Cognitive Predictors of Coherence in Adult ESL Learners’ Writing

Abdul Saeed; John Everatt; Amir Sadeghi; Athar Munir

doi:10.17323/jle.2022.12935

Abdul Saeed Sukkur Institute of Business Administration University; University of Canterbury https://orcid.org/0000-0002-6513-7433
John Everatt University of Canterbury https://orcid.org/0000-0003-3401-9220
Amir Sadeghi PEETO, Multicultural Learning Centre https://orcid.org/0000-0002-2350-1460
Athar Munir University of Canterbury; University of Canterbury https://orcid.org/0000-0003-4559-7958

DOI: https://doi.org/10.17323/jle.2022.12935

Ключевые слова: согласованность, письмо на английском в качестве второго языка, предикторы качества письма

Аннотация

Введение. Согласованность считается одним из важнейших качеств письменного дискурса. Несмотря на ее фундаментальную важность, она по-прежнему считается нечетким и абстрактным понятием при изучении английского языка как второго (ESL). Следовательно, многие изучающие английский как второй язык испытывают трудности при создании связного текста. Знание морфологии, фонологии, орфографии, словарный запас и грамматическая компетентность были определены как предикторы качества письма у начинающих писателей. Однако данных недостаточно, чтобы оценить, влияют ли такие лингвистические навыки на согласованность в письменных работах взрослых учащихся, изучающих английский язык как иностранный.

Цель. Цель исследования заключалась в том, чтобы обнаружить взаимосвязь между набором показателей лингвистических навыков, которые включали знание морфологии, фонологии, орфографии, словарный запас, а также грамматическую компетентность и связность в письме взрослых учащихся, изучающих английский в качестве второго языка.

Методы. Чтобы продемонстрировать потенциальные предикторы согласованности в письме на английском языка в качестве второго, взрослых студентов университетов (126) оценивали по упомянутым выше показателям лингвистических навыков в дополнение к четырем показателям согласованности: двум относительным критериям, основанным на чтении (ILETS и Шкала целостной согласованности) и две относительно текстовые меры (Анализ тематической структуры и Анализ на основе темы). Все показатели исследования оказались валидными и надежными.

Результаты. Результаты показали, словарный запас, знание морфологии и грамматическая компетентность были связаны с показателями согласованности, особенно с показателями, основанными на чтении. Напротив, показатели знания фонологии и орфографии обычно не коррелировали с показателями согласованности.

Выводы. Были обсуждены причины взаимосвязей между переменными исследования и предложены перспективы будущих исследований.

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