The Analysis of Cohesive Devices used by Tertiary English Students in Writing English paragraphs

Nurhidayat, Eka Finastie; Apriani, Eka; Edy, Sarwo

doi:10.18415/ijmmu.v8i4.2443

Cited by 4 publications

(7 citation statements)

References 32 publications

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“…In the same vein, reference and conjunction also topped the list of the most frequently used means of cohesion for native speakers. Similar findings were also found in a recent study by Nurhidayat et al (2021) where undergraduate students at an Indonesian university frequently employed reference, conjunction and repetition of the same words.…”

Section: Previous Studiessupporting

confidence: 89%

Use of Cohesive Devices in Paragraph Writing by Efl Students at English Language Centers in Vietnam

Tuan,

Trang,

Nhu

2023

JFS

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This research explores Vietnamese EFL students’ use of cohesive devices in paragraph writing. Eighty Vietnamese EFL learners in four pre-intermediate English classes at two English centers in Vietnam each wrote five paragraphs about five different topics via learning blogs, yielding a corpus of 400 paragraphs. Halliday and Hasan’s (1976) cohesion taxonomy was employed to identify and analyse the cohesive devices used. The results of the study show that the learners employed a wide range of cohesive markers in their paragraphs and the large majority of them were grammatical in nature; lexical cohesive means were used to a much smaller extent and mainly involved repetition. Of the grammatical cohesive types, use of reference and conjunction was common while substitution and ellipsis were infrequently used. The study provides important pedagogical implications for EFL writing instruction in regard to the employment of cohesive devices in written language production.

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Section: Previous Studiessupporting

confidence: 89%

Use of Cohesive Devices in Paragraph Writing by Efl Students at English Language Centers in Vietnam

Tuan,

Trang,

Nhu

2023

JFS

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“…In recent years, with the continuous development of corpus translation science, studies on the lexical collocation characteristics of translated texts based on corpus have emerged at home and abroad, but empirical studies on lexical collocations in English translations of Chinese medicine texts using corpus are not common [9,10]. erefore, in this paper, the authors use the corpus to conduct a statistical study on the use of verb-name collocations in the English translation of TCM texts and the original medical English texts and then compare and analyse the patterns of verb-name collocations in medical texts, with the aim of providing some reference for the English translation of TCM texts, i.e., how to select suitable words for collocation in the English translation of TCM texts, and discovering lexical collocations.…”

Section: Introductionmentioning

confidence: 99%

Collocation Features in Translated Texts Based on English Analogy Corpus

Liu¹,

Wang²

2022

Scientific Programming

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The aim of this paper is to explore the characteristics of the use of verbal collocations in English, to compare the use of verbal collocations in the English translation and the original English text, and then to compare and analyse the characteristics of the choice of verbal collocations in the English text. In this paper, we take bilateral marked causative complex sentences as the object of study and use deep learning methods to automatically explore the implied features of complex sentences while incorporating the significant knowledge of relational words in linguistic research. The experimental results achieved an F1 value of 92.13%, which is better than that of the existing comparison models, demonstrating the effectiveness of the method.

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“…Apart from this research, it also has similarities with the study of (Nurhidayat et al, 2021;Saputra & Hakim, 2020) in that their research aims to investigate the types of cohesive devices that are often used in argumentative essay writing by outstanding students in Indonesia and to analyze their awareness in student writing using argumentative text type with a predetermined topic. This means that determining the topic is relevant to determining the writing context which can stimulate students' ability to use cohesive devices in writing argumentative essays.…”

Section: Discussionmentioning

confidence: 99%

“…In this study, it contains discourse research due to the results of student writing which has been integrated into a very interesting analytical material to be developed, especially in the adjustment of words that are interconnected with one another (Nurhidayat et al, 2021). With the continuity of these words, a language performance will be created that fulfils the cultural elements of the text in question.…”

Section: Introductionmentioning

confidence: 99%

Students’ Performance in Cultural Text Writing Based on Situational Context and Cohesive Devices: A case study of Discourse Analysis

Sidabutar,

Sahlan Tampubolon

2024

Onoma

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This research is described to classify cohesive devices and contextualize the cohesive devices on the English Students Writing at HKBP Nommensen University Medan. There is a role that creates importance and urgency regarding the development of writing skills which can be considered a mode related to problems that often arise in writing. Classification and contextualization are polarities for determining the type of text as student writing. Research that applies qualitative methods is considered scientifically to obtain more valid results. The subjects of this study were 50 students on the sixth semester of English Education with research locations at HKBP Nommensen University, Medan. Specifically, for situational context and cohesive devices, the data were comprised to context A, context B and context C. Based on the research results, the classification of cohesive devices is found in varying amounts of student writing, but the totality of the use of Lexical Cohesion tends to be more dominant in student writing, especially in context A with 33 percent. Meanwhile, in context B the use of references accounts for 28 percent of student writing. Context becomes the prompt performance in the teaching process including cohesive devices and context formed by teacher-student interactions in the classroom

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The Analysis of Cohesive Devices used by Tertiary English Students in Writing English paragraphs

Cited by 4 publications

References 32 publications

Use of Cohesive Devices in Paragraph Writing by Efl Students at English Language Centers in Vietnam

Use of Cohesive Devices in Paragraph Writing by Efl Students at English Language Centers in Vietnam

Collocation Features in Translated Texts Based on English Analogy Corpus

Students’ Performance in Cultural Text Writing Based on Situational Context and Cohesive Devices: A case study of Discourse Analysis

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