Cohesion and Pragmatic Theory in Second‐Language Writing Instruction”
Bibliographic Data
| ID | 16843291 |
|---|---|
| Authors | Howard Williams (0000-0003-3510-6852, Columbia University, corresponding author) |
| Year | 2012 |
| Volume | 6 |
| Issue | 12 |
| Pages | 768-776 |
| Publication date | 2012-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Linguistics Compass (JOURNAL) |
| Journal identifiers | ISSN: 1749-818X • E-ISSN: 1749-818X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lnc3.12005 |
| OpenAlex | W1560459626 |
| Language | EN |
| References cited | 7 |
Textual coherence is often characterized in English as a second or foreign language (ESL/EFL) writing classes as a function of the presence of overt cohesive elements. A common result of a cohesion emphasis is learner overuse of connective expressions. This paper sketches a rationale, grounded in current pragmatic theory, for a pedagogical approach to connectives that addresses both underuse and overuse in relationship to writer audience. Though textbooks typically supply checklist questions centering on audience, these questions are mainly topic‐specific. The inclusion of additional questions oriented to more general reader comprehension issues is recommended
Checklist · Cognitive psychology · Comprehension · Grounded theory · Linguistics · Qualitative research · Second language · Second language writing · Sociology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Mathematics · Philosophy · Psychology · Writing and Handwriting Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |