The use of cohesive devices as proficiency level discriminators in Chinese DLI learners' writing

Abstract

Building on the construct of discourse competence, this study investigated the frequency and accuracy of Chinese Dual Language Immersion students' use of two types of cohesive devices—conjunctions and frame setters. Drawing on AAPPL assessment data, the study examined 116 writing samples that were rated as either Intermediate High (IH) or A1 (the lower end of Advanced). Results show that, overall, the group with rating consistent with A1 used both types of cohesive devices more frequently than the group that received a rating consistent with IH; differences were statistically significant for frame setters. The study also found that both groups demonstrated greater syntactic than semantic accuracy; however, students whose ratings consistent with A1 used frame setters more accurately than those with ratings consistent with IH. The article concludes with a discussion of pedagogical implications and suggestions for future research.