Exploring Some Aspects of Foreign Language Learners’ Discourse Competence

Exploring Some Aspects of Foreign Language Learners’ Discourse Competence

Pavičić Takač , Višnja

Many theoretical models of second language communicative competence (Canale 1983; Van Ek 1986; Bachman 1990; CEFR 2001) seem to include discourse competence as one of its component, albeit differently labelled or encompassing different characteristics. There, however, seems to be an agreement that discourse competence is largely determined by coherence and cohesion. In the field of second language acquisition and language testing, the issue of significance of cohesion and coherence and their influence on overall quality of written production has been addressed (cf. Palmer 1999; Chiang 2003; Dastjerdi & Talebinezhad 2006). The present study sets out to explore the manner in which learners of English as a foreign language use cohesion and coherence as two essential elements of discourse competence in their written production. The sample includes 90 assignments written by learners of English as a foreign language as part of state school-leaving exam. The analysis will target the number and type of cohesive devices, as well as the appropriateness of their usage. The analysis of coherence will be carried out by examining the internal topical structure of paragraph (cf. Lautamatii 1987). This will include the analysis of progression types (i.e. parallel progression, sequential progression, extended parallel progression and extended sequential progression) used by learners in connecting ideas and thoughts within the paragraph. Finally, a potential role that these elements may play in overall quality of learners’ written compositions will be assessed. The results will be presented and interpreted. In conclusion, theoretical and pedagogical implications will be discussed.

Conference or Workshop Item
PeerReviewed

2012-05

1027