Processing of Cohesive Ties by EFL Arab College Students

Datos Bibliográficos

ID8939746
AutoresReima Al-Jarf (0000-0002-6255-1305, King Saud University, autor de correspondencia), Reima Sado Al‐Jarf
Año2001
Volumen34
Número2
Páginas141-151
Fecha de publicación2001-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2001.tb02819.x
OpenAlexW2107996908
IdiomaEN
Citas recibidas9
Referencias citadas22

Fifty‐nine EFL college students took a cohesion test in which they identified four types of cohesive ties in a reading text. Incorrect responses were analyzed. It was found that substitution was the most difficult to process, followed by reference and ellipsis, whereas conjunction was the easiest. In resolving the cohesion relationships, the students used the following faulty strategies: An anaphor was associated with the closest noun whether intersentential or intrasentential. When preceded by two potential antecedents, an anaphor was associated with the farther antecedent if it was salient or more familiar; an anaphor was associated with a synonym. In addition, the students matched an anaphor with a word that was identical in pronunciation or punctuation. It was found that cohesion anomalies were caused by poor linguistic competence, especially poor syntactic and semantic awareness, and poor or inaccurate knowledge of the cohesion rules

Antecedent (behavioral psychology · Cohesion (chemistry · Grammar · Linguistics · Noun · Pronunciation · Punctuation · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Social Psychology