{"title":"The use of cohesive devices as proficiency level discriminators in Chinese DLI learners' writing","authors":"Dori Huang, Johanna Watzinger-Tharp","doi":"10.1111/flan.12722","DOIUrl":null,"url":null,"abstract":"<p>Building on the construct of discourse competence, this study investigated the frequency and accuracy of Chinese Dual Language Immersion students' use of two types of cohesive devices—conjunctions and frame setters. Drawing on AAPPL assessment data, the study examined 116 writing samples that were rated as either Intermediate High (IH) or A1 (the lower end of Advanced). Results show that, overall, the group with rating consistent with A1 used both types of cohesive devices more frequently than the group that received a rating consistent with IH; differences were statistically significant for frame setters. The study also found that both groups demonstrated greater syntactic than semantic accuracy; however, students whose ratings consistent with A1 used frame setters more accurately than those with ratings consistent with IH. The article concludes with a discussion of pedagogical implications and suggestions for future research.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Foreign Language Annals","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/flan.12722","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Building on the construct of discourse competence, this study investigated the frequency and accuracy of Chinese Dual Language Immersion students' use of two types of cohesive devices—conjunctions and frame setters. Drawing on AAPPL assessment data, the study examined 116 writing samples that were rated as either Intermediate High (IH) or A1 (the lower end of Advanced). Results show that, overall, the group with rating consistent with A1 used both types of cohesive devices more frequently than the group that received a rating consistent with IH; differences were statistically significant for frame setters. The study also found that both groups demonstrated greater syntactic than semantic accuracy; however, students whose ratings consistent with A1 used frame setters more accurately than those with ratings consistent with IH. The article concludes with a discussion of pedagogical implications and suggestions for future research.
期刊介绍:
Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.