Differences between Students' Linguistic Knowledge and Text Production Ability: A Case of the Use of Cohesion as a Resource of Texture in Academic Writing

Autor/in	Ahmad, Zulfiqar
Titel	Differences between Students' Linguistic Knowledge and Text Production Ability: A Case of the Use of Cohesion as a Resource of Texture in Academic Writing
Quelle	9 (2019) 2, S.55-63 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0703
Schlagwörter	Connected Discourse; Essays; Academic Language; Writing (Composition); Writing Skills; Student Attitudes; Grammar; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Discourse Analysis; Foreign Countries; Form Classes (Languages); Language Usage; Saudi Arabia + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Writing skill; Schreibfertigkeit; Schülerverhalten; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Ausland; Analytischer Sprachbau; Sprachgebrauch; Saudi-Arabien
Abstract	Assuming cohesion as a non-structural resource of texture in text, the present study analyzed students' academic essays to establish the role of cohesion in creating text. A survey was also conducted to gauge students' beliefs about their ability to use cohesive devices in writing. The results of the text analysis and the survey were then used to identify differences between students' linguistic knowledge and their actual use of the cohesion devices. The results revealed statistically significant relationships between the textual variables of cohesion to the extent that the sample texts had visibly dense texture. The results of the survey variables were also found to be statistically significant. In addition, there were gaps in students' understanding of the concept of cohesive devices and their actual use in the texts. The study recommends explicit teaching of cohesive devices rather than as grammatical entities as well as training in expanding the lexical base of the students to help them achieve discourse competence appropriate to the expectations of the academic discourse community. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01