Hossein Kargar Behbahani, Dr. Ali Akbar Jabbari & Amir Hamed Dolatabadi Farahani
Yazd University, Yazd University & Payame Noor University, Arak Branch, Iran
The present study aims to investigate the effect of explicit instruction of cohesion and coherence on Iranian EFL learners’ writing development. Cohesion and coherence are both important concepts which cover a large number of discourse features of texts that need to be mastered by language learners. The aim, then, is to determine whether the students’ writing ability would be improved when teachers explicitly teach these ideas in their classes. In order to achieve the aims, the descriptive methodology has been used. The sample has been randomly chosen from students of English at university level. The results of the Independent-sample T-tests administered showed that for both males and females, the explicit group outperformed the control group and also the higher the proficiency of learners, the better their writing ability. The implication of the study is that ESL/EFL teachers can implement explicit instruction of cohesion and coherence to better teach their students how to write a coherent piece of discourse.
The above abstract is a part of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.TLLL.IR), 1-2 February 2018, Ahwaz.
