Pedagogical potentials of cohesive devices for EFL writing
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We argue in this paper that teaching cohesion explicitly is necessary especially for those L2learners whose L1 has different rules from the target language for constructing cohesive texts. This study examined Korean L2 writers’ use of cohesive devices, specifically references, as away to help improve their writing. The research questions guided this study are: 1) how doKorean L2 writers use cohesive devices in their narrative writing? And 2) what are the factorsinfluencing their use of cohesive devices? We found that Korean EFL writers often misusedEnglish references primarily due to their L1-based understanding about the definiteness of theEnglish article. Based on the findings, we offer pedagogical suggestions including practicalclassroom activities for language teachers so that they can help their learners developcross-linguistic awareness and metacognitive strategies in using cohesive devices properly.
Abstract
We argue in this paper that teaching cohesion explicitly is necessary especially for those L2learners whose L1 has different rules from the target language for constructing cohesive texts. This study examined Korean L2 writers’ use of cohesive devices, specifically references, as away to help improve their writing. The research questions guided this study are: 1) how doKorean L2 writers use cohesive devices in their narrative writing? And 2) what are the factorsinfluencing their use of cohesive devices? We found that Korean EFL writers often misusedEnglish references primarily due to their L1-based understanding about the definiteness of theEnglish article. Based on the findings, we offer pedagogical suggestions including practicalclassroom activities for language teachers so that they can help their learners developcross-linguistic awareness and metacognitive strategies in using cohesive devices properly.
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