Minggu, 03 Maret 2019

EXPLORING EFL STUDENTS’ DEFICIENCY IN USING COHESIVE DEVICES IN WRITING ESSAYS

In this post, I would like to continue sharing about my international journal, and in this opportunity i would like to share about the Theoretical Background of my journal. Hope you enjoy it 😊

Theoretical Background

The terms cohesion and coherence are crucial elements in writing texts at both the explicit and
implicit levels. Therefore, these terms are discussed by many writers to produce coherent
written texts. Cameron (2000:35) defined cohesion on the bases of grammatical features
according to the coming linguistic devices:

A- References which include pronouns, demonstratives, comparisons, adverbs and articles.
B- Ellipsis deal with omitting of a clause; its part or group in context when it can be assumed.
C- Substitutions are related to small closed classes of items. And conjunctions that are
linkers of holding sentences to each other (clauses within or between sentences).
D- Lexical cohesion concern features such as synonymy, ant anomy, metonymy, collocations and repetitions.

Moreover, Cutting (2002:24) analyzed these semantic devices in terms of anaphoria : pronouns refer to something in the preceding text, cataphoria: pronouns link for referent in the text that follows and endophoria: refers to items within the text. Whereas, Gonzalez ( 2000:59) discussed coherence in term of thinking process in which language works within textual world.
This process is represented in configuration of concepts and knowledge. However, Gee(1999:149) tackled cohesion and coherence at semantic level analysis of clauses which mediate between lower-order units( words and clauses) and the higher –order ones (sentences). The same writer(2005:95-96) presented words on bases of different situational usages which vary their meanings and that people of particular domain share specific discourse.