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


Conclusions

The results of this validation study suggested that the instrument is not reliable for the analysis of reference. The qualitative data revealed that the taxonomy is not always explicit enough about the boundaries of categories and the types of antecedents particular cohesive items may have. Furthermore, it was suggested that the several uses of the definite article could be distinguished; where exophoric or grammatical types need to be specified and cohesive types need to be supplemented with the consideration of the lexical aspect. The status of full noun phrases in reference chains was also questioned, however, while carrying out lexical cohesion analysis and reference analysis with a single analytical tool might be tangible, this would lead much beyond the scope of the present study. It was also pointed out, that for a valid analysis of cohesion, a qualitative analysis is necessary. As a consequence of all this, the taxonomy could be revised in such a way as to allow for more options: to be able to show multiple presupposed items; to involve grammatical cohesion, which does take part in longer chains of ties; and to incorporate findings of recent models of text interpretation. The results of this validation study suggest that the instrument is not reliable for the analysis of reference. The qualitative data revealed that the taxonomy is not always explicit enough about the boundaries of categories and the types of antecedents particular cohesive items may have. Furthermore, it was suggested that the several uses of the definite article could be distinguished; where exophoric or grammatical types need to be specified and cohesive types need to be supplemented with consideration of the lexical aspect. The status of full noun phrases in reference chains was also questioned; however, while carrying out lexical cohesion analysis and reference analysis with a single analytical tool might be tangible, this would be much beyond the scope of the present study. It was also pointed out that for a valid analysis of cohesion, a qualitative analysis is necessary. As a consequence of all this, the taxonomy could be revised in such a way as to allow for more options: to be able to show multiple presupposed items; to involve grammatical cohesion, which does take part in longer chains of ties; and to incorporate findings from recent models of text interpretation.

Referential Cohesion in Academic Writing

Tartalomjegyzék


Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2024

ISBN: 978 963 664 049 1

This monograph aims to contribute to the study of written discourse and to writing pedagogy within the field of teaching English for academic purposes. The study has both a theoretical and an empirical focus. Due to the lack of an analytical tool available for the reliable cohesive reference analysis of extended texts, to explore the patterns of referential cohesion in research papers, it has been necessary to develop a new analytical tool. In practice, the study advances the theory of cohesion analysis by refining the cohesive reference-related aspects of Halliday and Hasan’s (1976) taxonomy of cohesion to transform it into a reliable and valid analytical tool for cohesive reference analysis in academic discourse in particular. The analytical tool is then applied to present a corpus-based comparative analysis of research articles and EFL (English as a Foreign Language) writers’ MA theses. This is accomplished by a multi-stage investigation, using quantitative and qualitative approaches at every stage to ensure that quantitative data is supported by qualitative insights and vice versa. The present empirical study points out considerable differences regarding the cohesive reference patterns among research articles produced by expert writers and the subcorpora of high- and low-rated theses by novice EFL writers. A major outcome of the investigation is that it yields significant pedagogical implications for both teachers and learners of academic writing: provides clues for the design of tasks for the development of the relevant aspects of EFL discourse competence together with additional practical activities for a variety of applications of the theory-based analytical tool.

Hivatkozás: https://mersz.hu/jenei-referential-cohesion-in-academic-writing//

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