Cohesive Devices

The United Nations 2030 Agenda for Sustainable Development includes 17 Sustainable Development Goals (SDGs), with SDG 4 focusing on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. This study explores the application of Halliday and Hasans (1976) theories of coherence to the ANYAG newsletter, analyzing how cohesive devices enhance communication. By examining the ANYAG newsletter from the third quarter of the 2023 academic year, the study identifies four main types of conjunctions: additive, adversative, causal, and temporal. Additive conjunctions were most prevalent, followed by temporal, causal, and adversative. These conjunctions play a crucial role in shaping text coherence and clarity, linking information, organizing content chronologically, and adding depth through contrasts. The findings highlight the importance of cohesive devices in creating engaging and informative texts, enhancing readability and effectively communicating the institutions milestones and initiatives. This study underscores the necessity for meticulous use of cohesive devices in institutional communications.

The research was conducted to explore the effect of vocabulary learning principles and tasks (VLPT) on developing higher secondary level students’ vocabulary knowledge. Looking into the use of vocabulary learning principles and tasks contributing to vocabulary development,
the study examined the key aspects that might develop the students’ EFL vocabulary. A Mixedmethod approach was employed for data collection and data analysis. To elicit the relevant data, the study used: questionnaires from 100 students, in-depth interview with 10 teachers The findings of the study showed that VLPT had a positive and strong connection with vocabulary learning achievement and it was found helpful for developing students’ vocabulary knowledge. It was also found that EFL students studying at HSC level were not sufficiently aware of the significance and effectiveness of VLPT in classes. The findings of the study have some pedagogical implications for both the teachers and students. The teachers may systematically introduce and reinforce VLPT
that can help students as active vocabulary learners. The investigation will also provide information to the teachers on how effectively VLPT may impact on developing students’ vocabulary achievement. The study has pedagogical implications for raising awareness about VLPT among EFL learners.

This study investigates the difficulties Kurdish EFL university learners encounter in using additive and adversative conjunctions as cohesive devices in academic writing. It aimed to identify the most common types of errors, explore their underlying causes, and propose pedagogical suggestions for improving learners‟ writing performance. A mixed-methods approach was adopted, combining quantitative and qualitative analyses. Data were collected from forty fourth-stage students in the Department of English, College of Languages, Salahaddin University–Erbil, during the academic year 2024–2025. The research instruments consisted of two academic essay-writing tasks and semi-structured interviews. The findings revealed that learners experienced considerable difficulty using additive and adversative conjunctions appropriately, with additive conjunctions producing more errors (125) than adversative conjunctions (102). The most common error types included misuse, overuse, omission, redundancy, and inaccurate placement. The major causes were first-language interference, limited knowledge of conjunction functions, insufficient exposure to academic writing, lack of writing practice, and pure errors. The study recommends explicit instruction, focused writing practice, and systematic corrective feedback to improve learners‟ cohesion, coherence, and overall academic writing proficiency.

The current study was conducted to examine the role of lexical cohesion in improving the quality of twelfth graders' essay writing. The study specifically aimed at examining the correlation between lexical cohesive devices (LCD) and the quality of written texts as well as investigating the barriers of employing these devices for twelfth graders. The context was a private American curriculum school in the UAE. The present paper adopted the quantitative correlational and the quantitative survey research approaches. Data were collected using document analysis of 30 twelfth graders' essays and an online survey attempted by 113 English teachers. Data were analysed using correlational statistics, multiple linear regression, and exploratory factor analysis. The results indicated that there was a significantly positive, moderate association between cohesive ties and students' essay scores. The results also demonstrated that there was a significantly linear relation between hyponyms and synonyms and students' writing scores although hyponyms had more effect on the writing score than synonyms. The findings of exploratory factor analysis identified three factors as major barriers encountered by learners while using lexical cohesion in their written texts including (1) lack of resources and instructions, (2) impact of L1 interference and (3) limited lexical awareness.

This mixed-methods study investigated the use of lexical cohesive devices (LCD) for 56 Arab English as a Foreign Language (EFL) learners in the UAE. The quantitative descriptive approach was used to find out the frequency of LCD in learners' essays, and the quantitative correlational approach was implemented to examine the association between LCD and the writing quality. However, the qualitative descriptive approach utilized semi-structured interviews of 4 EFL teachers and 15 EFL learners to identify the challenges that they encountered regarding using LCD in essay writing. The findings demonstrated that repetition and collocations were the most frequently used LCD, while meronyms and hyponyms were the least common in participants' essays. There was also a moderate positive correlation between cohesive density and the writing quality. The difficulties reported by the participants in dealing with LCD included themes pertaining to awareness and instruction, de-contextualization of cohesive devices (CDs) and feedback and correction.

This paper investigates coherence as one of the linguistic strategies required for achieving a professional competence by linguistics students. Coherence which enables ideas to be logically connected in any given text or passage has been observed in the selected texts from EFL textbooks of undergraduate linguistics students.

Adopting a performance analysis approach, this study focuses on EFL learners' use of conjunctions. A total of 60 essays written by Arabic-speaking second-year university English majors were scrutinized. Out of 2936 logical connectors used, 2672 (91%) were judged to be correct, a finding which runs counter to those reported by other researchers. The correct production of most of the connectors was most probably due to systematic form-focused instruction, practice and feedback since they are closed-class words and most of them have equivalents in Arabic. Thus, this study constitutes a departure from the previous studies on cohesion in terms of methodology and findings. A three-dimensional analysis of the 264 errors detected indicated that they were mostly selection and insertion errors committed for interlingual and intralingual reasons. Form-focused instruction can be made more effective and learner-centered by taking into account the cognitive strategies underlying the most common errors. Further rigorous performance analyses are needed in other aspects of cohesion before passing single-minded judgments about EFL students' competence in the use of cohesive devices based on unreliable data collection tools such as perception questionnaires, predictive contrastive analysis, recognition tests and teacher-imposed composition topics.

The study aims at describing the types of cohesive devices used by the third semester students of English Department of Tarbiyah Faculty of State Institute for Islamic Studies (IAIN) of Palangka Raya who took Essay Writing Course. The subjects of the study were thirteen (13) of the third semester students’ of English department of Tarbiyah Faculty of State Institute for Islamic Studies (IAIN) of Palangka Rayawho took Essay Writing Course. In order to get the data, the students were asked to write expository essays by choosing the following topics which include; (1) why the teachers should be profesional, (2) the use of digitial technology in learning and (3) how to prevent forest from a fire. The data were analysed based on Halliday and Hasan’s (1976) framework on cohesive devices covering  reference, substitution, ellipsis, conjunction and lexical cohesion. The study shows that (1) the types of cohesive devices to be found in in the students’ essays are conjunction (43.25%), refere...

This study aims at revitalization of the Nubian language which is at the risk of morbidity. The Nubian language is spoken in the Northern Sudan and Sothern Egypt. The Nubian who live in the area speak two dialects of the language: Matoki (Andandi) and Fadicca. The researchers collected the date by using two tools; semi-structured interviews and focus group. The participants are members of social groups, Facebook and WhatsApp. The findings of the study reveal that the Nubian language, despite being in danger of extinction, is still being used and the possibility of maintaining and is high= since the Nubians are aware of its importance in constructing their identity and maintain their heritage. The study is significant as it contributes to the ethnic diversity in the Sudan and the nation solidarity which may help in prevailing peace all around the vast country of multilingual and multicultural groups. It also adds to the academia in field of sociolinguistics.

This study examines the use of cohesion in Ghanaian newspaper editorials, with the aim of exploring how cohesive devices are employed in persuasive editorial texts. Drawing on Systemic Functional Linguistics' Cohesion framework, the study analyzes twenty (20) editorials purposively sampled from two established newspapers in Ghana: The Ghanaian Times and The Daily Guide. A mixed-methods design was employed to analyze cohesive patterns linguistically across the corpus. The findings reveal a striking dominance of grammatical cohesion, particularly reference (75.1%) and conjunction (22%), while Ellipsis (1.8%) and Substitution (1.1%) appear only marginally. Lexical cohesion is primarily achieved through Reiteration (83.4%), with Collocation (16.6%) playing a secondary role. These patterns suggest a deliberate editorial strategy in which cohesion is not merely a linguistic necessity but a rhetorical tool for guiding reader interpretation, asserting ideological positions, and maintaining textual unity. Critically, the study argues that cohesive devices in editorial writing are instrumental in shaping the argumentative structure of editorials. The overwhelming reliance on reference and Reiteration suggests that Ghanaian newspaper editorials prefer maintaining topic continuity, reinforcing authorial stance, and foregrounding thematic salience: techniques that are central to the persuasive and ideological functions of editorial texts.

Undoubtedly, coherence is what gives a text its sense of unity and distinguishes it from writings that are dispersed. Its function is to connect two parts of a text and make them continuous so that the reader or listener can identify missing elements that are required for the text's interpretation. Reference, replacement, deletion, conjunctions or connections (for grammatical cohesion), and repetition and convergence (for lexical cohesion) are some examples of cohesion-enhancing methods. At various levels, the linguistic study can concentrate on written legal texts (letters, papers, invoices, and files) as well as spoken legal texts (such as courtroom talk). One of the transdisciplinary areas between linguistics and legal theory is legal linguistics, often known as forensic linguistics. Repetition is a linguistic property that may be used to measure text coherence. The current study looks into Persian legal bills' repeating patterns from a linguistic perspective. Linguists examine court evidence, records, offenders' specific terminology, speaking patterns, and writing styles in legal situations to provide expert opinions on the practical analysis of legal materials. The stylistic phenomenon of information repetition is one of the problems that is frequently found in legal documents, especially bills. 40 bills that were filed in court served as the source of the data, which was then qualitatively assessed. The examples reveal that there are two basic types of repetition in the printed language of the bills: repetition that is both unnecessary and beneficial. In the first group, the legal documents under discussion contain repetitive phrases and extraneous material that are regarded as filler. Two subclasses of grammatical and textual repeats make up the second group. The requirement of Persian language standards has led to the formation of required grammatical repeats, a repeat of the same term, a repeat of synonyms, a repetition of opposing words, a repetition of differentiation, and a repetition of emphasis are a few examples of contextual repetitions that vary based on the text and legal writing style. Rewriting the content,

Writing a coherent and cohesive comparison-contrast essay has always proved challenging for university students, affecting their academic and professional achievement. Therefore, this research investigated how teachers and learners could adopt a writing guide which focused on the techniques of coherence as well as grammatical and lexical cohesion to enhance the students' comparison-contrast essays. Applying the quasi-experimental research design, a population of eighty-eight students from the intensive English course INTE 103 at Beirut Arab University during Fall 2024 was divided into two groups: experimental and control. Both groups took a pre-/post-test. The experimental group students were subjected to an intervention for ten weeks during which they wrote four essays using the writing guide. Data from the essays were collected and analyzed. Findings revealed that consciously employing the skills of coherence and cohesion contributed to enhancing the participants' comparison-contrast essay writing. Based on the results, the experiment as a whole proved that, through the use of the comparison-contrast coherence-cohesion writing guide, participating students' comparison-contrast essay writing skills showed remarkable improvement at the coherence as well as grammatical and lexical cohesion levels. Finally, it is recommended that teachers and students use the comparison-contrast writing guide through various in-class activities to help students develop a wellwritten comparison-contrast essay with strong coherence and cohesion.

Over the past three decades, oral task repetition has been extensively investigated in second language acquisition (SLA) research. While this growing body of research is characterized by diverse conceptual and methodological foci, few reviews have systematically examined the relationship between them. Using a scoping review methodology-which aims to explore the breadth, depth, and nature of prior research-this paper synthesizes 74 empirical studies and maps the field's conceptual landscape by analyzing the research questions (what aspects of task repetition have been studied and how researchers have operationalized their interests in oral task repetition) and related methodological features (how it has been studied). The analysis revealed four primary research domains: (1) task repetition effects, (2) additional interventions, (3) mediating/moderating variables, and (4) learner/teacher perceptions. Importantly, while many earlier works tended to frame task repetition as a "planning" tool for immediate performance gains on the same task, recent studies increasingly regard it as a form of "practice" for long-term speaking skills development, which can be transferred to new tasks. We argue that clarifying one's position and aligning research methods with these perspectives can facilitate more refined research designs in future task repetition research.

This study examines the use of cohesion in Ghanaian newspaper editorials, with the aim of exploring how cohesive devices are employed in persuasive editorial texts. Drawing on Systemic Functional Linguistics' Cohesion framework, the study analyzes twenty (20) editorials purposively sampled from two established newspapers in Ghana: The Ghanaian Times and The Daily Guide. A mixed-methods design was employed to analyze cohesive patterns linguistically across the corpus. The findings reveal a striking dominance of grammatical cohesion, particularly reference (75.1%) and conjunction (22%), while Ellipsis (1.8%) and Substitution (1.1%) appear only marginally. Lexical cohesion is primarily achieved through Reiteration (83.4%), with Collocation (16.6%) playing a secondary role. These patterns suggest a deliberate editorial strategy in which cohesion is not merely a linguistic necessity but a rhetorical tool for guiding reader interpretation, asserting ideological positions, and maintaining textual unity. Critically, the study argues that cohesive devices in editorial writing are instrumental in shaping the argumentative structure of editorials. The overwhelming reliance on reference and Reiteration suggests that Ghanaian newspaper editorials prefer maintaining topic continuity, reinforcing authorial stance, and foregrounding thematic salience: techniques that are central to the persuasive and ideological functions of editorial texts.

This study investigates the impact of language proficiency on EFL learners' ability to identify and comprehend complex linguistic features, focusing on ellipsis and substitution. It aims to determine which of these features presents greater challenges and contributes to a higher frequency of errors, shedding light on the specific difficulties learners face in processing and using these structures across different contexts. The study employed a mixed-methods approach, involving 30 EFL learners from the University of Jordan, divided into intermediate and advanced proficiency groups, to investigate their ability to identify and comprehend ellipsis and substitution. Quantitative data were obtained Language Value 18 (2), 58-80 http://www.languagevalue.uji.es 59 The Impact of Language Proficiency on Understanding Ellipsis and Substitution in the EFL Context from test results and analyzed using t-tests, while qualitative insights were gathered from post-test introspective discussions to explore learners' cognitive processes and challenges. The findings revealed significant differences in performance between advanced and intermediate EFL learners, with advanced learners consistently outperforming their counterparts in identifying and comprehending ellipsis and substitution. Substitution was found to be relatively easier for learners, as evidenced by higher scores and its explicit lexical markers, whereas ellipsis posed greater challenges due to its implicit, contextdependent nature, which aligns with Halliday and Hasan's (1976) Cohesion Theory. The study highlights the critical role of proficiency in mastering these linguistic features and highlights the need for designed instructional strategies to address learners' difficulties, particularly with ellipsis. It also emphasizes the need for targeted practice and authentic text exposure to enhance EFL learners' ability to comprehend and apply cohesive devices like ellipsis and substitution effectively.

This chapter explores anaphoric referencing of the demonstrative this in English essays produced by Japanese and L1 English-speaking university students. Demonstrative this in English has the counterpart kore in Japanese and both forms are used deictically or anaphorically. Despite their linguistic similarity, Japanese learners of English show specificity in their anaphoric use of the demonstrative this in the sentence-initial position, thus suggesting the importance of teaching L2 learners how to use the demonstrative this as an anaphor appropriately and effectively in academic written discourse.

Most readers have an instinctive understanding of the importance of the first sentence or two of a novel. Nonetheless, there is little that has been written at a serious theoretical level about what makes an opening sentence memorable. Drawing on the work of Michael Halliday and Robert de Beaugrande, this paper does this by setting out a theory that explains the central aspects of the opening sentence's informational content. Informational content is here understood in two distinct senses: the first is the notion of information in the technical grammatical sense, where what is new or unpredictable is presented in an intonationally prominent position in the clause or clause complex; the second is the notion of information in the mathematical sense, where a memorable clause is viewed in terms of its relative probability when compared to alternatives. By drawing together these two senses, a theory of the effectiveness of the opening sentence or two may be constructed. A range of different opening sentences will be analyzed to illustrate the theory.

Grammatical errors remain a persistent obstacle for English language learners, often impeding their progress and causing frustration. Addressing these recurring issues requires a systematic understanding of their root causes, especially within specific linguistic contexts. This study investigates the grammatical errors made by Saudi learners of English as a Foreign Language (EFL) enrolled in the preparatory year program. Drawing on students' written compositions, the analysis aims to deepen learners' understanding of English while acknowledging that errors are a natural part of language acquisition. Developing accurate writing skills in English remains a challenge, particularly in the use of grammar and punctuation, both of which are critical for conveying clear and effective meaning. Using Byrd and Benson's (1994) comprehensive error taxonomy alongside Ellis's (1997) error analysis framework, the study categorizes the observed errors into three main types: most serious errors, intermediate errors, and punctuation and mechanical problems. The findings reveal widespread and repeated patterns of deviation, suggesting that many students struggle with specific grammatical rules due to insufficient comprehension or incomplete learning. Contributing factors such as omission, addition, substitution, carelessness, and first language (L1) interference are identified as key reasons behind these challenges. The influence of Arabic as the learners' native language is found to be particularly significant, often leading to structural and syntactical transfer that manifests in common grammatical and punctuation mistakes.

Language is a magical key that human beings hold in their hands to open the door of communication. To succeed in communication, formal links are one of the aspects of language that need to be known and used in discourse in addition to the contextual factors (Cook, 1992). Hence, systematic exposure to them is essential for satisfactory language acquisition, and assessment should be in line with this as well. Consequently, this study aimed to reveal whether a national exam English as a foreign language (EFL) learners take include these links. Based on this purpose, English texts taking place in the last five years' national high school exams (LGS) held in Turkey annually were analyzed by the discourse analytical framework of formal links suggested by Cook (1992) as a part of the qualitative design. The analysis indicated that the types of formal links included in majority of the exams were found to be verb forms, parallelism, referring expressions, repetition, ellipsis, and conjunction. Moreover, outnumbering uses of referring expressions and the infrequency of substitution were revealed. In the light of these findings, high school EFL teachers and the material developers in the ministry were suggested to include different types of formal links in their lessons/materials more frequently so that students could internalize such aspects of language at early stages of their EFL learning process and be one step closer to a balanced acquisition process.

Numerous studies have demonstrated that lexical cohesion devices are crucial in achieving cohesion within written texts. However, many EFL students often struggle to use these devices effectively, resulting in a lack of cohesion in their writing. A quasi-experimental design was implemented in a classroom to tackle this challenge. The study focused on vocabulary exercises to assess their impact on students' ability to produce cohesive essays that incorporate relevant lexical devices. It involved 30 EFL participants who participated in a structured intervention featuring targeted vocabulary activities designed to enhance their awareness and application of lexical cohesion. Pre-tests were conducted to evaluate the students' initial writing skills before the exercises, followed by post-tests to measure any improvements in their performance after the intervention period. Subsequently, a quantitative method was used to analyze the data, aligning perfectly with the study's primary objective of determining the intervention's effectiveness. The essays created by participants underwent careful analysis, focusing on the frequency and percentage of lexical cohesive devices utilized. The results indicated a significant enhancement in using these devices in the post-test essays compared to the pre-intervention assessments. These findings prove that the vocabulary-focused intervention had a statistically significant positive effect on students' writing performance. This highlights the vital role of lexical cohesive devices in fostering cohesion in writing and confirms the efficacy of targeted vocabulary instruction in improving EFL students' writing skills. Such insights are invaluable for educators aiming to enhance academic writing among EFL learners, reinforcing the ongoing need to prioritize the teaching of cohesive writing strategies within language curricula.

Introduction

Every phenomenon and innovation brings its associated terminology to the host society. Therefore, various concepts and terms, known as loanwords, emerge in the receiving society over time as a result of linguistic borrowing. Since these terms are not originally Persian, it becomes necessary to provides appropriate equivalents for them in every academic discipline. The principles and guidelines of word formation and word selection aim to identify lexical gaps in the Persian language and propose suitable equivalents by drawing from its rich lexical resources.
In the meantime, linguistics journals with an impact factor, indexed in Islamic World Sciences Citation (ISC), were examined to evaluate the approved equivalents provided by universities and the extent of their use in scientific publications in the field of linguistics. The frequency of use and attention given by authors to the approved terms from the Thousand Words of Linguistics by the Academy of Persian Language and Literature (the Academy, hereafter) were also assessed.

Materials and Methods

This study employed a quantitative content analysis method. It investigated the frequency of use of linguistic words approved by the Academy in scientific articles published in journals indexed in the ISC database. The tendency of these publications to adopt or ignore the approved equivalents was quantitatively analyzed. The relevant terms were identified, and a list was compiled and evaluated based on the words used in the articles instead of their equivalents in the academy, along with the number of occurrences. Subsequently, expert professors in the field were interviewed using the snowball sampling method. Alternatively, a questionnaire was distributed to explore the possible reasons for not using the “Dictionary of One Thousand Words”, and the solutions suggested by the experts were documented.
The statistical population of this research consisted of 10 scientific journals in the field of linguistics with an impact factor. From these 10 indexed journals, 50 articles were selected from recent issues via their official websites, resulting in a research corpus of 500 articles in the field of linguistics.
To conduct the research, the specialized terms in the articles of each journal were collected. After removing duplicates, the terms were entered into Excel software. In the next step, the extracted words were matched with the one Thousand Words of Linguistics to determine the degree of compliance of the publications with the equivalents approved by the Academy.


Results and conclusion

It can be concluded that:

Authors of linguistics articles are familiar with many of the Persian equivalents approved by the Academy.
Some approved terms have yet to be adopted in practice, and authors continue to use borrowed terms despite the availability of equivalents.
The use of approved terms exceeds the use of individually translated or improvised equivalents, whose usage remains minimal.

Overall, linguistics journals have been successful in introducing and promoting approved terms, although a small percentage of the approved words are not included in the articles. Nonetheless, the role of scholarly publications in introducing and embedding scientific Farsi equivalents remains important.


Keywords

word selection  journals  the Academy of Persian Language and Literature acceptability

English writing as a productive skill, is the most challenging skill for EFL students. Nowadays, writing cohesive texts is of great importance especially the essay writing. Consequently, this study is concerned with the use of synonymy as one of the lexical cohesive devices in EFL students' essay writing. This study aims at identifying the most frequently used synonyms in Iraqi university students' essay writing. It also aims at investigating the way in which the use of synonyms as a lexical device contributes in building-up a well-built cohesive essay. Twenty male and female/ third-year students in the English Department, College of Education for Humanities, University of Anbar-Iraq were purposively chosen to participate in writing twenty descriptive essays. A qualitative research design was used in data collection using writing task instrument. Thus, data were analyzed qualitatively using content qualitative analysis procedure. Findings revealed that the frequency of synonymy occurrence in the students' essays was more than that of near-synonymy type. It was also indicated that the students used different synonyms and nearsynonyms in their essays to achieve the goal of logical cohesion though they have a little knowledge of this type, synonymy, of lexical cohesive devices. It was also revealed that they have problems in the selection of the appropriate synonyms in their writings due to the lack of sufficient vocabulary knowledge.

English writing as a productive skill, is the most challenging skill for EFL students. Nowadays, writing cohesive texts is of great importance especially the essay writing. Consequently, this study is concerned with the use of synonymy as one of the lexical cohesive devices in EFL students' essay writing. This study aims at identifying the most frequently used synonyms in Iraqi university students' essay writing. It also aims at investigating the way in which the use of synonyms as a lexical device contributes in building-up a well-built cohesive essay. Twenty male and female/ third-year students in the English Department, College of Education for Humanities, University of Anbar-Iraq were purposively chosen to participate in writing twenty descriptive essays. A qualitative research design was used in data collection using writing task instrument. Thus, data were analyzed qualitatively using content qualitative analysis procedure. Findings revealed that the frequency of synonymy occurrence in the students' essays was more than that of near-synonymy type. It was also indicated that the students used different synonyms and nearsynonyms in their essays to achieve the goal of logical cohesion though they have a little knowledge of this type, synonymy, of lexical cohesive devices. It was also revealed that they have problems in the selection of the appropriate synonyms in their writings due to the lack of sufficient vocabulary knowledge.

This paper explores the cohesive features used by Nigerian language secondary students in narrating personal reflections of their junior years. Ten samples texts written by the second language learners were examined using Halliday and Hasan (1976) model of cohesion. A purposive sampling technique was used to select the participants based on certain criteria: (i) They are above the age of fifteen and (ii) They can read and write in English language. The data collected comprise fifteen essays written in the language classroom. They were given approximately forty-five minutes to reflect on the topic given by the teacher. The findings reveal that the participants used cohesive features as strategies in sharing their experiences as junior students. The most frequent use of cohesive features include: reference, lexical, and conjunction cohesion types which helped to enhance and frame the reflections. In doing so, the narration was smooth without any unnecessary repetitions of words, phras...

The paper explains cohesive and organizational structure of texts. It is restricted to the description, identifications and analysis of written English composition. The essays analyzed span over narrative so as to determine the extent in which vocabulary, style and grammatical structures aid in text formation. Generally, all the essays analyzed in this paper are coherent and cohesive, but lack a variety of cohesive innovation.

This study aims to explore the impacts of preparing and presenting PowerPoint slides in EFL settings on the improvement of cohesive devices in EFL setting. In order to examine the effects of PowerPoint presentations on students' use of cohesive devices, sixty two BA students from University of Isfahan were randomly assigned into 2 groups .The course was"advanced writing". Each session lasted 90 minutes. One group received the traditional textbook teaching style whereas the other group received the power points of the same materials during ten sessions. Comparing the performance of two groups based on use of cohesive devices, it became evident that students in power point group performed better than students in traditional teaching style. (Frequency use of cohesive devices in power point group is 47.79 and the frequency use of cohesive devices in traditional teaching style is 27.79). Also results indicated that preparing and presenting power point slides had a significant effect on students writing achievement and their appropriate use of cohesive devices.

In both English and Arabic, creating clear and readable texts hinges on the concept of cohesion. This cohesion works by using internal references (endophora) and external references (exophora). English tends to favor pronouns, substitution, and ellipsis to keep things concise, whereas Arabic often opts for repeating words and using conjunctions, placing more importance on clarity than on brevity. This difference in structure poses difficulties for Arabic speakers as they learn English, particularly in ESL/EFL contexts. They frequently grapple with using pronouns accurately, picking up on implied links within the text, and understanding ellipsis, all of which can impede their ability to craft coherent English writing. This paper delves into how these two languages utilize internal and external referencing and the roles these play in communication. Applying Systemic Functional Linguistics (SFL) and comparative discourse analysis, it determines typical cohesion-related challenges Arabic speakers encounter. The study suggests practical classroom approaches to improve students' cohesive ability, including direct teaching on reference, contrastive practice, and real-text training. Through the integration of linguistic comparison with classroom practice, this paper provides useful recommendations for ESL/EFL teachers. It equips them with hands-on tools and techniques to enhance students' reading and writing abilities by enhancing their command of cohesive devices.

The publication of Halliday and Hasan (1976) invoked the notion of cohesionin texts among discourse analysts. Drawing on this fundamental study, researchers have been exploring cohesion in both monologic and dialogic discourses of different languages (Taboada, 2004; Angermeyer, 2002), genres (Tanskanen, 2006; Hoey, 2005), and registers (Hasan, 1984; Hoey, 1991). The focus of this study was to examine lexical cohesion in abstracts of research articles from the Applied Linguistics. The study aimed to: (1) identify the types and frequencies of lexical ties utilized in writing Applied Linguistics research articles abstracts, and (2) examine how the lexical ties utilized in writing Applied Linguistics research article abstracts contribute to the coherence of the abstracts. The research approach was both quantitative and qualitative, and abstracts of 40 research articles from Discourse Analysis, Critical Discourse analysis, Contrastive Linguistics and Second Language Acquisition were sampled. The data were culled from online data bases and had a total of 7,660 words. The study employed Halliday and Hasan's (1976) lexical cohesion framework. The analysis revealed 754 lexical ties intersententially, where Repetition (54%) was the most preponderant, followed by Collocation(14%) and hyponymy (11%). The data also demonstrated that lexical cohesion contributes tremendously in the propositional development of all the move structures typical of research article abstract as a genre also used in the Applied Linguistics. To conclude, the researcher drew attention to the need for studies of this nature across disciplines.

This study examines how the insights provided by the models of translation derived from the disciplines of linguistics and cultural studies contribute to our understanding of the translation decisions undertaken in the act of translating Newsweek International from English into Arabic. The main argument is that the aforementioned models are complementary and should be taken into consideration in the analysis of journalistic texts that have been translated between two languages and cultures that are very distant. To show how these models can both be applied to translation studies, the study examines how the cohesive devices, the ideological images pertaining to the Arabs, Muslims and Islam and the ideologically significant instances of passivization employed in Newsweek International are rendered in Newsweek in Arabic.

This paper set out to interrogate the types of grammatical cohesive devices that learners with hearing-impaired use in their writing. Studies conducted on the subject reveal that hearing-impaired learners face several challenges in their written English. To try to aid in providing solutions for amicable communication in the written works of these learners with hearing problems, this article investigated the nature of cohesion in the hearing-impaired learners' English written texts. It investigated ways by which hearing-impaired learners have been able to achieve cohesion in their written texts. To be able to interrogate the cohesion devices, the article located itself within the lens of Halliday and Hasan's theory of Cohesion to identify, describe and categorise cohesive devices in the texts. In the final analysis, the paper found out that all the cohesive devices posited by Halliday and Hasan were present, but at varying frequency. Reference had the highest frequency of occurrence and ellipsis the least. The findings of this study provide a theory-governed description of cohesive ties used by the hearing-impaired learners in Kenya. The findings also contribute to the increasing body of knowledge in studies related to the writing and communication of deaf learners.

This study explored Mandarin-speaking children's independent ability in using conjunctions to relate events in personal narration. Twenty threeyear-olds, twenty four-year-olds, twenty five-year-olds and twenty six-yearolds participated, and they were prompted to tell personal stories. Conjunctions were assessed in terms of the use of seven types of connectives. With age, Mandarin-speaking children used more diversified conjunctions and produced more conjunctions in their personal narratives. Significant differences were found across age groups in the frequency of sequential, temporal, and simple connectives, but the proportional use of these three connectives did not differ across age groups. No gender differences were found in the use of any of the connectives. Mandarin-speaking children relied on sequential, temporal and simple connectives to relate events in their narratives, and the use of causal, additive, adversative and conditional connectives were rare. Chinese mothers' greater emphasis on knowledge, social rules and moral standards may contribute to this.

ABSTRACTThis study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate EFL students in South Sumatera, Indonesia. Eighty essays were collected from eight universities in which ten essays were obtained from each. Halliday and Hasan (1976) concept of grammatical cohesion was used as the framework for the analysis of the essays. All the cohesive devices were found. Reference had the highest frequency which is 50.24% of the total cohesive devices followed by conjuction which is 37.34%, lexical cohesion which is 7.7% and ellipsis which is 3.57%. Substitution was the least used type of cohesive device which is only 1.15%. In terms of correctness of using the devices, most of the devices were all used properly. It was revealed that there was still few mistakes of using reference and substitution since they both were frequently used in the essays. Hence, it can be concluded that the students are more familiar with the use of reference and conjunction ev...

Research literature has so far focused on representing cohesive devices in various language instruction texts based on Halliday and Hassan's (1976) Systemic Functional Grammar. However, these studies restricted themselves to identifying only one or two cohesive devices in these texts. Hence, studies need to adopt a practical comprehensive framework which would cover all cohesive devices especially in Persian language instruction texts. Through an in-depth contrastive analysis, this study aimed to address the relationship between the frequency of cohesive devices in written and spoken texts of "Let's learn Persian" textbook and the difficulty level of its texts. The textbook series authored by Zolfaghari, Ghaffari, and Mahmoodi Bakhtiari (2008) includes three main levels: elementary, intermediate, and advanced. They were selected since they had both written and spoken texts. Nine written and spoken texts in each level (in total 27 written and 27 spoken texts) were selected through systematic random sampling. Having categorized and codified the selected texts, researchers analyzed the data quantitatively and qualitatively. The quantitative and qualitative analyses of the data indicated that both written and spoken texts of "Let's Learn Persian" textbook had various cohesive devices. As higher level texts were presupposed as more difficult ones, frequency of lexical cohesion, reference, ellipsis and conjunction increased in the higher level written texts. It can be argued that there existed a significant relationship between the frequency of the mentioned cohesive devices and difficulty level of written texts. There was no significant relationship between substitution frequency and difficulty level of the texts. The frequency analysis of cohesive devices in spoken texts of all levels showed that there existed significant relations between conjunction, lexical cohesion, and text difficulty.

Cohesion, particularly through sentence boundaries, makes up the principal semantic features providing the text with the required unity. Cohesive relation is both helpful in the text unity and the readers' textual interpretation. Among the different cohesive relations, encapsulation contributes significantly to developing the text, by which textual segments, including clauses, sentences, sequences of sentences, and paragraphs, are condensed and synthesized using cohesive markers. This study aimed to identify the frequency, textual segments encapsulated, and syntactic structure of encapsulated segments by the demonstrative pronoun "this". Hence, 20 research articles from the discipline of Civil Engineering from five top journals published by Elsevier were selected and analyzed. Results showed that a) "This" was more frequent in the sentence-initial compared to other positions; b) "This" was utilized more to serve the function of "Encapsulation" than point-to-point cohesion; and c) "This" was used to encapsulate two syntactic structures, namely one sentence and one clause structures. The results of this study could provide a practical guide for writers (especially novice writers) of research articles in Civil Engineering and disciplines close to it about how to use the pronoun "this" to serve the function of encapsulation.

This study aims to measure Saudi prep-year pre-intermediate students' writing proficiency (represented in writing scores) in relation to their knowledge of implementing cohesive devices in writing a texture. An experiment is conducted with two research tools to test students' writing proficiency and those students' capability of implementing cohesive ties. All participants were randomly selected from the preparatory year in the Deanery of Academic Services in Taibah University in Medinah, KSA. A closer examination of the data demonstrated that the more students are aware of cohesive ties and how to be used, the higher their English writing scores are and the closer they are from writing texture rather than texts.

Listening anxiety has long since been considered as a problematic component for foreign language learners. Therefore, this study aimed at identifying the strategies utilised by Saudi English as a Foreign Language (EFL) learners in order to alleviate such listening-induced anxiety, which was undertaken by conducting semi-structured interviews with 15 participants. The findings revealed that the learners implemented nine categories of strategy, which emerged from four main themes. The primary themes were: 1) cognitive strategy, which included positive thinking, note-taking, and inferring to guess the meaning; 2) metacognitive strategy, which included preparation, peer-seeking, and self-evaluation; 3) affective strategy, which included relaxation; and 4) memory strategy, which included keywords and semantic mapping utilisation. In brief, this study positions significant implications for the learners, lecturers, and course developers alike.

The present study was conducted with the aim to discover the major difficulties encountered by some university students in academic writing. It also aimed to find out the factors that hinder their academic writing skills. 36 students majoring in English at the Faculty of Education, University of Benghazi took part in this study. A questionnaire with 25 items was utilized to answer the stated research questions. The data analysis revealed that both graduate and undergraduate students have some problems in academic writing such as choosing the appropriate academic words, difficulty in developing a thesis statement, organizing ideas, and writing coherent paragraphs. These challenges were influenced by a lack of resources followed by a low English language proficiency and a lack of writing practice opportunities. It is hoped that the findings of this research would provide great benefits to the instructors of the English language and curriculum designers to address the writing difficulties that might be encountered by learners of English.

The present study was conducted with the aim to discover the major difficulties encountered by some university students in academic writing. It also aimed to find out the factors that hinder their academic writing skills. 36 students majoring in English at the Faculty of Education, University of Benghazi took part in this study. A questionnaire with 25 items was utilized to answer the stated research questions. The data analysis revealed that both graduate and undergraduate students have some problems in academic writing such as choosing the appropriate academic words, difficulty in developing a thesis statement, organizing ideas, and writing coherent paragraphs. These challenges were influenced by a lack of resources followed by a low English language proficiency and a lack of writing practice opportunities. It is hoped that the findings of this research would provide great benefits to the instructors of the English language and curriculum designers to address the writing difficult...

English language education is vital for everyone including for children with disabilities. Thus, children with special needs also have the right to learn like normal children, and because children with special needs will prefer games to games, the authors choose to use new teaching media in the form of educational games. The educational games used in this research are the Bingo alphabet, Charades, and Braille. Where all three are related to supporting students' abilities in learning English. This study aims to: Describe and analyze educational games and how they affect students. The author uses a case study method to describe and analyze three educational games at a private school in Tanjungpandan. The findings of this study are: (1) Students can improve their English skills through educational games that have several values that are by student learning which make the game more suitable to be used as a medium for learning English in the classroom for students. With special needs; (2) There are some visible results through the game. First, learning styles suit students so that they feel interested in learning. Second, motivation and background affect each student's learning progress, especially in English.

It is undeniable that creating coherence in writing, where ideas seamlessly connect and flow together, is essential for effective communication. One of the biggest problems for writers is how to make ideas stick together. Applying some theories of systemic functional grammar on cohesion and cohesive devices, this article aims to provide readers with some background knowledge and the realization of those linguistic features in a fairy tale.

Considering the communicative framework of language teaching, writing has an advantage-a person can give a variety of information to a close or distant, known or unknown reader or readers. Such way of communicating is highly important in the modern world, whether the communication is in the form of paper-and-pencil writing or advanced electronic writing. Therefore, this skill should be encouraged and nurtured during the language teaching course. Writing consists of different aspects like outline, structure, use of words, etc. which should be considered while teaching and practicing. Among those aspects, one is the focus of this study which is the use of cohesive devices to create a coherent text. Two techniques of teaching these devices, explicit teaching and dictogloss, are evaluated among intermediate Iranian language learners to see which one is more effective in helping them to improve the coherence of their compositions. The conclusion is that both techniques are effective but dictogloss seems to be more useful in case of these participants.

Discourse is built by linguistic structures with multidimensional relationships. Relationships in discourse are endophoric-exophoric and anaphoric-cataphoric. Such a relationship implies meaning, both linguistically and in discourse. From the discourse on "Politics without Principles", the third paragraph specifically clearly describes the dichotomy of speech and behavior. If the linguistic meaning and discourse are drawn into politics, then what is essential from a healthy and conscientious politics is a real relationship between speech and behavior.

This paper investigates the contribution of the German Vorfeld to local coherence. We report on the annotation of a corpus of parliament debates with a small set of coarse-grained labels, marking the functions of the Vorfeld constituents. The labels encode referential and discourse relations as well as non-relational functions. We achieve interannotator agreement of κ = 0.66. Based on the annotations, we investigate different features and feature correlations that could be of use for automatic text processing. Finally, we perform an experiment, consisting of an insertion task, to assess the individual impact of different types of Vorfeld on local coherence.