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Journal articles on the topic 'Cohesion (Linguistics)'
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1
Koutchadé, Innocent Sourou. "An Exploratory Study of Cohesive features in Selected Excerpts from Sefiata’s News from Home." International Journal of Linguistics, Literature and Culture 3, no. 6 (November 22, 2017): 19. http://dx.doi.org/10.21744/ijllc.v3i6.576.
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This article aimed at providing a linguistic analysis of Sefi Atta’s novel entitled News from Home through the linguistic approach of cohesion drawn from Systemic Functional Linguistics. Two extracts were selected randomly from the novel and a descriptive mixed method of analysis was adopted. Aspects of cohesion studied in the text were reference, conjunction and lexical cohesion. The analyses revealed that various types of reference such as anaphoric, cataphoric, demonstrative, exophoric, and homophoric occurred in the selected texts. Features of conjunctions were used by the writer to display the logical relationships between elements of the texts. As for lexical cohesion, patterns of reiteration and collocation were used to point out the field of the study. The paper concluded that these cohesive patterns are organized to reveal the texture of the text.
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He, Zhongqing. "Cohesion in Academic Writing: A Comparison of Essays in English Written by L1 and L2 University Students." Theory and Practice in Language Studies 10, no. 7 (July 1, 2020): 761. http://dx.doi.org/10.17507/tpls.1007.06.
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Cohesion plays an important role in ensuring clarity, appropriateness, and comprehensibility in text. This study compares L1-Chinese and L1-English university students’ use of cohesion in English essays and examines the cohesive features in academic writing of L2 students from three perspectives: density of cohesion, distribution of cohesive devices, and distance of cohesive ties. Data consist of 126 student-produced essays in two corpora: 63 by L1-Chinese students from the TECCL corpus and 63 by L1-English students from the BAWE corpus. Findings indicate that L2 students have a lower density of cohesion in their academic writing. Their essays are marked by underuse of lexical cohesion and demonstrative reference, initial positioning of conjunctions, and heavy use of temporal conjunction. In addition, L2 students use significantly fewer immediate and remote cohesive ties, and the length of the material between ties is found to be inadequate compared to L1 students’ writing. The study has important implications for L2 writing pedagogy in China.
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Van den Berg, G. "Die taalkundige analise van ’n literêre teks: leksikale kohesie in 'My broer se kraai'." Literator 23, no. 2 (August 6, 2002): 165–82. http://dx.doi.org/10.4102/lit.v23i2.335.
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A linguistic analysis of a literary text: Lexical cohesion in 'My broer se kraai' In this article the positive interaction between language and literature is investigated from a text-linguistic perspective. In text linguistics linguistic investigation is at stake as it attempts to establish the textuality of linguistic structures with the help of as many linguistic means as possible (Carstens, 1997:7). In this article a literary text is used to obtain knowledge of the nature of the language used in the text, while at the same time linguistics is applied to find out more about the literary text – in this case “My broer se kraai” – the short story that is analysed. Furthermore, this article emphasizes the contribution of lexical cohesion in the teaching of literature. Research already undertaken reveals that different types of lexical cohesion are interwoven in a text and form a unit that links with the theme of the given text. The lexical cohesion singled out in the text will not necessarily have the same value and meaning for every reader. What is important, however, is that cohesion has achieved its purpose if the reader is able to experience and understand the text as a coherent unit.
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Fu, Chunxia. "Application of Cohesion Theory in CET-4 Listening Comprehension." English Language Teaching 14, no. 12 (November 11, 2021): 18. http://dx.doi.org/10.5539/elt.v14n12p18.
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Cohesion is a very important part of learning English. The Cohesion Theory of Halliday and Hasan is of great importance for people to acquire the knowledge of cohesion. This study is aimed at applying this Cohesion Theory in CET-4 listening comprehension which is an important test for Chinese college students. This study uses the test papers of CET-4 in June 2021 as examples to demonstrate that it is obvious that there are certain cohesive relations between the listening materials and the correct answers. It is also practicable to apply the Cohesion Theory in listening comprehension of CET-4. It mainly analyzes the cohesive devices applied in figuring out the correct choices by understanding the cohesive relations between the listening materials with the right answers. It demonstrated obviously that there exists the cohesive relations between the listening materials with the right answers in the test, and both the grammatical device and lexical device are often used interactively. The cohesive devices can serve as the important clues for students to make the right choices. The findings of this study suggest that the application of the Cohesion Theory in CET-4 listening comprehension is practicable and effective. It can not only help the students get good performance in the CET-4 tests, the same approach can also be used in other important tests.
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Clemente Arribas, Beatriz, and Francisco Godoy Tena. "Cohesive Devices in Literary texts: Analysis of Stephen King’s The Mist for Students of Foreign Languages, Linguistics and Translation." International Journal of Linguistics, Literature and Translation 5, no. 3 (March 5, 2022): 35–41. http://dx.doi.org/10.32996/ijllt.2022.5.3.4.
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Text analysis constitutes one of the most challenging and complex practices for every student. Owing to this fact, linguists need a theoretical framework that would explain every linguistic device in text cohesion. Those cohesive devices may identify those units that are part of the analysed text. Among the huge amount of literary works that might be analysed, we chose one by Stephen King, one of the most prolific thriller writers of the 20th century. The aim of this study is to analyse one of his bestsellers in American Literature, The Mist, a psychological horror novella published in 1980. The main work used in this research is Hasan and Halliday’s Cohesion in English, which will be the centre of the linguistic study. Thanks to this investigation, we shall establish certain linguistic parameters to help students build a linguistic analysis to ease their academic and professional areas, such as linguistics and translation. The excerpt analysed will include certain linguistic cohesive devices, such as anaphora-cataphora, the use of direct speech, relative clauses, or Hasan and Halliday’s terms of field, tenor, and mode, among others. As a result of this, EFL students from different disciplines, such as foreign languages, translation, or linguistic studies, will therefore increase their knowledge of this literary model in order to be applied to other literary and non-literary works.
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Li, Fengqi, and Shanshan Yao. "A Quantitative Study on the Cohesion Problems in English Majors’ Chinese Translation of English Texts." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 913–23. http://dx.doi.org/10.17507/tpls.1205.11.
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Cohesion is an important means to achieve textual coherence. In translation instruction, it is important to raise students’ awareness of textual cohesion in order to improve their translation competence. However, few studies have been conducted to investigate the problems of cohesion that may exist in students’ translated texts. This article compares the cohesive devices used in the Chinese texts translated from English by 38 junior English majors studying in a major university in China with those in a reference Chinese version, for the purpose of revealing the cohesion problems that may exist in the students’ Chinese translation and providing reference for translation instruction. The results show that the major problems include overuse of personal reference and conjunction, especially additive conjunction, insufficient use of ellipsis and repetition which are common cohesive devices in original Chinese texts. The problems reveal, on the one hand, that students may still be under the influence of the source language negative transfer, and on the other hand, that they may have insufficient understanding of Chinese textual cohesion and the differences between English and Chinese in this regard.
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Esterhuizen, I. "Betekeniskonstruksie as kreatiewe proses: ’n tekslinguistiese benadering." Literator 23, no. 2 (August 6, 2002): 51–66. http://dx.doi.org/10.4102/lit.v23i2.330.
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The creative process of meaning construction: A text-linguistic approach The main aim of this article is to explore the usefulness of text linguistics in determining how and why a literary text creates meaning. In order to achieve this aim, the unique way in which a writer or reader creates a text by means of lexico-grammatical and conceptual elements is discussed. The meaningfulness of the linguistic analysis of literary texts is then illustrated by an analysis of T.T. Cloete’s poem “Blydskap”. Lexical cohesion is emphasized and this cohesive device is used as a strategy to indicate how meaningful patterns are created in the text. This analysis illustrates that the methods of text linguistics indeed provide useful tools for examining the construction of meaning in a text.
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Singh, Rajendra, and Balkrishan Kachroo. "Textual Cohesion in Hindi." ITL - International Journal of Applied Linguistics 76 (January 1, 1987): 1–24. http://dx.doi.org/10.1075/itl.76.01sin.
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The purpose of this paper is to summarize some preliminary research on textual cohesion in Hindi. The study of linguistic cohesion attempts to isolate linguistic devices used to ‘link’ sentences in a discourse. The present study was undertaken to find out exactly what cohesion devices are used in Hindi and how the linking texture of Hindi discourses differs from that of English. Although both Hindi and English use some of the same cohesion devices, there are both quantitative and qualitative differences in their textures. This paper focuses on Hindi-particular cohesion devices and on devices differentially exploited to Hindi and English. An example of a Hindi particular cohesion device is ‘Adjective Promotion’. The differential exploitation of the device of co-referential NP provides an example of the second type of difference between the two languages. Hindi uses it far more frequently than English. Our results also provide evidence for the hypothesis that parallel sublanguages of Hindi and English are more alike in their cohesive texture than are different sub-languages of either of these two languages. ‘Stylistic contact’ in the domain of more technical sublanguage may provide an explanation for this. Our study shows not only what some of the Hindi-particular cohesion devies are but also how a large number of shared cohesion devices are differentially exploited by different languages and what sorts of trade-offs are made amongst the major types of cohesion devices (semantic, syntactic, morphological, and lexical).
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Prinsloo, S. "Tekslinguistiek: van teorie tot praktyk." Literator 23, no. 2 (August 6, 2002): 105–28. http://dx.doi.org/10.4102/lit.v23i2.333.
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Text linguistics: From theory to practice In this article it is argued that theory and practice are reconcilable in the case of text linguistics and the teaching of writing skills. First, text linguistics as a theoretical discipline is explained. Text linguistics, according to De Beaugrande and Dressler (1981), focuses on the seven constitutive principles, as well as the three regulative principles of textuality that determine the linguistic quality or standard of a text. The constitutive principles are cohesion, which in its turn, can be obtained by means of reference, ellipsis, substitution, conjunction and lexical cohesion, coherence, intentionality, acceptability, information, contextuality and intertextuality. The three regulative principles are efficiency, effectiveness and appropriateness. This is followed by a discussion of the relationship between text linguistics and the teaching of writing skills. Knowledge of the principles of text linguistics enables the teacher of writing skills to evaluate texts and to make learners aware of the properties of a “good” text, resulting in effective communication. Text-linguistic concepts are then applied to texts created by Afrikaans second-language speakers. It is then indicated how knowledge of text-linguistic concepts can be an aid in the teaching of writing skills.
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Liles, Betty Z. "Cohesion in the Narratives of Normal and Language-Disordered Children." Journal of Speech, Language, and Hearing Research 28, no. 1 (March 1985): 123–33. http://dx.doi.org/10.1044/jshr.2801.123.
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An adaptation of Halliday and Hasan's (1976) description of cohesion in English was applied to the spoken narratives of normal and language-disordered children. Three major questions were addressed: (a) the influence of the nonlinguistic environment on the use of cohesion, (b) the nature of language disorder as displayed in the use of cohesion, and (c) the relationship between comprehension and use of cohesion. Twenty normal and 20 language-disordered children, aged 7:6–10:6, were included in the study. Each child produced two narratives, one for an adult listener who saw a movie with the child and one who had not. Results indicate that both groups of subjects altered their use of cohesion as a function of the listener's needs in the same way. However, the normal and language-disordered subjects differed in their manner of cohesive organization, their cohesive adequacy, and their comprehension of the story.
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Li, Shifang, and Yifan Wang. "A Study of Cohesion in the Chinese Legal Text: Based on Criminal Procedure Law of the People’s Republic of China." Theory and Practice in Language Studies 11, no. 12 (December 2, 2021): 1709–16. http://dx.doi.org/10.17507/tpls.1112.25.
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This study analyzes the textual cohesion of Criminal Procedure Law of the People’s Republic of China from the perspective view of Cohesion Theory. According to the data analysis, the study indicates that, in this legal text, the means of cohesion occurs totally 792 times, among which grammatical cohesion takes a large proportion, that is, 83.9%, while lexical cohesion takes the ration of 16.1%. In the lexical cohesion, the repetition is used much more frequently, followed by the means of hyponymy/meronymy, synonymy/antonymy and collocation, taking the ratio of 0.8%, 0.5% and 0.4% respectively. Thus, we can know from the statistics that cohesion is an important feature of the Chinese legal text. It connects the syntactic grammar and the lexicons into together closely in the Chinese legal Articles. Therefore, the paper points out that a proper understanding of the cohesive devices in the Chinese legal text is significant to legal draftsmen and social scientists in the field of language and the law, for they might improve the text quality of their work with it.
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Flor, Michael, and Beata Beigman Klebanov. "Associative lexical cohesion as a factor in text complexity." Recent Advances in Automatic Readability Assessment and Text Simplification 165, no. 2 (December 31, 2014): 223–58. http://dx.doi.org/10.1075/itl.165.2.05flo.
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In this paper we present an application of associative lexical cohesion to the analysis of text complexity as determined by expert-assigned US school grade levels. Lexical cohesion in a text is represented as a distribution of pairwise positive normalized mutual information values. Our quantitative measure of lexical cohesion is Lexical Tightness (LT), computed as average of such values per text. It represents the degree to which a text tends to use words that are highly inter-associated in the language. LT is inversely correlated with grade levels and adds significantly to the amount of explained variance when estimating grade level with a readability formula. In general, simpler texts are more lexically cohesive and complex texts are less cohesive. We further demonstrate that lexical tightness is a very robust measure. We compute lexical tightness for a whole text and also across segmental units of a text. While texts are more cohesive at the sentence level than at the paragraph or whole-text levels, the same systematic variation of lexical tightness with grade level is observed for all levels of segmentation. Measuring text cohesion at various levels uncovers a specific genre effect: informational texts are significantly more cohesive than literary texts, across all grade levels.
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Emilia, Emi, Nurfitri Habibi, and Lungguh Ariang Bangga. "AN ANALYSIS OF COHESION OF EXPOSITION TEXTS: AN INDONESIAN CONTEXT." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 515. http://dx.doi.org/10.17509/ijal.v7i3.9791.
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The paper reports on the results of a study aiming to investigate the cohesion of exposition texts written by eleventh graders of a school in Bandung, West Java, Indonesia. The study used a qualitative case study research design, especially text analysis, involving 32 students. In the interest of space, the paper will present the data obtained from six texts written by 6 students, representing low, mid, and high achievers. The texts were analyzed using systemic functional linguistics (SFL), especially in terms of schematic structure and linguistic features, especially those contributing to the cohesion of the texts, such as Theme progression and cohesive devices. The results show that all texts show students’ grasp and understanding of the schematic structure of an exposition, including thesis, argument, and restatement of the thesis. All texts also successfully use the zig-zag and the Theme reiteration patterns, which indicate the students’ emerging capacity to create a text with cohesion at the clause level. However, only texts written by high achievers employ the multiple Theme pattern, indicating the students’ emerging capacity to create a text with better sense of connectedness, unity, and flow of information at the global level. High achiever texts also employ discourse features which allow the reader to predict how the text will unfold and guide them to a line of understanding of a text as a whole. Moreover, in terms of cohesive devices, all texts use some simple cohesive devices—reference, lexical cohesion, and conjunction. It should be mentioned that all texts are rudimentary with some inappropriate word choices and grammatical problems. This suggests that the students still needed more guidance and time to do research on the topic in focus, to go through the process of writing as professional do, to allow them to create a better text with more elaboration and characteristics of written language with consistency and accuracy. It is recommended that further research on different perspectives and foci of analysis of different text types using systemic functional linguistics, with more representative samples, and studies on the teaching of writing be conducted.
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Mahlberg, Michaela. "Lexical cohesion." Lexical Cohesion and Corpus Linguistics 11, no. 3 (August 30, 2006): 363–83. http://dx.doi.org/10.1075/ijcl.11.3.08mah.
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Cohesion is generally described with regard to two broad categories: ‘grammatical cohesion’ and ‘lexical cohesion’. These categories reflect a view on language that treats grammar and lexis along separate lines. Language teaching textbooks on cohesion often follow this division. In contrast, a corpus theoretical approach to the description of English prioritises lexis and does not assume that lexical and grammatical phenomena can be clearly distinguished. Consequently, cohesion can be seen in a new light: cohesion is created by interlocking lexico-grammatical patterns and overlapping lexical items. A corpus theoretical approach to cohesion has important implications for English language teaching. The article looks at difficulties of teaching cohesion, shows links between communicative approaches to ELT and corpus linguistics, and suggests practical applications of corpus theoretical concepts.
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Qasim, Dr Hafiz Muhammad, Ammara Batool, and Muhammad Shafqat Nawaz. "A CORPUS-BASED STUDY OF CONJUNCTIVE COHESION IN PAKISTANI RESEARCH ARTICLES." International Journal of Linguistics and Culture 1, no. 2 (December 31, 2020): 111–32. http://dx.doi.org/10.52700/ijlc.v1i2.19.
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Conjunctive cohesion is an indispensable linguistic signpost that writers use to create a logical relationship between the parts of the text (Halliday and Hasan, 1976). In the present study, the conjunctive analysis of Pakistani Social Science Articles (PSSA) has been carried out. This study is corpus-based, and the corpus comprised 250 articles that were taken from five Social science disciplines: Applied Linguistics (AL), English Literature (EL), Business Administration (BA), Sociology (SL), and Psychology (PL). The distribution of 50 articles from each discipline had been retrieved from online sources. The frequencies of conjunctive features (CFs) were counted and compared, and conjunctive features (CFs) were studied functionally. A comprehensive model on conjunctive cohesion (CC) has been proposed for the classification of cohesive devices. The results revealed that all the writers used extension conjunction more frequently than other conjunctions. Additive cohesion, a sub-category of extension conjunction, was used more frequently across the academic writings of all disciplines in general and discipline of EL in particular. The sub-categories of elaboration and enhancement conjunction, exemplification and causative, were also found to be used more frequently in addition to the additive cohesion. Consequently, it was concluded that the academic writings of EL had high frequencies of conjunctive cohesion, and various categories of conjunctive cohesion were used to serve certain purposes. This study has practical implications for social science teachers and scholars in addition to EFL/ESL students.
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Cox, Beverly E., Timothy Shanahan, and Margaret B. Tinzmann. "Children’s Knowledge of Organization, Cohesion, and Voice in Written Exposition." Research in the Teaching of English 25, no. 2 (May 1, 1991): 179–218. http://dx.doi.org/10.58680/rte199115469.
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This study investigatest he abilityo f 48 children at two grades (3, 5) and reading ability levels (good, poor) to write functionally appropriate expository texts. Their texts (96 in all) were examined for appropriateness and complexity of organization; cohesion, including cohesive harmony; and voice. They were also ranked holistically for quality of writing by adult readers. The data were submitted to descriptive and parametric statistics that examined grade and reading level effects and relationships. Results suggest that nearly all these children understood the function and audience for exposition. Reading level was found to be significantly more related than grade level to sophisticated use of cohesion, organization, and a preference for lexical rather than coreferential cohesion devices. Adult rating of writing quality correlated significantly with those texts using more cohesive harmony and complex organization
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Nola Bacha, Nahla. "Academic Lexical Literacy: Investigating the Cohesion of Arabic Speakers' Essays in English." International Journal of Arabic-English Studies 3, no. 1 (January 1, 2002): 119–52. http://dx.doi.org/10.33806/ijaes2000.3.1.9.
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One way ideas are linked in texts is through cohesion, the network of surface features that connect texts and signal underlying relationships within and between sentences. Cohesive features include reference, conjunctions, substitution, synonyms, to name only a few. Cohesion has been a major area of concern in text analysis since the 1970s, and a number of advances has been made towards the understanding of texts. Since Halliday and Hasan's (1976) seminal work on cohesion, research has included work on both native and non-native student compositions to see how different cohesive devices in these texts contribute to the production of "good" writing. While cohesion may not be a characteristic of all 'good' writing, it seems to be one significant element that marks much high-rated writing (Grabe and Kaplan, 1996). De Beaugrande and Dressler (1981) identify cohesion as one of the seven standards without which a text would not be a text. Harnett (1986) argues that "...words that signal relations are important resources for writers ... if "good is expressed partially ... through linguistic cohesion, it seems useful to analyze cohesion in writing ..." (p.l42). Peters (1986) further argues that the use of cohesive devices becomes even more significant in academic writing since it is a form of a monologue and "...thus apart from indications of macro-structure, readers expect ...micro structure details to supply cohesion and to show the logical connections between one statement and anot)•Cl" (p.170). .
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Yan, Meng. "A Contrastive Study of Hard Times and the Two Versions from the Perspective of Textual Cohesion." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 858. http://dx.doi.org/10.17507/jltr.1004.25.
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Cohesion is the semantic concept of discourse. And the key to coherence of discourse is to use various cohesive devices rationally. Due to the different ways of thinking between China and the West, English and Chinese have great difficulties in textual cohesion. In order to better carry out translation practice, it is necessary to understand the cohesive devices of the text. Both English and Chinese use cohesive devices, but they are different. The complicated work of English-Chinese translation is the treatment of cohesive devices and the quality of the translation depends on the proper handling of the cohesive devices. This paper is based on a book cohesion in English by Halliday and Hasan in 1976, whose research methods are comparative analysis and descriptions. Choosing the works hard times of Charles Dickens, a famous British critic of the 19th century as well as Foreign Language Teaching and Research Press Mu Run and China Books Publishing House Wu Sujun two versions as the research object. By analyzing the differences between English and Chinese texts, the author tries to find out the reasons for the differences and hopes to provide some help for English-Chinese translation.
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Fu, Chunxia. "Application of Cohesion Theory in Reading Comprehension of CET-4." English Language Teaching 13, no. 4 (March 24, 2020): 86. http://dx.doi.org/10.5539/elt.v13n4p86.
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Cohesion Theory of Halliday and Hasan has been widely applied in different parts of language teaching. As many cohesive devices are used in language, it’s very necessary for language learners to understand and identify those devices. Now in China, a large number of college students have to take part in the CET-4 test every year. Thus, it is of great significance that some effective strategies can be applied in the test and help more students pass the test easily. Cohesion Theory and cohesive devices may be such strategies and they are important for the improvement of reading comprehension of CET-4. This article is aiming to use the CET-4 test papers in June 2019 as examples to illustrate that Cohesion Theory can be applied in reading comprehension of CET-4 with great effectiveness.
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AL-SHURAFA, NUHA. "Text Linguistics and Cohesion in Written Arabic." Journal of King Abdulaziz University-Arts and Humanities 7, no. 1 (1994): 17–30. http://dx.doi.org/10.4197/art.7-1.2.
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Fahad Alshalan, Reem, and Hesham Suleiman Alyousef. "English-Arabic Translator Education Through Systemic Functional Linguistics: Analysis of Cohesive Devices in Investopedia Business Texts." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 32. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.32.
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In translation courses, students are asked to practice translation skills by translating a source text (ST) in a specific field. While teachers usually select texts based on topic and language accuracy, some such texts do not provide rich textual features that help students practice and improve their translation skills. This study aimed to analyze the cohesive features in business texts collected from “Investopedia” to investigate their suitability for use as STs to practice translation skills in the field of finance and administration. It was framed by Halliday’s (1978) systemic functional linguistics (SFL) approach to language and Halliday and Hassan’s (1976) cohesion analysis scheme. The findings demonstrated that the most prominent type used was lexical cohesion, followed by reference and conjunctions. Ellipses and substitution were rarely used. The findings indicated that the intensive use of lexical cohesion and the various subcategories used in these texts can help enrich the background knowledge of financial terminology and provide a communicative understanding of the ST while practicing various elements of textual features. The study provided a demonstration of the significance of SFL in providing coherent and cohesive STs that facilitate the needs of translation instructors and students in the field of finance and administration. Other SFL tools can be employed to provide a better understanding of these texts.
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Mastropierro, Lorenzo, and Michaela Mahlberg. "Key words and translated cohesion in Lovecraft’s At the Mountains of Madness and one of its Italian translations." English Text Construction 10, no. 1 (June 15, 2017): 78–105. http://dx.doi.org/10.1075/etc.10.1.05mas.
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In this paper, we explore the potential of a corpus approach to study translated cohesion. We use key words as starting points for identifying cohesive networks in Lovecraft’s At the Mountains of Madness and discuss how these networks contribute to the construction of literary meanings in the text. We focus on the role of repetition as a key element in establishing cohesive networks between lexical items. We specifically discuss the implications of our method for the analysis of cohesion in translated texts. A comparison of Lovecraft’s original novel and a translation into Italian provides us with a nuanced understanding of the complex nature of cohesive networks. Finally, we discuss the broader issue of applying models and methods from corpus linguistics to corpus stylistic analysis.
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Morley, John. "Lexical cohesion and rhetorical structure." Lexical Cohesion and Corpus Linguistics 11, no. 3 (August 30, 2006): 265–82. http://dx.doi.org/10.1075/ijcl.11.3.03mor.
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Lexical cohesion not only contributes to the texture of a text, it can help to indicate the rhetorical development of the discourse. This article looks at this argument-structuring function of lexical cohesion first by considering single texts using the techniques of classical Discourse Analysis and then by using the methodology of corpus linguistics to examine several million words of text. First, the nature of cohesive links within single articles is examined. Next, the link between headlines and the articles that follow them is studied. Finally, various concessive mechanisms which structure arguments are examined in detail. It is argued that an awareness of the mechanisms outlined in this article will help students to understand better the kind of argumentation presented in texts. All the texts studied are from English newspapers.
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Zhou, Lan, and Qiang Sun. "A Contrastive Analysis of Explicit Cohesion in English Advertising Texts and Their Chinese Consecutive Interpretation Versions." Theory and Practice in Language Studies 9, no. 4 (April 1, 2019): 465. http://dx.doi.org/10.17507/tpls.0904.15.
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Although much research has been conducted on language features of advertising, little has been reported on the contrast between language use in advertisements, particularly advertisements in English and those in Chinese. Drawing on Halliday and Hasan’s theory about cohesion in text, this paper reports on the explicit cohesion devices used in advertising texts in English and Chinese. The data were derived from Singapore, a multilingual country where English and Chinese are two important languages. A total of thirty advertisements in English and their Chinese versions were analyzed for the distribution of explicit cohesive devices, i.e., lexical cohesion and grammatical cohesion. The study reveals that advertisements in English used more reference and conjunction devices than those in Chinese, whereas Chinese language advertisements employed more ellipsis devices than English language advertisements. It also finds that there were no differences in the use of substitution and lexical devices in English or Chinese language advertisements. The conclusion of the study is finally drawn and the further study is suggested.
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ÖZER, Hasan, and Aysun ARSLAN. "COHESION ELEMENTS OBSERVED IN HASAN ALİ TOPTAŞ’s NOVEL “BENİ KÖR KUYULARDA”." Zeitschrift für die Welt der Türken / Journal of World of Turks 14, no. 1 (April 15, 2022): 1–22. http://dx.doi.org/10.46291/zfwt/140101.
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Text linguistics is one of the important branches of linguistics. Text linguistics, which focuses on the criteria that makes the text a text, examines the relations of the sentences in the text with each other. Small structure based on inter-sentence relations; a large structure which ensures the integrity of the text based on the sentences; depending on all these structures, the superstructure is reached by examining the principles of cohesion and consistency. Thanks to these structures, text linguistics offers clues to writers and readers through various analysis methods in the process of perceiving and interpreting texts. Although Hasan Ali Toptaş is an important name for Turkish Literature, he has the issues that he is uncomfortable with and the messages he wants to convey to the readers. The messages he wants to convey are hidden in the depths of the text under the surface structure. In this study, this aspect of "Beni Kör Kuyularda" novel will be examined in terms of text linguistics, and besides the visible and understood part of the text, its deep structure, the elements hidden in the text and the linguistic coherence of the text will be focused on and how all these issues are realized in Hasan Ali Toptaş's novel Beni Kör Kuyularda. Keywords: Text linguistics, Textuality criteria, Cohesion, Beni Kör Kuyularda, Hasan Ali Toptaş.
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Alyousef, Hesham Suleiman. "An SF-MDA of the Textual and the Logical Cohesive Devices in a Postgraduate Accounting Course." SAGE Open 10, no. 3 (July 2020): 215824402094712. http://dx.doi.org/10.1177/2158244020947129.
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The use of cohesive devices in academic discourse not only improves the quality of writing but also enhances our learning experiences. This study aims to explain how the multimodal accounting discourse is constructed by postgraduate business students through the cohesive ties. Halliday and Hasan’s and Halliday’s cohesion analysis schemes were employed in the systemic functional multimodal discourse analysis (SF-MDA) of the cohesive devices in the multimodal accounting texts. The schemes are based on systemic functional linguistics (SFL) which suits the context of this study as it considers language as a social semiotic resource for making meaning. Its linguistic tools are capable of explaining the way we construct and make meanings. The SF-MDA findings showed the first and most frequently occurring cohesive device type in the orthographic texts was lexical cohesion, in particular repetition of the same lexical items, followed by reference and conjunctions. Lexical cohesive devices were higher in the tables than in the orthographic texts. Conjunctions were only employed in the orthographic texts to signal extension and enhancement relationships. One of the key features that characterize financial statements is the abundance of implicit hierarchically networked lexical ties that bind the separate lexical strings, thereby organizing the discourse of financial statements. The results contribute to our understanding of the complex multimodal meaning-making processes in accounting discourse.
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Bustan, Frans, Frans Gana, Yohanis S. Sarong, and Hendrikus Jehane. "Social Cohesion Metaphor in Manggarai Language (A Cultural Linguistic Analysis)." Haumeni Journal of Education 1, no. 1 (June 28, 2021): 39–44. http://dx.doi.org/10.35508/haumeni.v1i1.4576.
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This study explores social cohesion metaphor in Manggarai language withe special reference to the forms and meanings of the linguistic phenomena used. The study is viewed from cultural linguistics with special reference to metaphor as a part of cultural conceptualization emerging in cognitive level. The study is descriptive. The result of study shows that social cohesion metaphor in Manggarai language is reflected in the forms and meanings of the linguistic phenomena used in such verbal expression as, Muku ca pu’u neka woleng curup ‘One clump of bananas doesn’t talk differently, one clump of canes doesn’t walk differently’ and (2) Nai ca anggit, tuka ca leleng ‘Hearts bound one, stomaches bound one’. The forms and meanings of the linguistic phenomena used are specific to Manggarai culture revealing conceptualization of Manggarai society on the significance of maintaining social cohesion in their contexts of living together as members of the wa’u as a patrilineal-genealogic clan
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Ulfa, Risma Liyana, and Reski Ramadhani. "Grammatical cohesion found in undergraduate student’s thesis writing: A case study at one private university in Indonesia." English Learning Innovation 5, no. 1 (February 15, 2024): 120–31. http://dx.doi.org/10.22219/englie.v5i1.31406.
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Writing an excellent and comprehensive text depends on applying appropriate grammatical cohesive devices. This study aims to investigate the types and errors of the grammatical cohesive devices found in the undergraduate student's thesis. The analysis used in the present study applied the framework of Systemic Functional Linguistics (SFL) proposed by Halliday and Hasan (2014). Through the qualitative design with content analysis, this study examines two undergraduate students' theses, focusing on finding and discussing sections at one private university in Jakarta. The analysis revealed that grammatical cohesive devices in the thesis are not diverse. The data's most dominant grammatical cohesive devices are references and conjunctions—no elliptical and substitution devices are found in the data. Besides, errors in applying grammatical cohesion in the undergraduate students' writing were found, especially in using personal and demonstrative references and extension conjunctions. It indicates that the students still lack understanding in applying the knowledge of grammatical cohesion in their writing, influencing the readers' understanding in capturing information from the thesis. It implies that the knowledge of appropriate grammatical cohesion is essential for students in academic writing, predominantly undergraduate thesis, to convey the ideas and information properly and coherently.
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Lotfipour-Saedi, Kazem. "Lexical Cohesion and Translation Equivalence." Meta 42, no. 1 (September 30, 2002): 185–92. http://dx.doi.org/10.7202/004014ar.
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Abstract According to modem trends in linguistics, a text rather than a sentence is the unit of communication, and communication and negotiation of meanings in human verbal transactions is achieved within the framework of a text. Among the features which contribute to the texture of a text and distinguish it from a non-text, cohesion has been argued to be an important one. Halliday and Hasan (1976) have described different types of cohesion (grammatical, lexical and conjunction). In this paper we would like to define the notion of Translation Equivalence (TE) in terms of lexical cohesion. The type of lexical strategies employed by the SL discourse producer, the nature of the cohesive network (predictive, prospective as well as retrospective) created by such strategies and the type of semantic structures which exist among the lexical nodes in this network will first be characterized. Then the TL equivalent text will be examined in terms of similar lexical strategies.
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Waldinger, Albert. "Frontiers of cohesion." Babel. Revue internationale de la traduction / International Journal of Translation 39, no. 2 (January 1, 1993): 98–110. http://dx.doi.org/10.1075/babel.39.2.05wal.
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Cet article (Frontières de Cohésion: Shakespeare en Hébreu Moderne") triate de la carrière de Avraham Shlonsky (1900-1973), poète israélien et un des traducteurs les plus illustres et plus expressifs de Shakespeare en hébreu. Il s'agit ici de donner un sens à cette carrière par l'analyse de son temps comme une période de crise et transition et son style comme un "langage de seuil." Il en résulte que son grand apport a été dans l'adaptation de ce style à la nécessité psychologique et sociologique de son peuple israélien-juif, un peuple pénétré par la tradition, et l'auteur s'appuie sur ses efforts de renouvellement linguistique et ses initiatives dans l'introduction de Shakespeare à un peuple prêt a comprendre ses thèmes.
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McNeill, David, and Elena T. Levy. "Cohesion and gesture." Discourse Processes 16, no. 4 (October 1993): 363–86. http://dx.doi.org/10.1080/01638539309544845.
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Akiley Msuya, Erasmus. "Assessing Text Easibility of University Students’ EFL Writing in Tanzania." Journal for the Study of English Linguistics 5, no. 1 (July 16, 2017): 67. http://dx.doi.org/10.5296/jsel.v5i1.11554.
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This study is a comparative appraisal of text easibility of EFL University student writers across six disciplines: Language and Linguistics, History, Development Studies, Botanical Science, Chemistry and ICT. Each of these was comparably appraised across three years of study that characterize academic length for a Bachelor’s Degree in such disciplines. The study participants were 90 in total (30 from each year of study) and were purposively selected by the criteria of their willingness to cooperate. Each was served with a short writing task relevant to their area of study but specifically requiring them to link what they were being talk with their career aspirations. Their essays were word processed, copied and pasted to Coh-Metrix software for text easibility analysis in the aspects of syntactic simplicity, word concreteness, referential cohesion and deep cohesion. The findings revealed that that deep cohesion was high in History, Development Studies, Chemistry and ICT while narrativity was poor in all disciplines except History and ICT. Narrativity was neither dominant nor poor in any disciplines except ICT. As for years of study first year students did better than other years in deep cohesion and referential and deep cohesions but generally poor in word concreteness. Third year were good in referential cohesion but poor in syntactic simplicity while first year were referential cohesion.
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Gómez González, María de los Ángeles. "Lexical cohesion revisited. A combined corpus and systemic-functional analysis." Quaderns de Filologia - Estudis Lingüístics 23, no. 23 (December 24, 2018): 105. http://dx.doi.org/10.7203/qf.23.13523.
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In this article I argue for a refinement of the classic SFL approach to lexical cohesion. First, a literature overview is provided in which key principles and related categories are examined. In addition, the connection of cohesion and discourse coherence is addressed and an overview is provided of the wide range of applications that the former has in such fields as genre studies, language teaching and learning, psycholinguistics and computational linguistics, among others. The core SFL models of cohesion are then revisited in order to propose a modified taxonomy of lexical cohesion, involving five distinct types (repetition, synonymy, opposition, inclusion and association) that are cross-classified by four kinds of distance-based ties (immediate, immediate-mediated, remote and remote-mediated). After this, the model is attested in the telephone conversation and broadcast discussion components of the International Corpus of English-Great Britain. The analysis of 10,042 cohesive ties reveals that repetition and association are the most frequently used lexical cohesion strategies across the two genres. They are overwhelmingly produced over speakers’ turns and remote-mediated ties. The results further indicate that lexical patterns collaborate in topic management, staging and turn-taking strategies.
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Zhao, Yuan. "A Study of Non-structure Cohesion in the Texts in New Senior English for China Student’s Book 5 and 6." Theory and Practice in Language Studies 11, no. 6 (June 1, 2021): 695–710. http://dx.doi.org/10.17507/tpls.1106.14.
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Since the publication of Cohesive in English co-authored by Halliday and Hasan in 1976, more linguistics at home and abroad have been analyzing and studying this theory in detail. Thus, cohesion theory has been steadily growing. Existing studies, however, tended to focus on the analysis of cohesive devices in a variety of discourses other than the texts from English textbooks for Chinese high school learners. To address this gap, this study used 5 articles from New Senior English for China Student’s Book 5 and 6 to explore the non-structure cohesive devices. By means of the coding scheme suggested by Halliday and Hasan in 1976, the cohesive patterns in a text were represented. The results showed that coherence in the 5 texts largely depends on lexical cohesion. Then, a further analysis of the five lexical cohesive devices showed that among them, same item having reference that is identical proved to be the most in the texts. The main reasons is perhaps that since the texts are from school textbooks for Chinese teenagers, the student readers almost certainly do not have the ability to make much sense of a fairly complex text whose coherence may largely depends on substitution or ellipsis.
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Nasiri, Dr Rohollah, Prof Dr Muayad Mahdi Al-Nashi, and Mustafa Khalaf Awaid. "Lexical consistency in the Holy Quran for economic verses: A textual study." Thi Qar Arts Journal 2, no. 42 (June 29, 2023): 159–86. http://dx.doi.org/10.32792/tqartj.v2i42.434.
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This research deals with a linguistic study represented by the lexical coherence of the selected economic verses. Linguistics of the text is one of the most prominent linguistic sciences that has taken upon itself the task of studying the text, and has dealt with the text as a whole structure and not an arbitrary pavement of words and sentences. The task assigned to text linguistics is to link the text and its components to external elements through a set of textual criteria proposed by de Bo Grand. These criteria came to encompass all definitions that dealt with the text in its diversity, and represent the actual basis for finding texts and using them, namely: coherence, cohesion, acceptability, informativeness, intentionality, situationality, and intertextuality. De Bo Grand’s theory appeared in 1981 AD; as linguistic studies carried out by American and European schools interacted with various sciences, including linguistic and non-linguistic. Coherence is considered the main factor among the factors that achieve textuality for the text, as it is a tightening of verbal or formal relationships distributed between parts of the text through weaving a network of relationships that link the surface structure of the text in a way that makes it an integrated and consistent linguistic unit, and it is based on two aspects: lexical coherence and syntactic coherence. Each contributes to linking parts of the surface text. This research will focus on lexical coherence, which is a formal means that works on referential linking at the level of the lexicon, giving meaning its continuity by relying on the lexicon and its vocabulary that are related to something mentioned, and then employing it on economic texts of the Holy Quran; which would reveal the overall unity of economic texts and their cohesion. The research indicated that lexical coherence has a great role in linking economic texts to the linguistic system, its originator, and its recipient in order to achieve a comprehensive vision for these texts. Since the Qur’anic text is the clearest text in Arabic language where features of textual cohesion appear; because it is God’s miraculous speech, economic texts were distinguished by their strong grammatical cohesion between their parts, which made them a wide area for study.
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Beukes, M. P. "Hibriditeit in ‘Kameelperd’ Goties geteken." Literator 16, no. 3 (May 2, 1995): 197–205. http://dx.doi.org/10.4102/lit.v16i3.646.
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Gothic illustration of hybridity in 'Kameelperd' In this article it is argued that the premise of linguistic and conceptual elements in a poem serves as a focal point for the reader’s interpretation. A single text i.e. "Kameelperd" of Cloete is taken as an example to show that cohesion between various textual elements is interwoven to result in a unity. Textual cohesion relying on similarities in grammatical and lexical criteria proves the relation between elements which enable the author to draw an illustration of a giraffe by means of language. Coherence is proved to have taken place when the connection between cohesive elements in the text is actualised through the reader's process of reading and interpreting. It becomes evident that the giraffe in this poem is portrayed and drawn by the context of linguistic elements in the poem.
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Kurnia, Hamdan. "REFERENCE IN NARRATIVE TEXTS (A SYSTEMIC FUNCTIONAL LINGUISTICS)." Humano: Jurnal Penelitian 12, no. 1 (July 4, 2021): 36–43. http://dx.doi.org/10.33387/humano.v12i1.3253.
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The research is entitled Reference in Narrative Texts. Writer investigates hypothesis focused on reference usage.  The reference is as a part of cohesive devices in grammatical cohesion, and narrative is a mode of genre in text. The research is developed in distribution and frequency in cohesive device. The objectives of this research are to analyze and describe (1) entities or piece of informations appear or refer to the same referent; (2) reference as indicator genre; and (3) accurance and distribution of links within a text and a group of texts. In 120 cohesive ties, (1) Non-Possessive Personal Reference occupies the first ranking. The data indicates 56 cohesive ties, (2) Demonstrative Reference occupies the second ranking. The data indicates 45 cohesive ties; and (3) Comparative Reference occupies the last ranking. The data indicate 6 cohesive ties. It means in the narrative text, the Comparative Reference is rarely used. The writer adopted theories of Halliday and Hassan and Wendy Swanson to establish relationship within a text. These are appropriate with the analyzed texts as they have given comprehensive and adequate treatment of the subjects; besides that, He consider other theories like Ann M. Johns, Megan Watkins, Linda Gerot and Peter Wignell, and some others. Further research can involve in different text, such as: expository text, report text, spoof text, explanation text, news item text, analytical and hortatory text, and etc. because genres vary.
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Alqahtani, Zainah. "The impact of the linguistic link in the construction of the text an applied study on some Quranic verses in the light of modern linguistics." Journal of Umm Al-Qura University for Language Sciences and Literature, no. 30 (December 15, 2022): 153–66. http://dx.doi.org/10.54940/ll34920994.
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Linguistic interrelationship is one of the most important relationships that function on the cohesion and coherence of the text. The linguists dealt with these conjunctions. and relationships and explained it in detail when they are analyzing the textual discourse. In this research, the researcher dealt with the apparent formal interrelationships, referential interrelationships, and contextual moral interrelationships. These relationships are among the most prominent linguistic interrelationships that work on the coherence and cohesion of Quranic text.
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Irwin, Judith Westphal. "Linguistic cohesion and the developing reader/writer." Topics in Language Disorders 8, no. 3 (June 1988): 14–23. http://dx.doi.org/10.1097/00011363-198806000-00004.
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Kunz, Kerstin, Ekaterina Lapshinova-Koltunski, José Manuel Martínez Martínez, Katrin Menzel, and Erich Steiner. "Shallow features as indicators of English–German contrasts in lexical cohesion." Languages in Contrast 18, no. 2 (November 28, 2017): 175–206. http://dx.doi.org/10.1075/lic.16005.kun.
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Abstract This paper contrasts lexical cohesion between English and German spoken and written registers, reporting findings from a quantitative lexical analysis. After an overview of research aims and motivations we formulate hypotheses on distributions of shallow features as indicators of lexical cohesion across languages and modes and with respect to register ranking and variation. The shallow features analysed are: highly frequent words in texts, lexical density, standardized type-token-ratio, top-frequent content words of the language within individual registers and texts, and several types of Latinate words. Descriptive analyses of the corpus are then presented and statistically validated with the help of univariate and multivariate analyses. The results are interpreted relative to our hypotheses and related to the following properties of texts in terms of lexical cohesion: semantic variability, cohesive strength, number and length of nominal chains, degree of specification of lexis, and degree of variation along all of these properties.
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Károly, Krisztina, Henrietta Ábrányi, Szilvia Deák, Ágnes Laszkács, Andrea Mészáros, and Márta Seresi. "Cohesion and news translation." Acta Linguistica Hungarica 60, no. 4 (December 2013): 365–407. http://dx.doi.org/10.1556/aling.60.2013.4.1.
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Schleppegrell, Mary J. "Strategies for discourse cohesion." Functions of Language 3, no. 2 (January 1, 1996): 235–54. http://dx.doi.org/10.1075/fol.3.2.04sch.
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This article compares the frequency with which ESL and non-ESL writers use because clauses for three different discourse-pragmatic functions: to enhance a sentence with information relevant only to that sentence, to make a cohesive link with prior discourse, or to introduce new information which becomes the discourse topic. The ESL writers in this study use significantly more because clauses than non-ESL writers, especially locally relevant because clauses. Non-ESL writers typically create cohesive ties with prior or subsequent discourse when they use because. The article suggests reasons for these differences and draws pedagogical implications. This research affirms the importance in language acquisition studies of examining the functional distribution of syntactic structures and their relevance to global dimensions of text. As this study shows, language learners employ because clauses where more proficient writers use other constructions, making the distribution of because clauses significantly different in ESL and non-ESL writing.
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Rodliyah, Rojab Siti, and Alfath Eka Liani. "SFL analysis: An investigation of students’ use of cohesive devices in exposition text." Indonesian Journal of Applied Linguistics 12, no. 1 (May 31, 2022): 235–46. http://dx.doi.org/10.17509/ijal.v12i1.46596.
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The 2013 Indonesian Curriculum stipulates that one of the students’ basic competencies in the English subject is to produce an analytical exposition text. The students are required to write the text persuasively and cohesively. These requirements make them consider composing such a text as a challenging task. This study investigated students’ utilization of cohesive devices in writing analytical exposition texts and examined their inaccurate uses. It attempted to demonstrate the underlying issues that caused the inaccurate uses of cohesive devices and to seek the solutions. The study employed Qualitative Content Analysis (QCA) of six analytical exposition texts written by 11th grade students in Cimahi. They were collected using purposive sampling and were analyzed using Halliday and Hasan’s cohesion framework. This study revealed that lexical cohesion served as the most frequently used cohesive devices in the students’ texts followed by reference and conjunction. Inaccurate uses of cohesive devices were also found. Most of the reference and conjunction devices were misused, whilst repetition devices were redundantly utilized. These findings showed that although the students were skilful in presenting relevant supporting arguments and making their text personal, they still experienced confusion when utilizing cohesive devices. Therefore, teachers need to equip the students with adequate knowledge concerning text cohesiveness as well as to provide more practice and feedback to improve their skills in writing an analytical exposition text.
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Vula, Elsa. "The Usage of Cohesive Devices During Text Translation from Albanian to English and Vice Versa." European Journal of Social Science Education and Research 7, no. 1 (April 30, 2020): 65. http://dx.doi.org/10.26417/963rqd45z.
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Translation as a complicated process requires a great commitment and hard work in order to realize the text transformation in the best coherent and meaningful way. It is generally known, that no two languages in world have more similarities than differences in their construction. Because of high number of differences that they may share, problems or challenges in the process of translation increase. This research paper focuses on the usage of cohesive devices during text translation from Albanian to English and vice versa. Firstly, this paper introduces the theoretical background on translation, text linguistics and the internal part of a text. Secondly, it elaborates the importance of cohesion and coherence, as criteria of text linguistics as well as their role in the process of translation. In this research has been used the empirical method, in analyzing the texts translation from Albanian to English, by elaborating the addition of cohesive devices which enabled a coherent translation. In addition, there is presented a text translation from English to Albanian, which shows the non-coherent translation and coherent because of the differences among Albanian and English due to linguistic relativism, demonstrative pronouns and noun’s cases.
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Abu-Ayyash, Emad A. S. "Non-coherent cohesive texts." English Text Construction 14, no. 2 (December 31, 2021): 182–202. http://dx.doi.org/10.1075/etc.00046.abu.
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Abstract This article examines the function of cohesive devices (i.e., the linguistic tools that are usually used to link the various parts of the text) in Beckett’s Waiting for Godot. In Lucky’s soliloquy, certain cohesive devices are employed intensively so as to impede immediate understanding. At the same time, Beckett’s distinctive use of cohesive devices uniquely establishes a more profound awareness of the work’s message, which this article identifies as strategic coherence. This paper employed an embedded (QUAL:quan) mixed-methods approach and a validated model of cohesion to analyse Lucky’s speech.
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Karp, Marta. "GRAMMATICAL MEANS OF CONTAMINATED COHESION IN ENGLISH MULTIMODAL LITERARY FAIRY TALES: DYNAMICS OF PRAGMATIC PROPERTIES." Studia Linguistica, no. 17 (2020): 75–84. http://dx.doi.org/10.17721/studling2020.17.75-84.
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The relevance of the study is due to the need for comprehensive disclosure of grammatical means of cohesion in the organization of English multimodal literary fairy tales from the standpoint of the functional paradigm of modern linguistic studies and taking into account the achievements of semiotics, narratology, text linguistics, discourse stylistics. The object of research concerns the contaminated cohesion of the English multimodal fictional text of the literary fairy tales written by Philip Ardagh. The subject of the research deals with the grammatical means of cohesion in the multimodal organization of modern English literary fairy tales by Philip Ardagh. The aim of the study is to identify and characterize the structural, semiotic and narrative aspects of the category of cohesion of English multimodal literary fairy tales that determine its text-forming nature. Stated aim implies the need to solve the following tasks: to develop semiotic and narrative approach to the analysis of grammatical means of cohesion in English multimodal literary fairy tales by Philip Ardagh; to analyze the verbal and nonverbal interaction of the components of contaminated cohesion in the structure of the analyzed literary fairy tales; to establish the dominant structural, semiotic and narrative features of the creation of contaminated cohesion in literary fairy tales. The scientific novelty of the obtained results is determined by the fact that for the first time a comprehensive analysis of the text-forming category of cohesion in a modern English multimodal literary fairy tale based on the methodological paradigm of functionalism, which covers structural, semiotic and narrative aspects has been carried out.
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Fakuade, Gbenga, and Jose Luis Vargs. "Cohesion and text creation." Language Learning Journal 5, no. 1 (March 1992): 88–89. http://dx.doi.org/10.1080/09571739285200281.
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Graesser, Arthur C., Nia Dowell, and Christian Moldovan. "A computer’s understanding of literature." Future of Scientific Studies in Literature 1, no. 1 (May 23, 2011): 24–33. http://dx.doi.org/10.1075/ssol.1.1.03gra.
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Everyone agrees that a computer could never understand and appreciate literature, but the fields of computational linguistics and discourse processing have made important advances in automatic detection of language and discourse characteristics. We have analyzed literary texts and political speeches with two computer tools, namely Coh-Metrix and Linguistic Inquiry Word Count (LIWC). Coh-Metrix provides hundreds of measures that funnel into 5 principal components: word concreteness, syntactic simplicity, referential cohesion, deep cohesion, and narrativity. LIWC classifies words on 80 categories, such as first person pronouns, negative emotions, and social words. This paper illustrates how computer tools can unveil new insights about literature and can empirically test claims by literary scholars and social scientists. Our approach offers a computational science of literature.
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Bernhardt, Elizabeth B., and Judith W. Irwin. "Understanding and Teaching Cohesion Comprehension." Modern Language Journal 72, no. 1 (1988): 74. http://dx.doi.org/10.2307/327577.
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Gómez González, María de los Ángeles. "Lexical cohesion in multiparty conversations." Language Sciences 33, no. 1 (January 2011): 167–79. http://dx.doi.org/10.1016/j.langsci.2010.07.005.
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