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Contrastive analysis of textual cohe...

Chen, Xiao Hong.

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Contrastive analysis of textual coherence of American and Chinese college students' written expositions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Contrastive analysis of textual coherence of American and Chinese college students' written expositions./
作者:	Chen, Xiao Hong.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 5085.
Contained By:	Dissertation Abstracts International57-12A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9717236
ISBN:	9780591254013

Contrastive analysis of textual coherence of American and Chinese college students' written expositions.
Chen, Xiao Hong.

Contrastive analysis of textual coherence of American and Chinese college students' written expositions. - 220 p.

Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 5085.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 1997.

Coherence refers to the concepts, presuppositions and logico-semantic relationships in a given culture, which, being realized in a particular text, made a text sensible, rational and coherent to the reader. Organization, elaboration and cohesion are some important textual features contributing to coherence.

ISBN: 9780591254013Subjects--Topical Terms:

532624
Language arts.

Contrastive analysis of textual coherence of American and Chinese college students' written expositions.
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245 1 0 $a Contrastive analysis of textual coherence of American and Chinese college students' written expositions.
300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 5085.
500 $a Chairperson: Eliane Condon.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 1997.
520 $a Coherence refers to the concepts, presuppositions and logico-semantic relationships in a given culture, which, being realized in a particular text, made a text sensible, rational and coherent to the reader. Organization, elaboration and cohesion are some important textual features contributing to coherence.
520 $a To study textual coherence in Chinese and American college students' written expositions, a total of 40 writing samples, 10 in Chinese and 30 in English, were obtained from 4 groups of college students: American students, Chinese ESL students, Chinese EFL students, and Chinese students. The samples were analyzed to determine: (1) the top structure--methods used to organize the texts; and (2) the lower level structures--elaboration of ideas and use of cohesive ties. In addition, the relationship between cultural/linguistic backgrounds, patterns of textual coherence, and instances of rhetorical transfer, were studied. Research procedures were patterned after the Langer's (1986) model and Halliday and Hasan's (1976) taxonomy.
520 $a The major findings were as follows: (1) With respect to top level structure, four of Langer's six methods were identified: Extension, Comparison/contrast, Classification, and Causation. Although common features were noted, significant methodological differences were found between American and Chinese subjects. Americans preferred Classification while the Chinese favored Comparison/contrast. Such differences suggested that these two groups held divergent preferences in text organization and that the preferences were closely related to cultural and rhetorical traditions. The preferences changed somewhat when the Chinese students learned to write in English. However, the extent to which this change occurred varied between ESL and EFL. Cultural distance was found to be responsible for the variation. Selective mechanism and knowledge structure determined the process of transition. (2) At lower levels, Chinese students writing in Chinese and American students writing in English exhibited similarities in their elaboration and cohesion profiles. However, striking differences were found in the ESL/EFL students' use of elaboration and cohesion. These results indicated that the complexity of a text and the invention skills of a writer were more proficiency specific than culture/language specific. However, further analysis revealed a relationship between cultural competence and invention skills. This relationship may be an indicator of the importance of pragmatic, as well as linguistic, knowledge in inventing a coherent text.
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710 2 0 $a Rutgers The State University of New Jersey - New Brunswick. $3 1017590
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791 $a Ed.D.
792 $a 1997
793 $a English
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