e .g., A: Who could have broken those tiles? Teachers can introduce the concept of coherence by using examples of the lack of this element in learners’ essays. 4.2.4 Appropriate Versus Inappropriate Use of Grammatical and Lexical Cohesive Devices In the example, one substitutes or replaces for car. Investigating the Discourse Competence in Essay Writing with Reference to the Third Level EFL Students [Mohammed, Fadhel Mohsen Mohammed] on Amazon.com.au. Discourse errors are more serious than any other errors at different levels because they create serious problems to third-year English students of Faculty of Education/ Radfan, University of Aden. In his discussion of grammatical distributions to textuality, McCarthy state that: even though it is somewhat different from reference, ellipsis and substitution, a conjunction does not set off a search backward or forward for its referent, but it does presuppose a textual sequence and signals a relationship between segments of a discourse. It has been noticed (through the researcher's experience in teaching writing) that EFL students make discourse errors in their writing activities in English as the case of the third level at the Faculty of Education/ Radfan, University of Aden who usually make errors in their writing. 5.0 Introduction In this example, all the pronouns (she/her) re f e r to Mary Brown. Tischer et al. 22.214.171.124.4.1 Appropriate Versus Inappropriate Use of Nominal Ellipsis Writing is considered as a difficult process even in the first language (L1). 2.5 Cohesion and Linguistic Structure To collect the required data, the researcher used two instruments: the teachers' questionnaire and the students' writing task. Discourse Markers are a linguistic strategy which enables learners to accomplish effective writing. Endophoric function refers to the text itself in its interpretation. Then, let's consider that we are talking about the same John and the same hat. They are males and females. The different choice of Theme has contributed to a different meaning and English uses first clausal position as a signal to orient a different meaning of the sentences. 126.96.36.199.1 Appropriate Versus Inappropriate Use of References - Exploring the negative effect of discourse incompetency on students' writing. 188.8.131.52.1 Personal Reference Discourse competence also refers to familiarity with genres (Connor & Mbaye, 2002), such as conversations, interviews and reports. Halliday and Hasan (1976, p. 293) suggest that "a text is not just a string of sentences. By using theories of discourse competence, error analysis, discourse analysis and language transfer, this study tries to analyze the students' discourse errors at the micro-level and finds out their possible sources and give some recommendations on how to avoid committing such errors. Cohesive ties between sentences stand out more clearly because they are the only source of texture, with the sentence there are the structural relations as well" (Halliday & Hasan, 1976, p. 9). Writing as a process varies according to purpose and context. In this paper, the article written by Eshita Awal and Homayra Binte Bahar for the Journal of Humanities and Social Science about the significance of linguistic and communicative competences and the worth of discourse analysis will be analysed. To illustrate, let us examine the following example: Wash and core six cooking apples. ( Richards & Renandya, 2002, p. 303). Nominal group functioning as a subject; a. 1.3 Aims of the Study It seems that students do not use grammatical cohesive devices efficiently for having problems in writing effective discourse in general and using cohesive devices in particular. This article intends to tell us how students can benefit from discourse-based language teaching through two carefully designed tasks. In terms of grammatical competence in oral skill, the average rate is 3.10 while the respondents obtained an average rate of 2.91 in their writing skill. c. Of course it' s an accident . Halliday and Hasan (1976) assert that: c ohesion occurs where the INTERPRETATION of some element in the discourse is dependent on that of another. Investigating and analyzing the discourse errors of EFL students is very essential to know the weaknesses of the students. We analyse this trend in communicative competence in writing, and establish some criteria for the development of written discourse competence in pedagogical tasks. Here the first 'it' refers to the discourse itself, while the second 'it' refers to the event of two weeks, or the fact that it rained or flooded; i.e., the whole situation rather than an event in particular, whereas cataphoric relation looks forward for the interpretation, to exemplify the cataphoric reference, 'she was terribly afraid. article writing competence, Meta-synthesis Introduction Research articles (RAs) are acknowledged as the most important form of scientific discourse because they are leading means of distributing academic knowledge for future use. 184.108.40.206.3.2 Students' Use of Verbal Substitution B: No, but she will one day, I'm sure. This is basically a measure of how well an individual can read different texts and understand them. 220.127.116.11.2 Appropriate Versus Inappropriate Use of Conjunction c. What she had felt he never knew. 2.11.1 Reiteration 2.9 Grammatical Cohesion and Textuality My special thanks go to every member who had discussed my proposal and judged my questionnaire, Dr. Khalid Al-Suba'e, Dr.Saud A. Belfiq, Dr. Jaklin Mansour, Dr, Shafiqa Faker, Dr. Fauzia Salim. Discourse competence is one of the four categories identified in the IELTS Speaking Band Descriptor. At last, I sincerely thank my family (wife and children) for their patience and encouragement for living away from them during my study at Aden University and at the time of preparing this study. The term was introduced by sociolinguist Jenny Thomas in a 1983 Applied Linguistics article, "Cross-Cultural Pragmatic Failure, in which she defined it as "the ability to use language effectively in order to achieve a specific purpose and to understand a language in context." This is because simply when we refer to a given item, we expect the reader to interpret it by either looking forward, backward and outward. 18.104.22.168.1 Students' Use of Reiteration It is indirect reference by means of identity or similarity. 22.214.171.124 Sample of the Study Moreover, cohesion relates to the "semantic ties" within text whereby a tie is made when there is some dependent link between items that combine to create meaning. Discourse, in the broadest sense, refers to language use in social contexts. 126.96.36.199.1 Reference Table 4.24: Students' use of personal reference, Table 4.25: Students' use of demonstrative reference, Table 4.26: Students' use of comparative reference, Table 4.28: Students' use of additive cohesive device, Table 4.29: Students' use of adversative cohesive device, Table 4.30: Students' use of causal cohesive device, Table 4.31: Students' use of temporal cohesive device, Table 4.32: Students' use of substitution, Table 4.33: Students' use of nominal substitution, Table 4.34: Students' use of verbal substitution, Table 4.36: Students' use of nominal ellipsis, Table 4.37: Students' use of verbal ellipsis, Table 4.38: Students' use of clausal ellipsis, Table 4.41: Students' use of general noun, Table 4.42: Students' use of superordinate, Table 4.45: Students' use grammatical and lexical cohesive devices, Table 4.46: Appropriate versus inappropriate use of grammatical and lexical d e vices, Table 4.47: Appropriate versus inappropriate use of reference devices, Table 4.48: Appropriate versus inappropriate use of personal reference, Table 4.49: Appropriate versus t use of demonstrative reference, Table 4.50: Appropriate versus inappropriate use of comparative reference, Table 4.51: Appropriate versus inappropriate use of conjunction, Table 4.52: Appropriate versus inappropriate use of additive conjunction, Table 4.53: Appropriate versus inappropriate use of adversative Conjunction, Table 4.54: Appropriate versus inappropriate use of causal conjunction, Table 4.55: Appropriate versus inappropriate use of temporal conjunction, Table 4.56: Appropriate versus inappropriate use of substitution, Table 4.57: Appropriate versus inappropriate use of nominal substitution, Table 4.58: Appropriate versus inappropriate use of verbal substitution, Table 4.59: Appropriate versus inappropriate use of ellipsis, Table 4.60: Appropriate versus inappropriate use of nominal ellipsis, Table 4.61: Appropriate versus inappropriate use of verbal ellipsis, Table 4.62: Appropriate versus inappropriate use of clausal ellipsis, Table 4.63: Appropriate versus inappropriate use of reiteration, Table 4.64: Appropriate versus inappropriate use of repletion, Table 4.65: Appropriate versus inappropriate use of general noun, Table 4.66: Appropriate versus inappropriate use of superordinate, Table 4.67: Appropriate versus inappropriate use of synonym, Table 4.68: Appropriate versus inappropriate use of collocation, Table 4.69: An overall summary of the students' use of grammatical and lexical cohesive devices, Abbildung in dieser Leseprobe nicht enthalten. 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