(Non-)signalling of coherence structures in English learner writing
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Barbara Schiftner
Abstract
This study explores different realisations of discourse relations in a corpus of English learner writing. A sample of 30 essays produced by upper intermediate learners of English (mean age: 23) is subjected to a multi-method analysis incorporating (1) global coherence ratings, (2) rhetorical structure analysis (RST), and (3) features at the linguistic surface level. The focus is on explicit signalling vs. implicitness of discourse relations in essays rated high vs. low in coherence. The results show differences in the type of connectives used in highrated vs. low-rated texts as well as in the use of connectives to signal relations at higher and lower levels of the discourse structure.
Abstract
This study explores different realisations of discourse relations in a corpus of English learner writing. A sample of 30 essays produced by upper intermediate learners of English (mean age: 23) is subjected to a multi-method analysis incorporating (1) global coherence ratings, (2) rhetorical structure analysis (RST), and (3) features at the linguistic surface level. The focus is on explicit signalling vs. implicitness of discourse relations in essays rated high vs. low in coherence. The results show differences in the type of connectives used in highrated vs. low-rated texts as well as in the use of connectives to signal relations at higher and lower levels of the discourse structure.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Introduction 1
-
Coherence and genre
- Explicit and implicit coherence relations in Dutch texts 23
- Contrastive relations, evaluation, and generic structure in science news 53
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The signalling of coherence relations
- The coding of discourse relations in English and German argumentative discourse 87
- Resolving connective ambiguity 121
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Coherence in multimodal discourse
- Multimodal coherence research and its applications 145
- Coherence in multimodal arts installations 179
-
Developmental and educational perspectives
- “Why? Because I’m talking to you!” Parental input and cognitive complexity as determinants of children’s connective acquisition 209
- (Non-)signalling of coherence structures in English learner writing 243
- Signalling coherence in Austrian students‘ seminar papers: macro- and micro-structural cues 267
- Index 293
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Introduction 1
-
Coherence and genre
- Explicit and implicit coherence relations in Dutch texts 23
- Contrastive relations, evaluation, and generic structure in science news 53
-
The signalling of coherence relations
- The coding of discourse relations in English and German argumentative discourse 87
- Resolving connective ambiguity 121
-
Coherence in multimodal discourse
- Multimodal coherence research and its applications 145
- Coherence in multimodal arts installations 179
-
Developmental and educational perspectives
- “Why? Because I’m talking to you!” Parental input and cognitive complexity as determinants of children’s connective acquisition 209
- (Non-)signalling of coherence structures in English learner writing 243
- Signalling coherence in Austrian students‘ seminar papers: macro- and micro-structural cues 267
- Index 293
