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KEIKO MUTO Heldina Pristanti Sekta Lonir Oscarini Wati Bhakti Sunarmi Sukmawati Theresia Hilda Kayani
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Critical review on the use of lexical cohesion in reading and writing

Nov 22, 2014

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Page 1: Critical review on the use of lexical cohesion in reading and writing

KEIKO MUTO

Heldina PristantiSekta Lonir Oscarini Wati Bhakti

SunarmiSukmawati

Theresia Hilda Kayani

Page 2: Critical review on the use of lexical cohesion in reading and writing

Introduction Language learners will need to develop the full

range of lexical strategies to improve their communicative competence, lexical knowledge must be considered essential to L2 learners.

Page 3: Critical review on the use of lexical cohesion in reading and writing

Introduction The aim

To investigate how a working knowledge of discourse – organizing vocabulary, especially lexical cohesion, can help EFL students is reading and writing.

Page 4: Critical review on the use of lexical cohesion in reading and writing

Previous study DeCarrico (2001)

Learners should initially be taught a large productive vocabulary of at least two thousand high-frequency words. Low-frequency words can be acquire while L2 learners are exposed to reading/listening

Clarke and Nation (1980)Low-frequency words can be learned by practicing

guessing new word meaning through clue words found in discourse. By guessing the word meanings through the knowledge of basic vocabulary, L2 learners can interpret discourse more precisely.

Page 5: Critical review on the use of lexical cohesion in reading and writing

Discourse Organizing VocabularyLexical items can have a significant structuring role in texts Winter (1977) points out,

co-ordinating/subordinating conjunctions , and adverbials can be clue items to understand the lexical relationship in discourse.

Halliday & Hasan (1976) add “general noun” to pronouns, which means “a small set of nouns having generalized reference within the major noun classes, those such as “human noun,” “place noun,” “fact noun’ and the like”

Page 6: Critical review on the use of lexical cohesion in reading and writing

Discourse Organizing Vocabulary Francis (1994) categorizes referring words into

two groups that provides the frame of reference within which the subsequent argument is developed. These labels will help the reader to collect information to understand the text:”Advance label means cataphoric words that allow the

reader to predict the precise information that will follow

Retrospective label means anaphoric that indicates to the reader “exactly how that stretch of discourse is to be interpreted

Page 7: Critical review on the use of lexical cohesion in reading and writing

Discourse Organizing Vocabulary Knowledge of discourse organizing

vocabulary might complement L2 learners’ lack of vocabulary and assist them in text interpretation

Page 8: Critical review on the use of lexical cohesion in reading and writing

Lexical Items It is the best way to find out what the lexical

item semantically. It is to consider how terms of meaning in discourseHalliday & Hasan (1976) categorize lexical item

into groups:○ Grammatical Cohesion: reference, substitution,

ellipsis, and conjunction○ Lexical Cohesion: reiteration and collocation

The semantic relationship between lexical items can be considered to be lexical cohesion

Page 9: Critical review on the use of lexical cohesion in reading and writing

Lexical Cohesion Halliday & Hasan (1976) classify

reiteration into four types: the same word, a synonym/near synonym, superordinate, and general wordA boy ○ The boy the same word○ The lad synonym/near synonym○ The child a superordinate○ The idiot a general word

Page 10: Critical review on the use of lexical cohesion in reading and writing

Lexical Cohesion Halliday & Hasan (1976) states that collocation

is an important part of creating cohesion in connected text. Collocation refers to the semantic and structural relation among words, which native speakers can use subconsciously for comprehension or production of a text

Page 11: Critical review on the use of lexical cohesion in reading and writing

Lexical CohesionCOHESIVE

FORCE

COHESIVE TIE

COHESIVE ITEM

ITEM IN A TEXT

Page 12: Critical review on the use of lexical cohesion in reading and writing

Lexical Cohesion The means by which text are linguistically

connected ….Carter 1998 Cannot exist without sentence A set of “discourse semantic

system”….Martin 2001

Page 13: Critical review on the use of lexical cohesion in reading and writing

Lexical Cohesion and Text Lexical cohesion is not always necessary

for text to produce semantic relation between sentence..Brown & Yule. 1980

A: There’s the doorbell

B: I’m in the bath

Page 14: Critical review on the use of lexical cohesion in reading and writing

Lexical Cohesion and Text Text can exist without lexical cohesion,

though lexical cohesion cannot exist without text..Brown & Yule.1983

I bought a Ford. A car in which President Wilson rode down the Champs Elysees was black. Black English has been widely discussed. The Discussions between the presidents ended last week. A week has seven days. Every day. I feed my cat.. Cats have four legs. The cat is on the mat. Mat has three letters.

Page 15: Critical review on the use of lexical cohesion in reading and writing

Methodology Instrument

Reading three short storiesWriting one kind of written exercises

Subject80 students of two extensive reading class at

a university in Nagoya, Japan

Page 16: Critical review on the use of lexical cohesion in reading and writing

Reading Activity The instruments were designed to encourage

the students to collect the necessary information in a text to understand the story more accurately by paying attention to lexical cohesion.To find the place of storyTo find the timeTo find the character traits

Those clues were expected to indicate the degree to which students could use the Knowledge of cohesion for the interpretation of stories.

Page 17: Critical review on the use of lexical cohesion in reading and writing

Writing Activity It is designed to investigate how much

students make use of cohesion in their writing. After reading the story, the students were asked to write a sequel to the story.

Page 18: Critical review on the use of lexical cohesion in reading and writing

Discussion: Analysis and Results

Page 19: Critical review on the use of lexical cohesion in reading and writing

Discussion: Analysis and ResultsReading Activity Exercise 1: Understanding the place

This exercise was designed to introduce students to the knowledge of the relationship among word/phrases in the text.

Students were requested to select words delivering the necessary information concerning ‘place’ in the first page

The result○ The mistakes were made by the students were

because of the lack of cultural knowledge prevented them from determining lexical cohesion

Page 20: Critical review on the use of lexical cohesion in reading and writing

Discussion: Analysis and ResultsReading Activity Exercise 2: Understanding time

The students were requested to find clue words determining time in the story.

The result○ 22 students who could answer correctly, could

make cohesion by collecting clue items beyond the first page

Page 21: Critical review on the use of lexical cohesion in reading and writing

Discussion: Analysis and ResultsReading Activity Exercise 3: Understanding the Main Character

The students were requested to explain the main character at the first and show clue items which are used to understand the main character

The results○ The students used different clue words but have the

same answer. It means that the students could understand and build lexical cohesion in a text to find the main character’s traits.

Page 22: Critical review on the use of lexical cohesion in reading and writing

Discussion: Analysis and ResultsWriting Activity The students constructed the plot of their

story. The students are helped by the researcher by giving the aid as the knowledge of lexical cohesion

The resultsThe knowledge of lexical cohesion can help

students interpret the story, develop vocabulary and give coherence to their writing

Page 23: Critical review on the use of lexical cohesion in reading and writing

Conclusion In reading activity, the result of the

analysis showed the considerable effect that the knowledge of lexical cohesion has on their understanding of the story

Page 24: Critical review on the use of lexical cohesion in reading and writing

Conclusion How to improve the general knowledge of

lexical cohesion in reading Acquiring cultural knowledge Expanding the area of lexical cohesion Creating original cohesion Expanding the area of lexical cohesion to the whole text Creating original cohesion Comprehending that collocationally linked words in an argument

can be related to the writer’s evaluation

Knowledge of lexical cohesion can help students in comprehending the coherence of the story as well

Page 25: Critical review on the use of lexical cohesion in reading and writing

Conclusion In the Writing Activity, students made use

of their knowledge of lexical cohesion for interpreting the story and effectively applied it to writing a story.

By using lexical cohesion, students’ stories showed a more varied vocabulary and coherent plot.

A knowledge of lexical cohesion helped students to write more effectively

Page 26: Critical review on the use of lexical cohesion in reading and writing

Critical Evaluation Strong point

It has a strong background about the lexical cohesion in reading and writing

It uses several clear literature to support the articleIt can improve the vocabulary of the students by

knowing the lexical cohesionThe findings of the article can help the readers to

implicate it in the teaching and learning process

Page 27: Critical review on the use of lexical cohesion in reading and writing

Critical Evaluation Weak Point

No detail steps in conducting test. The amount of time in reading and writing activities was not mentioned

It was not shown precisely about the subject of the research. It only said that they were from a university in Nagoya, Japan

It does not give enough examples and data to explain the lexical cohesion

Page 28: Critical review on the use of lexical cohesion in reading and writing

How can the article be improved

The writer should give more detailed examples and data, that can support the experiments.

Statistic data should be provided in this article.

Hypothesis should be explained more detailed.