cohesion theory
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2021 ◽  
Vol 6 (2) ◽  
pp. 284-295
Author(s):  
Puji Lestari ◽  
Eko Teguh Paripurno ◽  
Hikmat Surbakti

Social media is one of the disaster communication means for social cohesion in information retrieval. However, Karo Regency has limitedly use WhatsApp, Instagram, and Facebook. This study aimed to evaluate social media Instagram and Facebook as part of the disaster information system in disaster-prone areas to improve social cohesion in Karo Regency, North Sumatra, Indonesia. This study combined qualitative and quantitative evaluation. Qualitative evaluation steps consist of (1) setting goals; (2) classification; (3) stating structured goals; (4) collecting data; (5) analyzing results of observations and measurements. Based on the evaluation, Instagram has been inactive since April 1, 2020, and Facebook has been inactive on August 17, 2017, due to the absence of competent human resources (HR). The use of internal WhatsApp groups is due to the unpreparedness in dealing with public comments. Based on a survey in early June 2021 to the Karo community showed that 56.3% of respondents were familiar with the Karo BPBD social media. The trust level of social media users for social cohesion in the disaster-prone area of Karo Regency was very high at 56.3%. Respondents believed that information conveyed through social media uploads is able to improve social cohesion in dealing with various disasters. This is formed because of the sense of belonging, social trust, generalized reciprocity, and social harmony. This study contributed in the form of BPBD policies in managing social media as an information system to improve social cohesion in the disaster-prone area ofKaro Regency. The new findings theoretically added caring in Johnson's Social Cohesion Theory.


2021 ◽  
Vol 11 (12) ◽  
pp. 1709-1716
Author(s):  
Shifang Li ◽  
Yifan Wang

This study analyzes the textual cohesion of Criminal Procedure Law of the People’s Republic of China from the perspective view of Cohesion Theory. According to the data analysis, the study indicates that, in this legal text, the means of cohesion occurs totally 792 times, among which grammatical cohesion takes a large proportion, that is, 83.9%, while lexical cohesion takes the ration of 16.1%. In the lexical cohesion, the repetition is used much more frequently, followed by the means of hyponymy/meronymy, synonymy/antonymy and collocation, taking the ratio of 0.8%, 0.5% and 0.4% respectively. Thus, we can know from the statistics that cohesion is an important feature of the Chinese legal text. It connects the syntactic grammar and the lexicons into together closely in the Chinese legal Articles. Therefore, the paper points out that a proper understanding of the cohesive devices in the Chinese legal text is significant to legal draftsmen and social scientists in the field of language and the law, for they might improve the text quality of their work with it.


2021 ◽  
Vol 14 (12) ◽  
pp. 18
Author(s):  
Chunxia Fu

Cohesion is a very important part of learning English. The Cohesion Theory of Halliday and Hasan is of great importance for people to acquire the knowledge of cohesion. This study is aimed at applying this Cohesion Theory in CET-4 listening comprehension which is an important test for Chinese college students. This study uses the test papers of CET-4 in June 2021 as examples to demonstrate that it is obvious that there are certain cohesive relations between the listening materials and the correct answers. It is also practicable to apply the Cohesion Theory in listening comprehension of CET-4. It mainly analyzes the cohesive devices applied in figuring out the correct choices by understanding the cohesive relations between the listening materials with the right answers. It demonstrated obviously that there exists the cohesive relations between the listening materials with the right answers in the test, and both the grammatical device and lexical device are often used interactively. The cohesive devices can serve as the important clues for students to make the right choices. The findings of this study suggest that the application of the Cohesion Theory in CET-4 listening comprehension is practicable and effective. It can not only help the students get good performance in the CET-4 tests, the same approach can also be used in other important tests. 


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Blanca Hernández-Ortega ◽  
Joaquin Aldas-Manzano ◽  
Ivani Ferreira

Purpose This study aims to examine users’ affective relationships with smart voice assistants (SVAs) and aims to analyze how these relationships explain user engagement behaviors toward the brands of SVAs. Drawing on relational cohesion theory, it proposes that cohesion between users and SVAs influences brand engagement behaviors, that is, continuing purchasing other products of the brand, providing knowledge to the brand and referring the brand. Design/methodology/approach Data from a survey of 717 US regular SVA users confirm the validity of the measurement scales and provide the input for the covariance-based structural equation modeling. Findings The results demonstrate that frequent user-SVA interactions evoke positive emotions, which encourage cohesive relationships. Pleasured-satisfaction and interest emerge as strong emotions. Moreover, relational cohesion between users and SVAs promotes engagement with the brand of the assistant. Originality/value This paper applies an interpersonal approach in a context that, to date, has been examined from a predominantly technological perspective. It shows that users develop positive emotions toward smart technologies through their interactions, and establishes the importance of building affective relationships. To the best of the authors’ knowledge, this is the first study to analyze cohesion between users and smart technologies and to examine the effect of this cohesion on user engagement with the brand.


2021 ◽  
Vol 11 (6) ◽  
pp. 695-710
Author(s):  
Yuan Zhao

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.


2021 ◽  
Vol 15 (2) ◽  
pp. 361-374
Author(s):  
Arif Suryo Priyatmojo

This study aimed at analyzing the cohesion and coherence of recount texts and their implication to teaching writing. The data was fifteen recount texts which were non-randomly chosen from the first-grade students of high school in Central Java, Indonesia. This was qualitative research employing cohesion theory by Halliday and Hasan (1976) and thematic progression proposed by Butt et al. (1995). The result of this research showed that most of the cohesive devices employed by the students were personal reference with 58.11%; demonstrative reference and definite article with 7.18%; comparative reference with 0.93%), lexical (repetition 22.21%; synonym 0.66%; superordinate 0.13%), conjunction (temporal conjunction 7.45%; adversative conjunction: 1.33%; additive conjunction 1.06%; causal conjunction 0.66%), and ellipsis with 2%. The presuppositions of the presupposed items and presupposing items were achieved anaphorically and cataphorically; most of them were anaphoric. The distances of the presuppositions were in the forms of immediate ties, mediated ties, and non-mediated ties. Furthermore, immediate ties occurred extensively. Based on the analysis, most of the texts were cohesive due to the achievement of presupposing and presupposed items in every sentence of the texts. Then, coherence of the students’ recount texts was achieved by employing three kinds of patterns: reiteration/ constant, zig-zag, and multiple thematic progression patterns. Most of the texts were developed by using a reiteration/ constant pattern. Based on the analysis, most texts were not coherent because of the unrelated clauses. As the result, they broke the signposted progression of the texts. The finding was expected to possibly contribute to the process of teaching writing by encouraging the students to create a good text in a cohesive and coherent way.


2021 ◽  
Vol 8 (1) ◽  
pp. 25-30
Author(s):  
Junqiang Zhao

Demonstrative reference is a common means of cohesion in discourse. Based on Cohesion Theory by Halliday and Hasan, the paper is aimed at exploring the use of this and that as a means of deixis and reference in college English speeches from the perspective of discourse cohesion to achieve more effective analysis and appreciation of English speeches.


2020 ◽  
pp. 1-12
Author(s):  
Sebastian Holzwarth ◽  
George Gunnesch-Luca ◽  
Roman Soucek ◽  
Klaus Moser

Abstract. The current study analyzes how two components of perceived organizational communication (vertical and horizontal) are related to employee turnover intentions via three types of affective commitment foci (organization, supervisor, and team). Using second-order confirmatory factor analysis and structural equation modeling techniques with a large cross-sectional dataset ( n = 3,317), our results show that, in line with social cohesion theory, vertical communication (e.g., supportiveness from the organization) is strongly related to affective organizational commitment, whereas horizontal communication (e.g., supportiveness from colleagues) is primarily related to affective team commitment. Additionally, both communication dimensions are related to affective supervisory commitment. Finally, these three foci of affective commitment incrementally explain and differentially mediate the relationship between perceived organizational communication and turnover intention.


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