Abstract :
This study aims to examine the effects of text-linguistic analysis of texts on the student skills of using cohesion devices and forming coherent texts. The study was carried out at the Faculty of Education in Ahi Evran University in the 2013-2014 academic year. The study group is composed of 53 second-grade students in the Turkish Teaching Department. Document review technique was used as a way of qualitative data collection. The model of our study was adjusted to a one-group pretest-posttest experimental design. The students were asked to write free compositions before and after the implementation and these free compositions were evaluated in terms of cohesion and coherence as the criteria of textuality. While identifying the cohesive elements in the texts written by the students, we used “The Scale for Evaluating Cohesion Devices” developed by Coşkun (2005). In order to evaluate the texts in terms of coherence, we used “The Scale for Evaluating Paragraph Coherence” developed by Can (2012). According to our findings, the average of using cohesion devices within the student papers before the implementation is as follows: reference (10,18), ellipsis (7,81), substitution (0,37), conjunction (16,18), lexical cohesion (46,75). Their averages after the implementation are as follows: reference (11,77), ellipsis (10,37), substitution (0,73), conjunction (17,84), lexical cohesion (50,26). While the use of ellipsis, substitution and conjunction elements differs significantly in favour of the second written discourses, there is not a significant difference between reference and lexical cohesion. The scores of students in the scale for evaluating coherence are (2,78) for their first compositions and (2,84) for their second compositions. This difference is not statistically significant.
NaturalLanguageKeyword :
text linguistics , text analysis , cohesion , coherence
