Exploring the use of cohesive devices in paragraph writing by pre intermediate efl students at some language centers in vietnam

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES - NGUYEN QUOC TUAN EXPLORING THE USE OF COHESIVE DEVICES IN PARAGRAPH WRITING BY PRE-INTERMEDIATE EFL STUDENTS AT SOME LANGUAGE CENTERS IN VIETNAM MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University THUA THIEN HUE, 2021 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES - NGUYEN QUOC TUAN EXPLORING THE USE OF COHESIVE DEVICES IN PARAGRAPH WRITING BY PRE-INTERMEDIATE EFL STUDENTS AT SOME LANGUAGE CENTERS IN VIETNAM MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR NGUYEN THI BAO TRANG THUA THIEN HUE, 2021 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - NGUYỄN QUỐC TUẤN KHÁM PHÁ CÁCH SỬ DỤNG PHƯƠNG TIỆN LIÊN KẾT TRONG VIẾT ĐOẠN VĂN BỞI HỌC VIÊN HỌC TIẾNG ANH NHƯ NGƠN NGỮ NƯỚC NGỒI Ở CẤP ĐỘ TIỀN TRUNG CẤP Ở MỘT SỐ TRUNG TÂM TIẾNG ANH Ở VIỆT NAM LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS NGUYỄN THỊ BẢO TRANG THUA THIEN HUE, 2021 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: ………………………… Nguyen Quoc Tuan Date: ……/ ……/……… i ABSTRACT This research explores Vietnamese ELF pre-intermediate students’ use of cohesive devices in paragraph writing and the problems students faced while using these devices Eighty Vietnamese EFL learners in four English classes in two English centers in Vietnam each wrote five paragraphs about five different topics via learning blogs In total, 400 paragraphs were collected The analysis of this research was based of Halliday and Hasan’s (1976) cohesion taxonomy to identify cohesive devices students used and the problems in using these devices Besides, the framework of error analysis by Ellis and Barkhuizen (2005) was also used to analyze the errors students committed while using cohesive devices The results of the study show that students used all types of cohesive devices in their paragraph even though the majority of the cohesive devices used (90.7 %) were grammatical in nature; students used lexical cohesive means to a small extent (9.3 %) Of the grammatical cohesive types, use reference and conjunction was common; substitution and ellipsis were infrequently used The errors with regards to using cohesive devices were mainly with reference (70.3%), followed by conjunction (22.6%) and lexical means (7.1%) Interference between Vietnamese and English, students’ reported lack of knowledge of grammar, of cohesive devices, lack of vocabulary, and ‘carelessness could help explain these errors The study provides some practical implications for teaching writing with regards to using cohesive devices ii TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP ABSTRACT TABLE OF CONTENTS Chapter 1: Introduction 1.1 Rationale 1.2 Scope of the study 10 1.3 Significance of the study 10 1.4 Research questions 11 1.5 Organization of the study 11 Chapter 2: Literature Review 13 2.1 Cohesion 13 2.1.1 The concept of cohesion 13 2.1.2 Cohesion and Coherence 14 2.2 Cohesive devices 16 2.2.1 Reference 16 2.2.1.1 Personal reference 16 2.2.1.2 Demonstrative reference 17 2.2.1.3 Comparative reference 17 2.2.2 Substitution 17 2.2.3 Ellipsis 18 2.2.4 Lexical cohesion 19 2.2.4.1 Reiteration 19 2.2.4.2 Collocation 20 2.2.5 Conjunction 20 2.3 Paragraph and cohesion in paragraph 20 iii 2.3.1 Definitions of paragraph 20 2.3.2 The structure of a paragraph 21 2.3.3 Cohesion in paragraph 22 2.4 Errors and error analysis in language teaching and learning 23 2.5 Previous studies 26 2.5.1 Previous studies around the world 26 2.5.1.1 Researches on cohesion in essay 26 2.5.1.2 Research on cohesion in paragraphs 29 2.5.2 Related studies in Vietnam 31 Chapter 3: Research Methodology 33 3.1 Research Approach 33 3.2 Data collection tools 34 3.2.1The writing tasks 34 3.2.2 Learning blogs 34 3.2.3 The interviews 35 3.2.4 Data Analysis 36 3.2.3.1 Identifying cohesive devices 36 3.2.3.2 Analyzing errors with use of cohesive devices 39 3.2.3.3 Analyzing interview data 40 3.3 Interrater Reliability 41 Chapter 4: Findings and Discussion 42 4.1 Findings 42 4.1.1 Student’s use of cohesive devices 42 4.1.1.1 Use of reference 43 4.1.1.1.1 The use of demonstrative reference 43 4.1.1.1.2 The use of personal reference 44 4.1.1.1.3 The use of comparative reference 45 4.1.1.2 The use of substitution devices 45 4.1.1.3 Students’ use of ellipsis devices 46 iv 4.1.1.4 Use of conjunction 47 4.1.1.4.1 Use of additive conjunction 47 4.1.1.4.2 Use of adversative conjunction 48 4.1.1.4.3 Use of causal conjunction 49 4.1.1.4.1 Students’ use of temporal conjunctions 49 4.1.1.5 Students’ use of lexical cohesion 50 4.1.1.5.1 Types of reiteration lexical devices used by students 51 4.1.2 Difficulty students encountered in using cohesive devices 52 in their paragraphwriting 52 4.1.2.1 Errors in the use of reference 53 4.1.2.1.1 Errors in the use of demonstrative reference 53 4.1.2.1.2 Errors in the use of personal reference 57 4.1.2.1.3 Errors in the use of comparative reference 59 4.1.2.2 Errors in the use of conjunction 61 4.1.2.2.1 Errors in students’ use of additive conjunction 61 4.1.2.2.2 Errors in students’ use of adversative conjunction 63 4.1.2.3 Errors in the use of lexical cohesion 66 4.1.2.3.1 Errors in the use of collocation 66 4.1.2.3.2 Errors in the use Reiteration 67 4.1.3 Students’ perspectives 68 4.1.3.1 The students’ perceptions of the importance of cohesive devices in paragraph writing 68 4.1.3.2 The kinds of cohesive devices errors that students make in their paragraph writing 68 4.1.3.3 Students’ perceived causes of errors in their use of cohesive devices paragraph writing 69 4.1.3.4 Students’ suggestions to avoid cohesive devices errors in paragraph writing 70 4.2 Discussion 71 Chapter 5: Conclusions and Implications 75 5.1 Summary of the research 75 5.2 Implications 75 v 5.2.1 For the teachers 76 5.2.2 For students 78 5.3 Limitations and suggestions for further research 78 References 80 APPENDIX: QUESTIONS FOR INTERVIEW WITH STUDENTS 85 vi List of Tables Table Frequency of cohesive devices used by students Table Students’ use of reference Table Students’ use of demonstrative reference Table Students’ use of personal reference Table Students’ use of comparative reference Table Students’ use of substitution devices Table Students’ use of ellipsis devices Table Students’ use of conjunction devices Table Types of additive conjunctions used by students Table 10 Types of adversative conjunction used by students Table 11 Types of causal conjunction used by students Table 12 Types of temporal conjunctions used by students Table 13 Students’ use of lexical cohesion Table 14 Students’ use of types of reiteration lexical devices Table 15 The frequency of errors in students’ use of cohesive devices Table 16 The number of errors in students’ use of demonstrative reference Table 17 Correct and incorrect the use of demonstrative reference Table 17 Correct and incorrect the use of demonstrative reference Table 18 The number of errors in students’ use of personal reference Table 19 Correct versus errors in the use of personal reference Table 20 Correct versus errors in the use of comparative reference Table 21 Correct and incorrect in the use of additive conjunction vii In particular regard to use of reference, students made many errors in the use of demonstrative, personal and comparative references, especially This contrasts findings from the study of Nurhidayat et al (2021) which show that students have no problems in using definite article because of its easy usage However, Chanyoo (2018) indicated that there is a relationship between reference and the quality of writing so errors in use of reference could cause low marks in essay writing First language interference (Othman,2019) could be one of the reasons as students translated word by word in their writing Interviews with further indicate carelessness and lack of grammar knowledge could be additional reasons Writing is a complex concept of conveying meanings, and involves a number of cognitive and affective factors that might contribute to errors The findings that using additive conjunctions, followed by adversative and causal conjunctions was problematic for students is consistent with the study of Darweesh (2016) It shows that students have inconsistent knowledge about conjunction as cohesive devices They misunderstand and misuse the cohesive function of these devices as Darweesh (2016) mentioned with wrong choice of conjunction and failure to recognize the right conjunction Even though students in the present used lexical cohesive devices less frequently than other types of cohesive means, they made errors and particularly the overuse of repetition was a problem which make the sentences redundant in paragraph, suggesting pedagogical attention that provides students with alternative ways of expressing similar ideas in writing lessons could be useful Alarcon (2013) recommends using synonyms over repetition to produce a qualitative essay Collocational errors might just show students might have known the meanings of 73 individual words but combining them in targeted-like manners was challenging, which could lead to errors According to Sussex (1996), learners who are not be aware of the combinations between verbs, nouns and preposition may produce inappropriate phrases In addition, Cutting (2002) pointed out that verbs in English usually collocate with some particular prepositions and the lack of this combination could cause the incomplete knowledge of such nouns and verbs The errors that students committed coud inform teachers of how to provide appropriate support with areas of problems with certain types of cohesive devices (See the next chapter) 74 Chapter 5: Conclusions and Implications This chapter gives the summary of the main findings of the research In addition, implications for both teachers and students were suggested Furthermore, limitations and the suggestions for further research were also mentioned 5.1 Summary of the research The research has found out that students used many types of a cohesive devices in their paragraph writing and most of them were grammatical cohesive devices with a much less frequent use of lexical cohesive means The students in the present study also committed many errors related to use of these means to establish cohesions The majority of errors involved using reference (70.3%), followed by conjunction (22.6%) and lexical means (7.1%) Students interviewed shared that lack of knowledge of grammar, of cohesive devices, lack of vocabulary, and ‘carelessness could help explain these errors Together with the findings, some effective solutions to solve the problems that students encounter in using cohesive devices were given by students as some students suggested that teacher should give explanations or teaching about cohesive devices and how to use them correctly through their grammar or writing lessons In addition, teachers should give meaningful and useful exercises related to cohesive devices Furthermore, teaching and learning about cohesive devices theoretically should be added officially to grammar and writing lessons in secondary and high school education then they could learn about this knowledge from low level 5.2 Implications The findings of the study suggest some implications for both teachers in teaching and students in learning and practicing writing skill 75 5.2.1 For the teachers That students used lexical cohesive devices to a much smaller extent than grammatical cohesive means could suggest that teachers might need to introduce vocabulary as a way to link ideas in writing to students This could be done through explicit teaching through exercises or through exposure to language input samples which illustrate how to establish cohesion through use of vocabulary in writing With the findings that students reported a lack of knowledge in cohesive devices used in English, teachers especially writing teachers should pay more attention to teaching about cohesion in the class It is important to teach students how to use cohesive devices appropriately To avoid the problems caused by the influence of the mother tongue, teachers should give students a list of commonly cohesive devices used in English as well as compare/contrast them with those in Vietnamese with some examples in texts Teachers also can give explanations to students about kinds, functions, and positions of conjunctions or transition signals between sentences in order to avoid errors in students’ writing Moreover, teachers should pay more attention to teaching students how to analyze the semantic and structural differences between English and Vietnamese by encouraging students to create a habit of thinking in English when starting to write any sentence to avoid literal translation Exercises could be useful to form this habit Because of lacking of grammar knowledge, teachers can give more meaningful exercises about cohesive devices to improve students’ writing ability as well as enhance their knowledge in using these devices Teachers can also give students texts which require students to select an appropriate cohesive marker to connect the 76 sentences in a paragraph For conjunctions practicing, combining sentences (Zamel, 1983) and sequencing scrambled sentences (Basturkmen, 2002) can also be useful These exercises would help students understand the semantic functions of conjunctions Together with the meaningful exercises, feedback is very necessary in students’ tasks and exercises Petechprasert (2012) claimed that feedback is very important that experienced and teachers should reflect upon student’s performance in tasks and exercises When applying these techniques, teachers should be flexible based on the level of the classes and the types of errors students often make in their writing That students might commit errors with basic cohesive devices should be worth attention The correction of inappropriate use of cohesive devices is also essential Teachers should combine flexibly two approaches in correcting cohesive devices errors in writing They could indicate the errors by marks the errors then ask students to correct them and/or give the correct forms Because of the students’ limited knowledge about vocabularies and grammars which led to repetition of cohesive means Teachers should help students to enlarge their range of vocabulary by engaging them to vocabulary activities in class or giving more reading activities which include lexical cohesion Teacher also can provide more grammar activities in writing lesson to enhance their grammar knowledge Finally, teachers should provide more writing models embedded with cohesive devices before asking students to write a new topic to raise students’ awareness of the way words and structures of cohesive devices contribute to writing Once they notice the rules in using cohesive deices, they can produce more correct cohesive devices in their writing Teachers can also ask students to write drafts before writing new paragraph to avoid students’ carelessness 77 5.2.2 For students Students should be encouraged to read texts as a whole rather than concentrating on individual sentences to learn the rules of cohesive devices in academic English writing In addition, students should spend more time reading wellwritten paragraphs with cohesive devices and add new words and expressions to their personal notes to memorize them in context as Zamel (1983) suggested Reading wellwritten paragraphs in English also help students to be more sensitive in correcting usage of lexical ties in English Hence, students would know how cohesive devices are used correctly in writing and develop the quality of their writing Furthermore, students should learn new vocabularies or structures in their context rather than in isolation These techniques will help students eliminate the redundant in sentences by using synonyms, antonyms and correct personal references properly and frequently Lastly, peer feedback and correction are very useful tools to enhance the use of cohesive devices as well as writing ability Students can work together to find out their own errors in using cohesive devices and peer edit for each other With these suggestions above, students can learn how to use cohesive devices properly in English writing 5.3 Limitations and suggestions for further research Despite the great effort of the researcher, this study has several limitations This study was carried out with a quite small sample of the subjects as the researcher could not find many English centers to cooperate It investigated the cohesive devices used and problems students faced when using them with 80 participants from two English centers in Vietnam Other studies could analyze data with a larger extent to generalize the results to apply in practice 78 It is suggested that other researchers in this field should divide participants into different groups of learners with different proficiency levels and explore how they use cohesive devices and compare the differences between them Paragraphs collected in the present study were collected via learning blogs, which could have provided different results Future studies could consider other platforms for students to write Furthermore, other factors affecting students’ writing such as psychology, teaching materials, types of writing genres and writing topics should be paid attention to in future research 79 References Abdessalam, M (2014) “Paragraph Writing” Rating 54 Views 388-869, Likes576 Alarcon, J.B (2013) Lexical cohesion 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What are the common kinds of cohesive devices you use in your writing? Do you think that it is important to use cohesive devices in your writing? Why? What are the problems you may encounter in your paragraph writing especially in using cohesive devices? To avoid cohesive device errors in paragraph writing, what suggestions can you make? 85 Samples of students’ paragraph in some English language centers in Vietnam Sample 1: I had a beautiful childhood with many memorable experiences, perhaps the most memorable being the first time I went to the zoo with my parents.On the occasion of the 7th grade summer vacation, my parents let me and my brother go to THULE park to play for a day.I was very eager to get ready the day before The next day I got up very early to change my clothes At am we started our departure.At am we went to ThuLe park and it was very crowded There were many wild animals such as tigers, lions, snakes, My family went to visit all the animals here and took souvenir photos and we left at 3pm It was probably the most enjoyable experience of my life that i will never forget Sample 2: The trip that made the most special impression on me was the trip to Phu Quoc with my family during summer vacation It was a trip that was both fun and scary, I love thrilling games and I couldn't swim But I with my brother played motor-boat and we fell into the sea without lifebuoy Luckily nothing happened, so that trip to Phu Quoc left a deep impression on me Although there was a little problem, but if there is a chance I still want to come here again Sample 3: Summer 2019, I had a wonderful summer vacation in Danang with my family we go by car about day when I arrived I saw the beach was beautiful and fresh the scenery is amazing The weather here is quite cool and pleasant Because it is the sea, the food is very fresh We walked around the area after we finished eating People here are very friendly and kind Tourists also come to visit in large numbers I went to a souvenir shop to buy gifts for my friends we have stayed here for days and enjoyed the moment This is one memorable summer vacation 86 that I have experienced Sample 4: Elephants are a mammal of the family Elephantidae and the largest land animal today Prominent features of all elephants include a long probola, large tusks, large ears, large quadrupeds, and thick but sensitive skin The elephant's trunk is used to breathe, feed and drink water into its mouth, and grasp objects The ivory, which evolved from the incisors, was used by elephants for protection, moving obstacles, and digging holes The large ears help the elephant to maintain a stable body temperature and communicate Their legs were as big as pillars to support the heavy load Sample 5: Out of all the holidays of the year, the holiday that makes me feel excited and gives me the warmest feeling is Tet holiday On New Year’s Day, I can go to the district market with my mother to buy everything to prepare for this special day This special occasion is also when my mother took me to buy many beautiful clothes Not only that, but I also gathered with my family and received many good luck wishes with a red envelope to wish a peaceful new year of my loved ones on Tet holiday 87