Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA)

Archila, Pablo Antonio; Molina, Jorge; Mejía, Anne‐Marie Truscott de

doi:10.1080/13670050.2020.1800586

Cited by 10 publications

(1 citation statement)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Writing requires strategic use of language with communicative potential and structural correctness (Ahmad, Mahmood, and Siddique, 2019). Nevertheless, of the four macro skills in language learning, writing has been found to be the most difficult, complicated (Archila, Molina, and de Mejia, 2020;Ardin, 2017;Watcharapunyawong and Usaha, 2012), most painstaking (Derakhshan and Shirejini, 2020;Mohammad and Hazarika, 2016) and challenging (Khatter, 2019;Mohammad and Hazarika, 2016) language skill for EFL learners to acquire, develop, and master. Not only it is difficult to learn but it has been perceived as the most difficult to teach as well (Ardin, 2017;Watcharapunyawong and Usaha, 2012).…”

Section: Introductionmentioning

confidence: 99%

Challenges in the Use of Logical Connectors for EFL Learners: Frequency, Variety, Suitability, and Improper Use with Pedagogical Implications

Cui

Zhang

2022

Int. J. Appl. Linguist. Engl. Lit.

View full text Add to dashboard Cite

Achieving effective and efficient writing requires grammar by using the right words and phrases and categorically achieving coherence and continuity in paragraphs. It, therefore, presents a challenge for EFL learners to learn the language in a position where a very limited function is served. The use of connectors, as found empirically in English studies, has been an unresolved issue faced by students writing in English as a foreign language. Henceforth, this research paper aims to investigate the existence of logical connectors that have been a primary obstacle to learners learning the ability to write in an EFL context. The paper explores the frequency, variety, suitability, and improper use of these connectors, as well as the affective factors that contribute to their misuse or overuse. Furthermore, the article provides pedagogical implications for writing instruction, including the use of genre-based approaches, semantic and syntactic recognition, and natural semantic metalanguage (NSM). The study contributes to a deeper understanding of the challenges faced by EFL learners in mastering the use of logical connectors in written English and offers practical guidance for teachers seeking to improve their students’ writing skills.

show abstract