The Effect of Teaching English Discoursal Cohesive Markers Through Simple Prose on Iranian Intermediate EFL Learners’ Writing

| January 27, 2014 | 0 Comments

February 2013 | PDF |

Title

The Effect of Teaching English Discoursal Cohesive Markers Through Simple Prose on Iranian Intermediate EFL Learners’ Writing

Authors

Esmail Faghih (Ph.D.)

Islamic Azad University, South Tehran Branch, Iran

Behnam Behfrouz (M.A.)

Islamic Azad University, South Tehran Branch, Iran

 

Biodata

Esmail Faghih, professor of TEFL and Translation Studies at Islamic Azad University, South Tehran Branch and Alzahra University.  He has published numerous books and articles in the field of language teaching and learning.  He is also renowned for his translated books.

Behnam Behfrouz, M.A. in Applied Linguistic from Islamic Azad University, South Tehran Branch, Iran.  He has been teaching English as an adjunct teacher during 2009-2010.  He has started teaching English at the Applied-Science and Payam Noor Universities as lecturer since 2010. The major focus of his research is the relationship between philosophy and linguistic.

Abstract

Cohesion is one of the most salient features of text.  Based on recent studies on cohesion, some scholars believe that there is a positive relation between cohesion and writing quality.  Therefore, this study aims at investigating the relationship between teaching cohesion explicitly through simple prose to Iranian intermediate EFL learners and their writing improvement in terms of the correct use of cohesive ties.  Sixty Iranian intermediate EFL learners were selected to participate in this study.  A standardized test, PET was conducted in order to ensure that the participants were homogeneous regarding their EFL proficiency.  A pretest was also administered on the writing ability of participants prior to the treatment.   Twelve sessions of instruction each lasting for about 60 minutes comprised the whole treatment to the learners.  After the treatment, a post-test was conducted to determine learning improvement compared to pre-test. The results of the study through independent t-test revealed that, there was no significant relationship between explicit teaching of discoursal cohesive markers and the writing quality of Iranian intermediate EFL learners before and after the treatment. The findings of the present study although statistically did not reveal any statistically significant results, they showed an indication of the efficacy of the treatment. Therefore it is suggested that definitely more emphasis should be placed on the explicit teaching of cohesive markers during the practices of TEFL.

Keywords: Cohesion, Cohesive markers, Simple prose, Explicit

Category: 2013