A Preliminary Study on Lexical Cohesive Devices in Reading Texts in the Textbook Tiếng Anh 10 Published by Vietnam Education Publishing House

Abstract

The research examines the lexical cohesive devices in the textbook Tiếng Anh 10 published by Vietnam Education Publishing House. This study employs a documentary method of analysis to answer the research question. In particular, Halliday and Hasan’s framework of cohesion in discourse (1976) was adopted to investigate ten reading texts in the reading section. The findings show that in terms of reiteration, repetition is the most frequently used device in all reading texts to make the reading semantically related, while collocation cohesion produces cohesive effects among words and phrases in the same collocational environment. As a result, students will benefit greatly from such lexical cohesion in terms of grasping the meaning of the reading texts, and boosting their reading comprehension and theme-based vocabulary. Hopefully, this article is a preliminary study for further research on applying lexical cohesion in teaching and learning reading comprehension or writing skills.

Evaluating the Use of Lexical Cohesion in Arabic Textbook Published by Indonesian Ministry of Religious Affairs

“…This type of repetition also creates a monotonous impression in the presentation of the materials, so the reading materials failed to provide adequate language enrichment for students. This finding is in line with the studies by Alotaibi (2015), Nguyen &Dong (2021), andSari et al (2022), which concluded that repetition tends to be the dominant type of lexical cohesion in textbooks. The use of excessive repetition, compared to other types of lexical cohesion, shows that the book's authors ignore the principles of coherence in compiling material (Alotaibi, 2015;Nguyen & Dong, 2021).…”

“…First, lexical cohesion significantly makes it easier for students to understand reading text materials (Mandarani et al, 2022;Zahrudhin Verdiansyah et al, 2019). Second, lexical cohesion can expand students' vocabulary by displaying various ways to express the same meaning (Faizin et al, 2023;Nguyen & Dong, 2021;Zhao, 2021). Third, lexical cohesion can organize the flow of information so that the reading text displayed is coherent and systematic (Díaz, 2021;Muttaqin, 2019;Nguyen & Dong, 2021).…”

“…Second, lexical cohesion can expand students' vocabulary by displaying various ways to express the same meaning (Faizin et al, 2023;Nguyen & Dong, 2021;Zhao, 2021). Third, lexical cohesion can organize the flow of information so that the reading text displayed is coherent and systematic (Díaz, 2021;Muttaqin, 2019;Nguyen & Dong, 2021). Fourth, lexical cohesion makes it easier for students to read effectively and associate lexical semantic meaning in reading texts (Alotaibi, 2015;Nguyen & Dong, 2021).…”

“…Third, lexical cohesion can organize the flow of information so that the reading text displayed is coherent and systematic (Díaz, 2021;Muttaqin, 2019;Nguyen & Dong, 2021). Fourth, lexical cohesion makes it easier for students to read effectively and associate lexical semantic meaning in reading texts (Alotaibi, 2015;Nguyen & Dong, 2021). Fifth, various evaluative studies on the use of cohesion devices in textbooks found that lexical cohesion was not considered in the preparation of reading materials, so the textbooks required substantial revision (Plakans & Bilki, 2016;Rostami et al, 2016;Shabani et al, 2015).…”

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“…Risk factors were collected through interviews for family history, cranium injury history, and toxic exposure. Relieving factors included medication history of using NSAID and using estrogen replacement therapy in postmenopausal women [12].…”