Abstract
This study presents a qualitative and quantitative analysis of discourse cohesion, focusing on the use of connective devices in the academic writing of native Chinese speakers who speak English as a second language. The research investigates how discourse cohesion manifests in the range, frequency, and grammatical and syntactical appropriateness of various lexical connectors, or linkers, in relation to English proficiency. Cohesive devices serve as essential text organizers that enhance the logical structure and conceptual clarity of a written piece. The current analysis explores the use of connectives through a comparative study of fifty writing samples, aiming to determine whether there are differences in cohesive device usage among students with the same first language. Additionally, this study seeks to identify fundamental differences in the use of connectives between students with poor and strong writing skills. Previous research has indicated that L2 academic writers often overuse and misuse connectives, while also underutilizing those commonly employed in formal academic English necessary for developing arguments. The findings of this study reveal that Chinese students employ a diverse range of connectives in their writing and tend to use them appropriately. While no significant differences were observed between good and poor writing in terms of the total number of connectives, notable variances were found in the types of connectors used.
Author Information
Eirini Kalaitzopoulou, University of the West of England, Bristol, United Kingdom
Athanasios Christopoulos, University of Turku, Finland
Konstantinos Siolios, University of Patras, Greece
Paper Information
Conference: IICE2025
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Kalaitzopoulou E., Christopoulos A., & Siolios K. (2025) The Use and Appropriateness of Connectives in Academic Writing ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 385-411) https://doi.org/10.22492/issn.2189-1036.2025.33
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.33
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