scholarly journals A Study of Non-structure Cohesion in the Texts in New Senior English for China Student’s Book 5 and 6

2021 ◽  
Vol 11 (6) ◽  
pp. 695-710
Author(s):  
Yuan Zhao
Keyword(s):  
High School ◽  
Lexical Cohesion ◽  
Coding Scheme ◽  
Cohesive Devices ◽  
Senior English ◽  
English Textbooks ◽  
Cohesion Theory ◽  
At Home

Since the publication of Cohesive in English co-authored by Halliday and Hasan in 1976, more linguistics at home and abroad have been analyzing and studying this theory in detail. Thus, cohesion theory has been steadily growing. Existing studies, however, tended to focus on the analysis of cohesive devices in a variety of discourses other than the texts from English textbooks for Chinese high school learners. To address this gap, this study used 5 articles from New Senior English for China Student’s Book 5 and 6 to explore the non-structure cohesive devices. By means of the coding scheme suggested by Halliday and Hasan in 1976, the cohesive patterns in a text were represented. The results showed that coherence in the 5 texts largely depends on lexical cohesion. Then, a further analysis of the five lexical cohesive devices showed that among them, same item having reference that is identical proved to be the most in the texts. The main reasons is perhaps that since the texts are from school textbooks for Chinese teenagers, the student readers almost certainly do not have the ability to make much sense of a fairly complex text whose coherence may largely depends on substitution or ellipsis.

scholarly journals The Contribution of Lexical Cohesion to the Text Cohesion in EFL Students’ Expository Texts

ELT in Focus ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 11-18
Author(s):  
Hanif Nurcholish Adiantika
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Expository Texts ◽  
West Java ◽  
Lexical Cohesion ◽  
The Core ◽  
Cohesive Devices ◽  
Twelfth Grade ◽  
Efl Students ◽  
Text Cohesion

This study aims to investigate the use of lexical cohesion in students’ expository texts. It reveals thetypes of lexical cohesion employed by the students in their expository texts and the contribution oflexical cohesion to the text’ cohesion. This study employs qualitative research by using a case studydesign. Nine students of twelfth grade in a public senior high school in Kuningan regent, West Java,are chosen as the participants. The data in this study include the documents of students’ expositorytexts. The data are analyzed by using the concept of cohesive devices proposed by Halliday andHasan (1976). The findings show that there are two lexical cohesions identified in nine students’expository texts i.e. reiteration (covering i.e. antonymy, repetition, synonymy, meronymy, andhyponymy) and collocation. This study also indicates that lexical cohesion contribute to the processof keeping track of the participants and engaging the readers to the core argument of the text.Moreover, it can be stated that the contribution of lexical cohesion towards students’ expositorytexts is considered low. Therefore, there must be an encouragement for the students to use properlexical cohesion to make their text more cohesive.

scholarly journals Cohesion in 20th Century American Short Stories Compiled By Jean A. McConochie, and Its Contribution to Teach Reading in Senior High School

2016 ◽  
Vol 5 (2) ◽  
pp. 16
Author(s):  
Hening Laksani ◽  
Martono, Martono, ◽  
Endang Setyaningsih
Keyword(s):  
High School ◽  
Short Stories ◽  
Language Use ◽  
English Education ◽  
Reading Skill ◽  
Senior High School ◽  
Teaching Reading ◽  
Lexical Cohesion ◽  
Cohesive Devices ◽  
American Short Stories

<p>Five types of cohesive devices are identified by Halliday and Hasan (1976), namely, reference, substitution, ellipsis, conjunction and lexical cohesion. Each of the five types is about the formal links within sentences. This qualitative research method describes the kind of cohesive devices employed in 20<sup>th</sup> Century American Short Stories and discusses its implication for developing teaching material for reading skill in Senior High School. The result of the study shows that cohesive devices mostly appeared in the short stories are lexical cohesion followed by references, conjunction, ellipsis and then substitution. The contribution of this research to English education is the cohesive devices can be used as a lesson material for teaching reading both as the example of language use in order to familiarize  about the use of pronouns, conjunctions and dictions, also it can be used to show the way to substitute or omit a word meaningfully and as the task students need to accomplish.</p><p> </p>

THE READABILITY OF READING TEXTS IN ENGLISH TEXTBOOK FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KABANJAHE 2016/2017

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Rinaldi Masda Syahputra And Johan Sinulingga
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
School Students ◽  
10Th Grade ◽  
8Th Grade ◽  
English Textbooks ◽  
Readability Formula ◽  
Reading Texts

This research analyzed the readability of reading texts taken from English textbooks for grade VIII students of SMP Negeri 1 Kabanjahe of 2016/2017 entitled English in Focus published by Pusat Perbukuan Departemen Pendidikan Nasional. Being important a textbook as the most used in sources of a class, textbook should be readable and appropriate for the students especially for the reading texts inside it. The goal of this research was to find out how is the readability of those reading texts in the textbook.To describe and investigate the readability, this research used a readability formula measurement called SMOG Grading Formula which is found by G. Harry Mc. Laughlin. The source of the data were 20 reading texts taken randomly from English in Focus textbook.The major findings of the study showed that the readability of 20 reading texts were in the variety level for students within 5th elementary school to the 10th grade high school students level, and it found that 13 of 20 reading texts or about 65% of the data are appropriate for the 8th grade students who are the user of the book. Meanwhile, this research also found reading texts which are not appropriate for the students. There are 3 reading texts are too easy and 4 are too difficult for them. So, 35% reading texts in the data is not appropriate for 8th grade students.

LEXICAL AMBIGUITY IN READING ANALYTICAL EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL STUDENTS

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Putri Sembiring And Sortha Silitonga
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Method ◽  
Lexical Ambiguity ◽  
School Students ◽  
Dominant Type ◽  
Ambiguous Words ◽  
Reading Materials ◽  
English Textbooks ◽  
Senior High School Students

The objectives of this study were to find out the types of lexical ambiguity and the most dominant type of lexical ambiguity used in analytical exposition texts in English Today 2 and Advanced Learning English 2 textbooks. This study was conducted by using descriptive qualitative method. The research was mainly focused on the four types of lexical ambiguity proposed by Saeed, such as homonymy, polysemy, synonymy and antonymy. In carrying out this study, the data were taken from analytical exposition texts in reading materials and exercise material from the two English textbooks which contained of ambiguous words. The result of the study indicated the numbers of lexical ambiguity were 46 words within homonymy (34,8%), polysemy (28,2%), synonymy (19,6%), and antonymy (17,4%).

scholarly journals Text Cohesion in English Scientific Texts Written by Saudi Undergraduate Dentistry Students: A Multimodal Discourse Analysis of Textual and Logical Relations in Oral Biology Texts

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Hesham Suleiman Alyousef
Keyword(s):  
Discourse Analysis ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Linguistic Knowledge ◽  
Bachelor Of Science ◽  
Lexical Cohesion ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Cohesive Devices ◽  
Analysis Scheme

This qualitative study examined multimodal cohesive devices in English oral biology texts by eight high-achieving Saudi English-as-a-foreign-language students enrolled in a Bachelor of Science Dentistry program. A Systemic Functional Multimodal Discourse Analysis (SF-MDA) of the textual and logical cohesive devices in oral biology texts was conducted, employing Halliday and Hasan’s cohesion analysis scheme. The findings showed that students used varied cohesive devices: lexical cohesion, followed by reference and conjunctions. Although ellipsis was minimally employed in the oral biology texts, its discipline-specific uses emerged: the use of bullet points and numbered lists that facilitate recall. The SF-MDA of cohesion in multimodal semiotic resources highlighted the processes underlying construction of conceptual and linguistic knowledge of cohesive devices in oral biology texts. The results indicate that oral biology discourse is interdisciplinary, including a number of subfields in biology. The SF-MDA of pictorial oral biology representations indicates that they include instances of cohesive devices that illustrate and complement verbal texts. The results indicate that undergraduate students need to be provided with a variety of multimodal high-cohesion texts so that they can successfully extend underlying conceptual and logical meaning-making relations.

scholarly journals Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing

2011 ◽  
Vol 33 (1) ◽  
pp. 27
Author(s):  
Mayumi Kobayakawa
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Writing Instruction ◽  
Writing Skills ◽  
High School English ◽  
English Classes ◽  
Free Writing ◽  
Guided Writing ◽  
English Textbooks ◽  
English I

A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。

scholarly journals AN ANALYSIS OF COHESION OF EXPOSITION TEXTS: AN INDONESIAN CONTEXT

2018 ◽  
Vol 7 (3) ◽  
pp. 515
Author(s):  
Emi Emilia ◽  
Nurfitri Habibi ◽  
Lungguh Ariang Bangga
Keyword(s):  
Systemic Functional Linguistics ◽  
Case Study Research ◽  
Written Language ◽  
High Achievers ◽  
Linguistic Features ◽  
Lexical Cohesion ◽  
Functional Linguistics ◽  
Cohesive Devices ◽  
Eleventh Graders ◽  
Flow Of Information

The paper reports on the results of a study aiming to investigate the cohesion of exposition texts written by eleventh graders of a school in Bandung, West Java, Indonesia. The study used a qualitative case study research design, especially text analysis, involving 32 students. In the interest of space, the paper will present the data obtained from six texts written by 6 students, representing low, mid, and high achievers. The texts were analyzed using systemic functional linguistics (SFL), especially in terms of schematic structure and linguistic features, especially those contributing to the cohesion of the texts, such as Theme progression and cohesive devices. The results show that all texts show students’ grasp and understanding of the schematic structure of an exposition, including thesis, argument, and restatement of the thesis. All texts also successfully use the zig-zag and the Theme reiteration patterns, which indicate the students’ emerging capacity to create a text with cohesion at the clause level. However, only texts written by high achievers employ the multiple Theme pattern, indicating the students’ emerging capacity to create a text with better sense of connectedness, unity, and flow of information at the global level. High achiever texts also employ discourse features which allow the reader to predict how the text will unfold and guide them to a line of understanding of a text as a whole. Moreover, in terms of cohesive devices, all texts use some simple cohesive devices—reference, lexical cohesion, and conjunction. It should be mentioned that all texts are rudimentary with some inappropriate word choices and grammatical problems. This suggests that the students still needed more guidance and time to do research on the topic in focus, to go through the process of writing as professional do, to allow them to create a better text with more elaboration and characteristics of written language with consistency and accuracy. It is recommended that further research on different perspectives and foci of analysis of different text types using systemic functional linguistics, with more representative samples, and studies on the teaching of writing be conducted.

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