Use of Cohesive Ties: An Analysis of the English Language Writing of Undergraduate Students of UMT, Pakistan
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Date
2018
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Publisher
University of Management & Technology
Abstract
The hegemony of English language at global level has enhanced its instrumental value. Pakistan is one of those countries where English is taught as a second language. Students need to learn English not only to progress through their academic programs but also to compete in the job market. The highest competitive exams of the homeland for Central Superior Services (CSS) mandates extraordinary skills in English language writing. The same is the case with private sector appointments where persons with better English language writing skills are preferred over the ones lacking this art. Learning a second language is a complex phenomenon. This study explored the difficulties faced by the undergraduate students while learning the art of English writing. It is a difficult task for a second language learner to write a coherent piece of text in English language with clarity and precision. In order to learn to write a coherent piece of text in which all linguistic elements are placed appropriately a conscientious effort is required. The instant study adopted Halliday and Hasan’s approach to textual cohesion in English writing. Halliday and Hasan, (1976) opine that a text has texture when it is linked through cohesive links. The target population of this research is 50 undergraduate students studying at University of Management and Technology, Lahore, Pakistan. 25 students are from English medium school background and 25 students are from Urdu medium school background. Currently all the students are taking English courses in the same learning environment through the same teaching methodology. Their writings were reviewed by the researcher to explore their level of proficiency in English language writing and issues in the writing skills of the students, from the perspective of use of grammatical cohesive ties. The data was collected in three phases. In phase I, a questionnaire was filled by the students. In Phase II, an A2 level proficiency test was taken by the students. In phase III, students were asked to write an essay in English language. The data was analyzed in three phases. In phase I, the problems faced by the students in English language writing and the techniques they use to improve in this regard, were explored from the responses of students given in the questionnaire. In phase II, an A2 level proficiency test was analyzed to find out their proficiency level in English language writing. In phase III of the data analysis their essays were analyzed, writing problems were identified and tabulated. This analysis provided information about the proficiency level and errors of the students in use of grammatical cohesive ties in English language writing besides forming a supportive base for teaching context.
Description
Dr. María Isabel Maldonado García
Keywords
English language , Central Superior Services (CSS), M.Phil