Grammatical cohesive devices in reading texts of a series of cambridge english prepare by cambridge university press

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY LÊ HẠNH DUYÊN GRAMMATICAL COHESION DEVICES IN READING TEXTS OF A SERIES OF “CAMBRIDGE ENGLISH PREPARE!” BY CAMBRIDGE UNIVERSITY PRESS Field: English Linguistics Code: 8.22.02.01 Supervisor: Assoc Prof Dr Phan Văn Hòa BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN LÊ HẠNH DUYÊN PHƯƠNG TIỆN LIÊN KẾT NGỮ PHÁP TRONG CÁC BÀI ĐỌC HIỂU CỦA BỘ GIÁO TRÌNH “LUYỆN THI TIẾNG ANH CAMBRIDGE” CỦA NHÀ XUẤT BẢN ĐẠI HỌC CAMBRIDGE Chuyên ngành: Ngôn ngữ Anh Mã số: 8.22.02.01 Người hướng dẫn: PGS TS Phan văn Hòa i STATEMENT OF AUTHORSHIP I hereby ceritfy that this thesis entitled “Grammatical cohesive devices in reading texts of series of “Cambridge English Prepare!” by Cambridge University Press is my own research The data and findings stated in the thesis are true and have never been published by anyone in any other works, except where the reference is indicated in the study Binh Dinh, 2020 Lê Hạnh Duyên ii ACKNOWLEDGEMENTS In order to complete this thesis, it is not only my efforts but also other assistance of individuals to whom I really want to offer my deepest gratitude First and foremost, I would like to express my special thanks of gratitude and sincere to my supervisor, Assoc Prof Dr Phan Văn Hòa for his valuable comments on my thesis Thanks to his great experience and expertise in Discourse Analysis, he has supported me with his thoughtful guidance, comprehensive advices and patience throughout the whole period of the study Without his instructions, my thesis would have been impossible to be completed in the best way Secondly, my gratitude is devoted to all the lecturers of the courses who have conveyed their valuable lectures and experiences That is the essential knowledge base for this thesis Thirdly, I also want to thank my close friends and colleagues for their encouragement and support Without them, maybe I could not have overcome all the trouble during this journey Last but not least, I am deeply thankful to my family Although they did not provide me knowledge, they are my greatest spiritual support throughout the course of Master degree in English Linguistics and especially during the fulfillment of this study iii ABSTRACT This study is an attempt to investigate grammatical cohesive devices used in reading texts of a series of “Cambridge English Prepare!” by Cambridge University Press and their distinctive features in terms of meaning In the study, 159 reading texts in levels of of a series of “Cambridge English Prepare!” are selected and collected for investigation Based on the theoretical background presented in Chapter 2, grammatical cohesive devices are explored and analyzed The theory of grammatical cohesion is mainly based on theory of Halliday and Hasan (1976) All types of grammatical cohesive devices (reference, substitution, ellipsis and conjunction) are used in the reading texts in which reference is the most commonly used, making up 64.3% The second one is conjunction with 34.8% Ellipsis and substitution take up 0.5% and 0.3% respectively of the total percentage of devices A combination of methods like quantitative, qualitative and inductive method were used in order to carry out this study The findings of the study shows the frequency and the distinctive features of those grammatical cohesive devices in terms of meaning, which lay the foundations of implications for teaching and learning both reading and writing skills in English as a foreign language iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER ONE: INTRODUCTION 1.1 RATIONALE 1.2 AIMS AND OBJECTIVES 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 ORGANIZATION OF THE STUDY CHAPTER TWO: LITERATURE REVIEW 2.1 OVERVIEW 2.2 LITERATURE REVIEW 2.3 THEORETICAL BACKGROUND CHAPTER THREE: RESEARCH METHOD 33 3.1 OVERVIEW 33 3.2 RESEARCH METHOD AND DESIGN 33 3.3 DESCRIPTION OF SAMPLES 33 v 3.4 DATA COLLECTION AND DATA ANALYSIS 34 3.5 RESEARCH PROCEDURES 34 3.6 RELIABILITY AND VALIDITY 35 CHAPTER FOUR: FINDINGS AND DISCUSSION 36 4.1 OVERVIEW 36 4.2 TYPES OF GRAMMATICAL COHESIVE DEVICES 36 CHAPTER FIVE: CONCLUSION AND IMPLICATIONS 68 5.1 OVERVIEW 68 5.2 CONCLUSION 68 5.3 IMPLICATIONS OF THE STUDY 70 5.4 LIMITATIONS OF THE STUDY 71 5.5 SUGGESTIONS FOR FURTHER STUDIES 72 REFERENCES 73 APPENDIX 77 vi LIST OF ABBREVIATIONS T: text L: level vii LIST OF TABLES Table Title Page number 2.1 Types of conjunction 29 3.1 Number of reading texts in each level 34 4.1 Distribution of reference devices in levels 44 4.2 Distribution of substitution devices in levels 50 4.3 Distribution of ellipsis devices in levels 56 4.4 Distribution of conjunction devices in levels 63 4.5 Distribution of grammatical cohesive devices in 64 levels viii LIST OF FIGURES Figure Title Page number 2.1 Types of reference 18 4.1 Frequency of grammatical cohesive devices in 65 levels 72 5.5 SUGGESTIONS FOR FURTHER STUDIES In terms of further research into cohesive devices, I would like to suggest further studies as follows: Lexical cohesive devices in the reading texts of a series of “Cambridge English Prepare!” by Cambridge University Press A contrastive study of cohesive devices in lyrics of English and Vietnamese rappers 73 REFERENCES In English Baker, M (1992) In Other Words: A Course Book on Translation London: Routledge Brown, G & Yule, G (1983) Discourse analysis Cambridge: Cambridge University Press Cook, G (1989) Discourse Oxford: Oxford University Press Cook, G (1992) The discourse of advertising London: Routledge Crystal, D (1992) Introducing linguistics London: Penguin De Beaugrande, R & Dressler, W U (1981) Introduction to Text Linguistics London: Longman Fairclough, N (2004) Analysing discourse Routledge, London Grabe, W (2009) Reading in a second language: Moving from theory to practice New York, NY: Cambridge University Press Halliday, M.A.K & Hasan, R (1976), Cohesion in English, Pearson Education Limited Halliday, M A K., & Hasan, R (1985), Language, context, and text: Aspects of Language in a Social Semiotic Perspective, Victoria: Deakin University Press Hasannejad, M R (2012), “Substitution as a Device of Grammatical Cohesion in English Context”, The Journal of Applied Linguistics Vol.5, Issue Nguyễn Thị Thúy Ngân (2015) An Investigation into Cohesive Devices in IELTS Reading Texts” Master thesis, The University of Da Nang 74 Nguyễn Võ Ý Nhi (2017) An Investigation into the Use of Cohesive Devices in Reading Texts in Textbook Tieng Anh 10 Master thesis, The University of Quy Nhon Nguyễn Hòa (2000) An introduction to discourse analysis National University College of Foreign Languages, Hanoi Phạm Thị Thanh Hường (2017) An Investigation into Cohesive Devices used in IELTS Writing Task Band Scores 6.5 to Master thesis, The University of Quy Nhon Halliday, M A K (1994), An Introduction to Functional Grammar, Second Edition, London: Edward Arnold Halliday, M.A.K & Matthiessen, M.I.M (2014) Introduction to Functional Grammar London: Edward Arnold Harris, Z.S (1952) Discourse analysis Language Hoey M (1991) Patterns of lexis in test Oxford University Press, Oxford Longman dictionary of contemporary English (2001) (3rd Ed.) Person Education Limited, Longman McCarthy, M (1991) Discourse analysis for language teacher, OUP Nunan, D (1993) Introducing discourse analysis Penguin English Stubbs, M (1983) Discourse Analysis: The Sociolinguistic Analysis of Natural Language Oxford: Basil Blackwell Thompson, B (1996), Introducing Functional Grammar, New York, Oxford University Press Trask, R.L (1999) Key concepts in language and linguistics London: Routledge Widdowson, H (1979a) Explorations in Applied Linguistics Oxford: OUP 75 Widdowson, H.G (1978) Teaching language as communication Oxford: Oxford Dictionary Zamel, V 1983 ‘Teaching those missing links in writing,’ in ELT Journal Morley, G D (1985) An Introduction to Systemic Grammar London: Longman In Vietnamese Diệp Quang Ban, (1992), Ngữ Pháp Tiếng Việt, Tập 2, Hà Nội, Nhà Xuất Bản Giáo Dục Diệp Quang Ban, (1992), Văn lien kết tiếng Việt, NXB Giáo dục Nguyễn Thị Việt Thanh (1999), Hệ Thống Liên Kết Lời Nói Tiếng Việt, Hà Nội, Nhà Xuất Bản Giáo Dục Phan Văn Hòa (2008), Hệ thống từ nối biểu thị quan hệ logic-ngữ nghĩa tiếng Anh tiếng Việt, NXB Giáo dục Trần Ngọc Thêm (2006), Hệ Thống Liên Kết Văn Bản Tiếng Việt, Hà Nội, Nhà Xuất Bản Giáo Dục In the Internet file:///C:/Users/Admin/Downloads/4987-10119-1-SM.pdf http://vietnamembassy-usa.org/vietnam/foreign-policy/history-of-vietnamsforeign-affairs https://gass.edu.vn/CMS/Lists/LuanVan_LuanAn/Attachments/18639/Luan van_leDucHoa_NNA_1_2018.pdf https://www.academia.edu/7341534/Coherence_and_the_Role_of_Cohesio n_in_Coherent_Texts 76 https://www.duo.uio.no/bitstream/handle/10852/26174/ENG4190xThesisx pdf?sequence=1&isAllowed=yhttps://www.eponline.es/data/pdf/394doc1.pdf https://www.researchgate.net/publication/282184078_DISCOURSE_ANA LYSIS_KEY_CONCEPTS_AND_PERSPECTIVES https://www.researchgate.net/publication/303294565_Cohesive_Devices_in _Written_Discourse_A_Discourse_Analysis_of_a_Student's_Essay_Writing/do wnload https://media.neliti.com/media/publications/61158-EN-an-analysis-ofgrammatical-cohesive-devi.pdf Sources of Data Cambridge English Language Assessment, (2015), Cambridge English Prepare! Level 1, Cambridge University Press Cambridge English Language Assessment, (2015), Cambridge English Prepare! Level 2, Cambridge University Press Cambridge English Language Assessment, (2015), Cambridge English Prepare! Level 3, Cambridge University Press Cambridge English Language Assessment, (2015), Cambridge English Prepare! Level 4, Cambridge University Press Cambridge English Language Assessment, (2015), Cambridge English Prepare! Level 5, Cambridge University Press Cambridge English Language Assessment, (2015), Cambridge English Prepare! Level 6, Cambridge University Press Cambridge English Language Assessment, (2015), Cambridge English Prepare! Level 7, Cambridge University Press 77 APPENDIX SEVEN SAMPLES IN SEVEN LEVELS The School of the Air – (L1T6) In some parts of the world, students can not go to school because there isn’t a school near their home In Australia, some of these students go to the ‘School of the Air’ The School of the Air isn’t a real school It’s an internet school The students have lessons, watch DVDs and videos, talk to their teacher and to other students This is also called ‘e-learning’ or electronic learning Frank is twelve years old He hasn’t got any brothers or sisters He lives with his mother and father on a farm in the centre of Australia There isn’t a town or a school near his house, so Frank goes to the School of the Air He gets up at six in the morning and helps his dad on the farm and then, after breakfast, he sits at his computer and waits for his first lesson to start He can see his teacher on screen and his teacher uses an interactive whiteboard This helps Frank to understand the lesson Then he can save the documents from the intereactive whiteboard to his computer and read them again after the lesson Frank’s got a microphone and headphones so he can hear and talk to the teacher and to the other students in the class His teacher’s got a webcam At the end of the lesson, the teacher gives Frank some homework and a project to before the next lesson Frank studies for about five hours a day and his mum and dad help him with his homework and his lessons He uses videos from the internet and different websites to help him learn His teachers also send him books to read In the summer, Frank meets some of the other students They go to camp and have fun together for a week 78 Flying machines – (L2T9) For many centuries, people thought humans could fly like the birds The famous artist Leonardo da Vinci believed this when he studied flight in the 1480s He designed many ‘ornithopters’ – machines with wings that go up and down like a bird’s We now know that humans cannot fly like this Two brothers, Joseph and Jacques Montgolfier, made the world’s first hotair balloons They did this by making a fire under a silk bag so it filled with hot air Their first passengers were a sheep, a chicken and a duck Later that year, 1783, they sent the first ever humans on a flight Between 1799 and 1850 an Englishman called George Cayley designed many gliders One of them had a box under the wings, like a boat with wheels Some people say a ten-year-old boy flew in this for a few metres George Cayley never flew in his gliders In the 18902, a German engineer, Otto Lilienthal, improved gliders even more After more than 2,500 flights, Otto Lilienthal died in an accident when he was flying one of his gliders In 1900, two brothers, Orville and Wilbur Wright, from Ohio, USA, began to study the work of George Cayley and Otto Lilienthal First, they built their own glider Then, in 1902, they started designing an engine for it On 17th December 1903, Orville Wright flew their plane, The Flyer, for the first time The flight lasted 12 seconds, and the plane travelled about 36.5 metres Then, in 1905, Wilbur flew for 38 km he only stopped because he had no more fuel Humans were finally able to fly! Planes improved a lot in the 20th century and are now a part of all our lives 79 Three amazing time capsules – (L3T9) Harold Davisson lived in a town in Nebraska in the USA in the last century He didn’t want his grandchildren just to look at pictures of what his life was like, so he decided to build a time capsule He put more than 5,000 real things inside the capsule, including clothes and even a new car, and buried it in 1975 in front of his shop His grandchildren will open it on July 4th 2025 It is the biggest time capsule in the world There is a little bag on the Moon with a time capsule inside it The capsule is tiny, about the size of a small coin At the top, it says: “Goodwill messages from around the world brought to the Moon by the astronauts of Apollo 11.” Astronauts left it there in 1969 There are 73 messages from different countries written on the time capsule in tiny letters Each letter is smaller than a human hair The messages are to anyone who finds the time capsule in the future Two Japanese companies, Panasonic and The Mainichi Newspapers, buried time capsules next to Osaka Castle in 1970 No one will open the lower capsule until the year 6970 There are 2,090 things inside the capsule to show people in the future what life was like in the 1970s These include written and recorded messages and examples of art, music and literature There is also a letter from a Japanese school student to people living in the future Caught on camera – (L4T4) Everyone takes photos all the time now, but this wasn’t always true In the past, taking a photo was a special event Read about three special photos from the past 21st July 1969, astronaut Neil Armstrong climbed down the ladder from the Eagle moon lander Around 600 million people were watching him on television 80 When he got to the bottom, he carefully put his left foot on the moon “That’s one small step for a man, one giant leap for mankind,” he said This photo shows an astronaut’s footprint on the moon However, it isn’t Armstrong’s Buzz Aldrin, the other astronaut on the Eagle, took the photo It’s his footprint and is the most famous photo from that incredible day Armstrong and Aldrin spent over two and a half hours on the moon They took photos, collected rocks and even spoke to the US President There isn’t any wind or rain on the moon, so this footprint will always be there In 1932, the photographer Charles Ebbets was working for a buildinng company He was taking photos of a new skyscraper in New York He took this photo while the builders were having lunch They were 250 metres above the ground! A New York newspaper published the photo in the same year The photograph became very famous, but nobody knew the name of the photographer Ebbets died in 1978 Over 20 years later, his daughter found an old collection of her father’s photos There were some similar pictures of the skyscraper She contacted the photo library that now owned the photo When they saw the collection, they agreed that this famous photo was by Ebbets – 70 years after he took it! This is Albert Einstein – the famous scientist – with his tongue out! It was 1951 and it was Einstein’s 72nd birthday Reporters were following him everywhere The scientist was feeling a bit annoyed when photographer Arthur Sasse asked him to smile So he made a face The photo became the most popular picture of Einstein in the world He even put the photo on cards for his friends In 2009, a bookshop bought the original photo for $74,326 81 He’s allergic to modern life! – (L5T8) Quite a few people suffer from food allergies of one kind or another, but if you are allergic to nuts or wheat, you can avoid eating the food that makes you ill and continue to live a perfectly normal life Allergies to certain metals can be more difficult to deal with, as they generally have an unpleasant effect on your skin However, most allergies are not dangerous to human life, just rather annoying But some allergies are much more serious and are extremely difficult to handle Per Segerback has one such life-threatening allergy He will never be able to live surrounded by other people in a big city and, instead, spends his days alone in a cottage in the Swedish countryside north of Stockholm Segerback has to live like this, but why? The answer lies in modern technology – he can’t have anything to with people, especially those he doesn’t know The technological items they are carrying would make him seriously ill Out on a walk last summer, Segerback met one on his few neighbours and during their chat, the man’s mobile phone rang Segerback suddenly felt sick and within seconds, he fell to the ground unconscious Segerback suffers from a condition called EHS (electro-hypersensitivity), where the energy waves from things like computers, televisions and mobile phones have a very serious effect on the person’s body Phones that are switched on, but are not sending or receiving, usually aren’t a problem, but when one is in use, Segerback’s skin feels as if it is burning and he gets a bad headache immediately He also complains of feeling sick, being unable to sleep and forgetting things 82 Sweden is the only country in the world so far to recognise that people with EHS have real difficulties and Segerback’s case has been important in creating a plan to deal with this medical condition According to government figures, the number of Swedish EHS sufferers is around 250,000, or percent of the population, and because of this, they are given financial and social support by the government In the rest of the world, it seems that scientists and governments are only just beginning to understand these unwelcome effects of modern life We’re doing what for summer vacation? – (L6T11) The travel book ‘We’re doing What for Summer Vacation?’ tells the exciting and often humorous story of a young American girl named Ali who journeyed across Borneo with her parents and older brother one summer We got a taxi to go to our hotel in Kota Kinabalu, and the first thing that I noticed was that the steering wheel was on the wrong side of the car! They also drive on the wrong side of the road This felt so weird to me Dad was used to this, because they drive on the wrong side of the road in England too As we drove to our hotel, I looked out the window and saw lots of people walking on the streets The women were dressed in headscarves, long-sleeved shirts and long skirts, and the men were dressed in shirts and long pants It was very noisy, with old buses and taxis everywhere, and people shouting and honking There were lots of old buildings and shops with signs everywhere that we couldn’t read The local guy helped us carry our bags to our hut Our hut was a tree house built on the side of the jungle It was a one-room wooden hut with a double bed and bunk beds that were equipped with mosquito nets I had never slept under a mosquito net, but I was very thankful to have something to keep off the bugs and 83 mosquitoes One wall of the tree house slid open to a little balcony hanging over the jungle The drop from the balcony was very, very far It made me nervous to lean on the railing It was like we were in the top of the trees The bathroom in the tree house was outside, so when we went to the bathroom or took a shower, the roof was open to the trees It was definitely not the really nice hotel that I was expecting, but it was pretty cool I had never lived in a real tree house before! After hiking about three hours, we came across the most amazing waterfall that I had evr seen in my life It reminded me of something out of a movie! It was enormous, and the waterfall sounded like a train because it was falling from so high! It felt like we had found a lost treasure because no one was at this amazing waterfall but us! Zak and I jumped into the water and it was freezing cold, but felt great after the long, hot trek Our family started climbing up the rocks to the waterfall It had about five different levels We were playing in the water on the lowest level when we noticed that Zak was gone We looked around and discovered that he had managed to climb through the jungle on his own and get several levels up above us He was really high up! Zak shouted down to us, “Y’all come up here! It is awesome!” Your future looks bright … or does it? – (L7T8) A few weeks back on this forum, someone posted these two pictures showing very different visions of the fututre So far over 12,000 of you have pressed the ‘like’ button What you think the future will be like? Will the world really have become polluted and miserable? Or you believe the optimistic picture is right? 84 We’d like to hear your feelings on your future and whether you’re optimistic about it so we’re running a competition As a bit of encouragement, we’ve managed to get hold of a special prize for the best entry We aren’t going to tell you what it is yet, but let’s just say, if your future looks so too bright, you’ll appreciate a pair of these! Ruby I used to think my future looked really unsure I’ve never been particularly good at school and I often failed exams I started to feel that nothing would ever go right for me and that I’d never get anywhere in life However, last year I made a serious effort to change this Talking to my teachers and friends was really effective and I even read a book for practical advice Some of the advice included developing lots of interests So I’ve taken up the guitar and formed a group with a few friends By next month, I’ll have been learning Spanish for a year – and have an exam I’m actually looking forward to! Then in August, I’ll be going to Spain to some volunteering at a farm, so my Spanish will be really valuable Things are looking up! Glen No matter how hard I try, I just can’t imagine a future that’s happier than now I have very few responsibilities at the moment I a few years, I’ll be at university And looking at my brother, I get the impression that university is a lot tougher than school What’s more, he’s had to borrow a fortune to go there! I can’t see it getting any cheaper So in five years, I’ll be working – assuming I can find a job! I’ll have taken out a few loans by then too, which means I’ll be back living at home for a while I hope that by my late twenties, I’ll have moved 85 out of my parents’ house But at the moment I’m concentrating on making the most of being young! Hannah I’ve always been an optimistic person and I probably always will be I genuinely look forward to each day when I wake up Something that helps me is knowing what I enjoy in life Everyone needs a passion – mine is surfing As long as I get to that regularly, I can deal with most things Whenever I’m down about something, I just think: I’ll be standing on a surfboard at the weekend and I’ll have forgotten all about this by then And if that doesn’t work, I distract myself with my favourite music or a good comedy show It’s difficult to feel fed up when you’re laughing Adam My dad must hold the world record for being optimistic He’s constantly cheerful about life He’s always saying that the way to avoid pessimistic thoughts is to get rid of the negative things in your life The news, for example, gets him down so he doesn’t watch it And the same applies to people and friendships Whenever I mention how someone’s negative attitude is getting on my nerves, he has this saying he always uses: ‘If you want to fly with the eagles, stop hanging out with the ducks!’ 86 ... features of those grammatical cohesive devices in term of meaning 4.2 TYPES OF GRAMMATICAL COHESIVE DEVICES IN READING TEXTS OF A SERIES OF ? ?CAMBRIDGE ENGLISH PREPARE! ” Grammatical cohesion is one of. .. occurrence of grammatical cohesive devices used in Cambridge reading texts in a series of ? ?Cambridge English Prepare! ” by Cambridge University Press Qualitative method was used to find out and categorize... collection and data analysis Chapter 4: Findings and discussion analyzes and discusses grammatical cohesive devices used in reading texts of a series of ? ?Cambridge English Prepare! ” and their