5.6.1. Validity and reliability
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p1 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p1)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p1)
Before discussing the validity of the instrument its reliability needs to be discussed to see if “the data collection procedure” – here, the analysis of reference – “is consistent and accurate” (Seliger & Shohamy, 1989, 185). Inter- and intra-coder reliability was used: Krisztina Zsova has also participated in a course on discourse analysis and had previous experience in various methods of text analysis, including the instrument used here. The instructions she received included the coding scheme, the layout of the table (as in Table 14) to be filled in, a sample analysis and an outline of the instructions provided by Halliday and Hasan (1976, 328–358: see Appendices A and B) and of course, Abstracts 1–10. Further instructions were not given for two main reasons; first, the coder was already familiar with the taxonomy; second, because the taxonomy should be usable without a full theoretical background if it is to be used as a pedagogical tool as well. In order to check intra-coder reliability, the other coder was asked to do the analysis twice, with a three-week break between the two analyses; I, on the other hand, compared the results of an earlier analysis conducted approximately three years earlier. This difference in the time elapsed might be one of the reasons why in the case of the other coder the intra-coder reliability was higher; between her two analyses the time was shorter, thus she might have remembered the logic she had used previously.
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p2 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p2)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p2)
The results of the four sets of data from the four analyses were compared using Cohen’s kappa with SPSS, which is widely used to measure the internal consistency of data collection instruments. When evaluating the result of the statistical analysis, it should be considered that the texts used were very short, self-contained units, which allow only for short chains of reference, and little variability. Therefore, the coefficient should be very high here: at least 0.85, somewhat higher than the 0.70-0.80 suggested by Seliger and Shohamy (1989), for the instrument to be regarded as reliable enough in its present form for the analysis of longer texts, which would presumably show lower reliability as a result of the presence of longer, more ambiguous chains of cohesive ties.
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Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p3 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p3)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p3)
Results from crosstabs show that intra-coder reliability was between 0.66–0.84, which is lower than what is acceptable, while inter-coder reliability is even below that: 0.48–0.67. As regards the distances of ties, it was immediately apparent that the items where the coders’ opinions differed most were the cataphoric ties.
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p4 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p4)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p4)
Figure 5 gives an overall impression of the results of all four analyses. It shows that for the majority of ties (46%), we can find differences not only between the two coders’ judgments, but also for the same coder. It was also frequently the case that the coders were consistent in their analysis but did not agree on the types of ties (36%). A full match was found for only 18% of the total number of cohesive ties in our analyses.
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_fig_7 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_fig_7)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_fig_7)
Figure 5 Percentages of agreement between the coders in the abstract analysis
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p7 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p7)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p7)
The percentages in Figure 5 indicate that there are considerable differences between the results, which means that the instrument probably cannot be regarded as reliable and that in its present form it is not suitable for the analysis of longer texts.
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Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p8 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p8)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p8)
In terms of validity, the framework proposed by Halliday and Hasan (1976) intends to “provide for a reasonably comprehensive picture of this aspect of texture” (328), namely “the cohesive patterns of a text”. They emphasize that this “framework for the analysis and notation of a text” (332) is meant to provide a coding system for describing texts or genres in terms of “patterns of texture” created by their tendencies to use different kinds of cohesive ties. They claim that this analysis describes: how many cohesive ties any sentence contains for each tie, what type of cohesion is involved for each tie, its cohesive distance, and the elements that form links in the cohesive chain. In order for it to be a valid description of cohesion, both the taxonomy (the cohesive categories themselves) and the method – specifically, the process of the categorization of cohesive items to be clear and unambiguous so that it “measures what it intends to measure” (Seliger & Shohamy, 1989, 188).
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p9 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p9)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p9)
Narrowing down the concept of cohesion to reference, Halliday and Hasan (1976, 33) state that “what is essential to every instance of reference whether endophoric (textual) or exophoric (situational) is that there is a presupposition that must be satisfied; the thing referred to has to be identifiable somehow”. Then they go on to describe the importance of exophoric reference in distinguishing between registers and text types and suggest that an abundance of exophoric referential items indicates context-dependence, a feature characteristic of children’s language use. I am emphasizing this because, while they acknowledge the fact that any given instance of reference may be exophoric, endophoric, or both, this is not reflected in their analysis of cohesion: “…where we identify types of reference and reference items in the language, we do so on the criterion of reference potential without regard to the endophoric/exophoric distinction” (37). What poses a major difficulty for one who tries to analyze referential cohesion with this method is trying to, in their words, somehow identify the referent. Whenever it is not in the text but in the situational context or elsewhere, the lack of any categories for items that are not cohesive often results in uncertainty about the status of the item.
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p10 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p10)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p10)
The other aspect of reference similarly disregarded in Halliday and Hasan’s (1976) analysis is grammatical or structural reference, that is, when a reference item has a presupposed item in the same sentence and does not contribute to textual cohesion as they define it. In the analysis in Chapter 6, these are problems that need to be dealt with, as the avoidance of coding exophoric or grammatical cohesion leads to inconsistencies in the analytical process. Considering the aims of cohesion analysis described above, the system itself becomes illogical, as it does not specify for each item what type of reference is involved when, for example, a structural tie leads to the full interpretation of a presupposed item in a preceding sentence. In the example from RA2 below, the presupposed item of they could in theory, be either a primary cohort or a secondary cohort. The reference is disambiguated by this cohort in the same sentence, which directs the reader to a primary cohort.
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p11 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p11)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p11)
143. Differences in attitude between the two studies could also relate to the fact that this study focused on a primary, as opposed to secondary, cohort.
144. It may also be that the attitudes of this cohort reflect the fact that they come mainly from the London area and perhaps were also attracted by London South Bank University’s provision of a specific course on Equality, Inclusion and Citizenship.
(RA2)
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Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p13 (2024. 12. 11.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p13)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 11. https://mersz.hu/dokumentum/m1211rciaw__69/#m1211rciaw_67_p13)
Halliday and Hasan (1976) do not specify whether in this case only this cohort forms a cohesive tie, or they would establish a separate tie pointing to the same item via referring to this cohort first, and if it is the latter, how it should be coded. This results in inconsistencies in the analysis concerning both the categories and the number of cohesive ties. It is difficult to say anything conclusive about construct validity based on such a small sample; still, it shows whether the components coded are relevant to reference or whether there are any types that could be ambiguous. The identification of the most problematic items in the analysis should be very useful in this process; therefore, the analysis was complemented with a think-aloud-like process (in written form) including analytical problems and decisions. The following subsections discuss the extent to which Halliday and Hasan’s (1976) taxonomy can be used to draw conclusions from the results concerning the cohesion of the abstracts.