in writing research has been the use of cohesive features. Much of this research has focused on local and text cohesion. The few studies that have studied global cohesion have been restricted to first language writing. This study investigates the development of local, global, and text cohesion in the writing of 57s language (L2) university students and examines the effects of these cohesion types on judgments of L2 writing quality Growth is observed in the use of a number of local, global, and text cohesive features across a semester-long upper-level English for Academic Purposes (EAP) course. Local, global, and text features also predicted whether an essay was written at the beginning or the end of the semester with an accuracy of 71%. In addition, the use of local, global, and text cohesive features explains 36% of the variance in human judgments of text cohesion and 42% of the variance in overall judgments of writing quality. This study has important implications for second language acquisition, writing development, and writing pedagogy.

Coherence and cohesion: An analysis of the final project abstracts of the undergraduate students of PGRI Semarang

An abstract is the gist of a research report which has the purpose to allow the reader to get the main information without reading the whole document. Since it plays an important role in grasping the information of the whole research report, the writing of the abstract, therefore should be concise and the logical relation among sentences is clear, coherent and cohesive. However, many of the students still find difficulties in making their writing coherent due to their limitation in understanding the cohesive devices and their application in their writing. This article attempts to reveal the coherence of the abstracts of the final project reports of the undergraduate students of PGRI University Semarang, Indonesia. Its objectives are (1) to reveal the micro-level coherence, how each sentence is connected to the other to make logical relations and (2) to discover the macro-level coherence, the right use of cohesive devices like conjunction, reference, substitution or ellipsis so as to make the whole text coherent. Several abstracts of the students’ final projects were selected randomly to be analyzed. Since it is a qualitative research, the data were in the level of words or sentences. The result shows that the abstracts analyzed have not satisfactorily achieved coherence though some cohesive devices like reference, conjunctions, ellipsis which are used to link one sentence to the other. Some grammatical mistakes are also found such as the plural forms, active-passive voice.

Cohesive Devices In The United Nations Arabic Texts And Their English Translations :, A Corpus-based Study

This paper examines one essential aspect of equivalence in translation: textual cohesion. It aims to contrast Arabic and English cohesive devices in some United Nations texts, find out how they are interpreted as equivalents and examine the regularity in shifting cohesion. A parallel corpus of texts of 15 Arabic texts and their English translation counterparts are selected and the distribution of their cohesive devices is analysed. Using computer software, the use of cohesive devices is compared. Findings reveal that Arabic and English have more similarities than differences in terms of the cohesive devices used though there are obvious differences in the frequency of their occurrence. The similarities are significantly preserved for the purpose of accurateness, transparency and formality that characterise the language of legal texts.