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An Analysis of the Use of Conjunctions as Cohesive Devices in Essays in Academic English Classes

المصدر: مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربوية
الناشر: جامعة القاهرة - فرع الخرطوم - كلية الآداب
المؤلف الرئيسي: Alraddadi, Budoor Muslim (Author)
المجلد/العدد: مج41, ع41
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2024
الشهر: يناير
الصفحات: 81 - 108
ISSN: 2536-9555
رقم MD: 1452887
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch, HumanIndex
مواضيع:
اللغة الإنجليزية | جودة الكتابة | الكتابة الأكاديمية | النصوص العلمية
كلمات المؤلف المفتاحية:
Cohesive Devices | Cohesion | Conjunctions | EFL Students | Essay Writing
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المستخلص: In this study, the researcher investigated the use of grammatical cohesive devices (conjunctions) in learners’ written productions, focusing on Saudi undergraduate students who were studying academic English as a foreign language (EFL). The aim of the study was to examine the use and frequency of four types of conjunctions-additive, adversative, causal, and temporal-in learners’ essays. The researcher employed a mixed-methods (quantitative and qualitative) approach to collect data from learners’ essays. Textual analysis was the qualitative method employed to identify and count the four types of conjunctions and to determine whether the learners used any cohesive devices incorrectly. This was followed by quantitative data analysis to calculate the students’ mean scores and consider significant differences. The data were analysed using Halliday and Hasan’s (1976) cohesion framework. Forty female Saudi students participated in the study by writing and submitting essays following explicit instruction on conjunctions. The findings revealed that Saudi EFL learners used different types of conjunctions correctly in their essays, such as ‘and’ as additive conjunction; ‘but’ as adversative conjunction; ‘because’ as causal conjunction; and finally, ‘first’, as temporal conjunction. The findings also showed that additive conjunctions were the most frequently used in learners’ essays.
ISSN: 2536-9555

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