Conjunction of Grammatical Cohesion in Speech Text (original) (raw)
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The Study of Lexical Cohesion on Germany Prime Minister’s Speech Angela Merkel
Asian Social Science and Humanities Research Journal (ASHREJ)
The Cohesion of discourse is divided into two aspects, namely grammatical Cohesion, and lexical Cohesion. In this study, what will be examined is lexical Cohesion. This study aims to identify forms of lexical Cohesion in the text of the speech of German Prime Minister Angela Merkel. Text analysis of this speech uses Halliday and Hasan's cohesion theory. This research is qualitative. The design in this study is content analysis with descriptive characteristics, namely the presentation of data based on the object of research. The data observed were all lexical elements in cohesive words, phrases, clauses, and sentences. The results showed the percentage of use of lexical Cohesion included (1) 37% repetition; (2) synonymy 8%; (3) hyponymy 7%; (4) receives 2%; (5) antonymy 46%. The data shows that the lexical antonym is the most dominant lexical type found in Angela Merkel's speech text.
Cohesion in Russian: A Model for Discourse Analysis
Slavic and East European Journal, 1981
In their book Cohesion in English,1 M.A.K. Halliday and Ruqaiya Hasan categorized those items or operations which are available to the speaker of English for the establishment of relationships between sentences-for the creation of a text. By choosing any item or device which presupposes information in another sentence, the speaker (writer) establishes an intersentential cohesive "tie" within the text. Halliday and Hasan attempted to classify all such text-forming mechanisms in English. The implications of these linguists' work are many. For example, any English text can be analyzed definitively as to the number and kind of cohesive ties. Texts can be compared in terms of the types and the degree of cohesion. The student of English composition can learn to recognize and then to provide unity in a text. The categories of cohesion can be applied in an analysis of other languages and thereby, the concept might attain universal significance. In this paper, Halliday and Hasan's description of cohesion will be adapted to Russian.2 This study is only one of many which follow naturally from a reading of Cohesion in English. In Halliday and Hasan's terminology, "cohesion" is a product of certain options in the linguistic system per se. They are to be differentiated from structural choices which must be made as to information structure and topic versus comment.3 Although these latter are textual phenomena and do contribute to coherence in discourse, they do not provide the wide range of options or allow for the same degree of variation between texts as do the "non-structural" devices of cohesion. Halliday and Hasan discovered five types of cohesion in English: Reference, Substitution, Ellipsis, Conjunction, and Lexical Cohesion. For reasons which will be made clear, an analysis of Russian revealed only four of the above categories-substitution is not a viable category of cohesion in Russian.
2017
Cohesion is one of the most important factors of text creation. It is a semantic concept which occurs when the interpretation of one element in the text depends on some other element. Two mutually dependent elements form a cohesive connection, which means that one element presupposes the other in such a way that it cannot be decoded and understood without that other element with which it is semantically related. Due to the fact that cohesion is confirmed in the connections among the utterances within the text and it is represented through the use of lexical and semantic means, the use of cohesive means makes the communication easier for the recipient. Cohesion refers to the ways in which the components of the surface structure of the text are interconnected in the sequence. These surface components are mutually interdependent and are in accordance with grammatical forms and conventions. The paper presents the analysis of the semantic aspect of cohesive links in the assertive texts a...
2002
This paper explores cohesion as one of the basic theoretical concepts in phraseology alongside with stability and figurativeness. Cohesion of the base form derives from phraseological meaning and the organization of the unit. When used in discourse, the intrinsic properties of the phraseological unit contribute to text formation. Cohesion is not only a semantic means. Cohesion is also a stylistic relation. Phraseological cohesion is an essential feature of the progressive development of text, as it secures continuity of phraseological ties in discourse. Sustained stylistic use ofaphraseological unit enhances the perception ofthe text as a cohesive and coherent entity.
Cohesion and Coherence in English Language
2020
The present study was on textual cohesion and coherence, and it was carried out at the Department of Languages and Communication, Faculty of Letters and Humanities, Universidade Licungo – Extensão da Beira for the attainment of the Licentiate Degree in English Language Teaching. Its purpose was to diagnose 3rd year English Course students’ deficiencies in writing concerning textual cohesion and coherence via a pre-test so as to improve their performance via the researcher/ teacher’s intervention and a post-test afterwards. The study was guided by two research questions: one general and the other specific, and they, respectively, read as follow: “to what extent can the teacher’s intervention help students achieve cohesion and coherence in their written productions?” And “to help students achieve cohesion and coherence, why is it important that the teacher plan and give lessons focused on cohesion and coherence?” To answer these questions, the researcher worked with eighteen (18) students. The result of the pre-test revealed that the students had great challenge in achieving cohesion and coherence, but the result of the post-test revealed that the best number of some students (the majority) performed much better toward textual cohesion and coherence. This trend, thus, revealed that the researcher’s intervention was worthwhile. Also this confirmed the hypothesis “the lack of proper instructions on academic writing affects negatively textual cohesion and coherence of 3rd year English Course students”. Based on these findings the researcher suggested and recommended three (4) things to teachers, students and the English Course: (1) Teachers systematically prepare and deliver lessons focused on writing, but specifically focused on cohesion and coherence; (2) teachers give the students systematic writing activities focused on cohesion and coherence and their respective feedbacks; (3) students engage in reading (either reading for pleasure or for academic purposes); (4) the course create writing contests/challenges among students and award a prize for the best student(s). Recommendation also goes to MCTESTP – Ministério de Ciência e Tecnologia, Ensino Superior e Técnico Profissional: the establishment of writing centres for the Faculties of Letters and Humanities in institutions of higher education. Therefore, if each intervenient (the students and teachers) fulfils their duty, they will, thus, be contributing significantly to the so-desired effective writing on the students’ part. Keywords: Coherence, Cohesion, Text
Ahyu: A Journal of Language and Literature
This study is an analysis of grammaticalcohesion in written labour texts. The corpus for the study consists of five written communiqués of Academic Staff Union of Universities (ASUU) Federal University of Technology, Yola branch. Halliday and Hasan’s (1976) model of cohesion was adopted for the analysis. The result showed prevalence of reference and conjunctive cohesions. The reference cohesions are means by which the writer keeps the reader abreast of all developments in the discourse. Similarly, conjunctions are means by which writers join text elements together in order to convey desired meaning.
International Journal of Linguistics, 2020
Following the seminal publication of Halliday and Hasan's Cohesion in English (1976), lexical cohesion became a major source of prolific inquiries among discourse analysts. Through the decades, this field of research has made tremendous advances in terms of newer frameworks and the data being explored. Lexical cohesion studies have applied different models to investigate different registers and genres (spoken and written) and reported findings which significantly advanced knowledge on the relation between lexical resources and different properties of discourse. Adopting the review method, this paper attempts to provide a brief account on lexical cohesion as an approach to discourse analysis. It endeavors to capture some appreciable impression of description, emergence, development and practical application of lexical cohesion in discourse studies. The paper is generally structured into four major sections as: (1) emergence and nature of cohesion in discourse analysis, (2) scholarly rhetoric and debate on cohesion and textuality in discourse, (3) approaches to lexical cohesion analysis, and (4) insights from lexical cohesion studies. Therefore, this study reviews the theory of (lexical) cohesion and its significance as a field of researching discourse. It is hoped that the study would be of help to students and researchers interested in applying lexical cohesion to analyze discourse.