Gabriella Jenei: Referential Cohesion in Academic Writing • A descriptive and exploratory theory- and corpus-based study of the text-organizing role of reference in written academic discourse
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10. PEDAGOGICAL IMPLICATIONS
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10.2. Teaching and learning to use reference in academic writing
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10.2.4. Awareness of lexical relationships in academic texts

10.2.4. Awareness of lexical relationships in academic texts

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Students’ ability to notice what lexical items are related in academic texts should obviously rise with increasing familiarity with academic texts. Nevertheless, some writing tasks that focus specifically on the identification of whether or not lexical items are related is likely to encourage students to focus more on this aspect of the text while reading.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

IN-CLASS TASK 5: A task that can be very quickly designed and easily used as a springboard for discussion would be a collection of short extracts from academic texts with highlighted words. Having read the texts, students have to identify the kinds of lexical connections between the highlighted lexical items based on a taxonomy of lexical cohesion (e.g., Károly, 2002 – see Table 16 in this book) (TASK 4). Undoubtedly, this aspect of analysis would be more closely related to lexical cohesion analysis; however, teachers can also draw students’ attention to whether or not highlighted lexical items are accompanied by reference items, or if they are replaced by them, or are fully ellipted. This could lead to a discussion of levels of reference (see e.g., Biber et al., 1991): where ellipsis is the strongest connection between sentences and the other end of the cline is exact lexical repetition.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Another effective and popular method before writing up a specific academic paper would be using mind maps to clarify the types of connections between concepts, with groups of possible lexical items that can be used for each concept. We use this technique effectively with A2–C1 (CEFR) level students in the secondary school where I teach both as a form of improving students’ creativity and as a method of clarifying relationships between ideas and concepts that belong together.
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