Measuring EFL Learners` Ability to Use English Cohesive Devices in Written Discourse
قياس قدرة متعلمي اللغة الانكليزية في استخدام ادوات التماسك في النص
Prof. Dr. Lubab EL tayeb Elmukashfi. University of Gezira Faculty of Education – Hantoub.
Assistant. Prof. Hatem Jassim Khudhair Abbas (Ph. D. Candidate). Faculty of Higher Studies, University of Gezira Faculty of Education. Hantoub.
الأستاذ الدكتور. لباب الطيب المكشوفي – جامعة الجزيرة – كلية التربية – حنتوب
الأستاذ المساعد. حاتم جاسم خضير عباس – طالب دكتوراه- جامعة الجزيرة – كلية التربية – حنتوب
The present study measures the use of English cohesive devices among undergraduate students in academic writing. 30 undergraduate students’ composition writing were collected and analyzed by the researcher to identify the types, the most and least usage of the types and how students used grammatical and lexical cohesive devices in their writings. In collecting the data, the students were given a written task. The data were analyzed qualitatively based on Halliday and Hassan’s theory of cohesion (1976).
The results showed that there were four types of grammatical cohesion used by the students such as reference 40.31%, conjunction 40.29%, substitution 12.20 and ellipsis 7.20%. The results also showed that there were four types of lexical cohesion used by the students such as repetition 67% synonymy 20% antonym 12.7% and collocation 0.29%.
The results revealed that there was overused of certain types of cohesive devices which were repetition and references in the analysis apparently effect the variety of the words chosen by the students. The results also showed that those types of cohesive devices created cohesiveness towards the ideas conveyed by the students in writing.
The implication of the present study indicates that grammatical and lexical cohesive devices are better taught through exercises and avoid overused of certain types of it to enhance better flow in writing.