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(PDF) Views on the use of connectives in students’ written discourse
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{"work":{"id":81693563,"created_at":"2022-06-17T05:35:30.605-07:00","from_world_paper_id":208608872,"updated_at":"2025-01-10T20:52:06.540-08:00","_data":{"publisher":"Cambridge Scholars Publishing","ai_abstract":"This research investigates students' perceptions and utilization of connectives in their written discourse. It explores the significance of connectives for coherence and cohesion in writing, analyzing how students incorporate these linguistic tools into their compositions. The findings highlight common challenges faced by students and suggest implications for teaching strategies aimed at enhancing writing skills through better connective use.","publication_date":"2014,,"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"low","language":"en","title":"Views on the use of connectives in students’ written discourse","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [32464454]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":87649688,"attachmentType":"pdf"}"><img alt="First page of “Views on the use of connectives in students’ written discourse”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/87649688/mini_magick20220617-11437-1g9hd5t.png?1655469389" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Views on the use of connectives in students’ written discourse</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="32464454" href="https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1"><img alt="Profile image of Ergün Hamzadayı" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/32464454/12198953/13585562/s65_erg_n.hamzaday_.jpg" />Ergün Hamzadayı</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2014</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">12 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 81693563; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=81693563"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--detail ds2-5-body-md">AI-generated Abstract</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This research investigates students' perceptions and utilization of connectives in their written discourse. It explores the significance of connectives for coherence and cohesion in writing, analyzing how students incorporate these linguistic tools into their compositions. The findings highlight common challenges faced by students and suggest implications for teaching strategies aimed at enhancing writing skills through better connective use.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":87649688,"attachmentType":"pdf","workUrl":"https://www.academia.edu/81693563/Views_on_the_use_of_connectives_in_students_written_discourse"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":87649688,"attachmentType":"pdf","workUrl":"https://www.academia.edu/81693563/Views_on_the_use_of_connectives_in_students_written_discourse"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas" data-impression-entity-id="81693563" data-impression-entity-type="2" data-impression-source="signup-banner"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Texture is a matter of meaning relations and this is what distinguishes a text from something that is not. The text should function as a unity with respect to its environment. An important aspect of discourse understanding and generation involves the recognition and processing of discourse relations and as such connective devices, also known as connectors, play a significant role in the formation and interpretation of the relations present in a text. Method: In the present study connectives both in Turkish and English have been analyzed in terms of their structural properties through the written works of two groups of students studying at Hacettepe University in Ankara. The analysis is based on the same principles as Kamil Kurtul 111 the Penn Discourse TreeBank, which lists connective devices into three categories as coordinating, subordinating conjunctions and sentence adverbials. So as to analyze the reasons behind the mistakes of the participants, a Grammaticality Judgement Test has been designed and implemented. Conclusion: The results indicate that there occurs L1 effect on both groups' use of connectives in L2 regardless of their language backgrounds.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"An Inquiry into Connectives and Their Use in Written Discourse","attachmentId":69577168,"attachmentType":"pdf","work_url":"https://www.academia.edu/52203350/An_Inquiry_into_Connectives_and_Their_Use_in_Written_Discourse","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/52203350/An_Inquiry_into_Connectives_and_Their_Use_in_Written_Discourse"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="24992800" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/24992800/THE_USE_OF_DISCOURSE_CONNECTIVES_IN_THE_ACADEMIC_WRITING_OF_PROFESSIONAL_STUDENTS">THE USE OF DISCOURSE CONNECTIVES IN THE ACADEMIC WRITING OF PROFESSIONAL STUDENTS</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6774534" href="https://efluniversity.academia.edu/BonalaKondal">Bonala Kondal</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The present study attempts to inquire the use of conjunctions in descriptive paragraphs written by first year professional ESL undergraduates. The data comprises of a set of 30 descriptive academic paragraphs collected from an engineering college, in order to explore the use different types of conjunctions based on Swan's (2002) classification of connectives. The findings reveal that the learners used conjunctions inappropriately and they also used coordinating conjunctions very frequently than subordinating conjunctions as part of their writing. The participants encountered problems while using conjunctions to be attributed to various reasons. Initially, the use of their first language may result from a negative transfer. Though, it leads to the overgeneralization in the second language writing production. The learners produced connectives in their writing involuntarily lacking a proper intellectual capacity of its intended use.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"THE USE OF DISCOURSE CONNECTIVES IN THE ACADEMIC WRITING OF PROFESSIONAL STUDENTS","attachmentId":45319399,"attachmentType":"pdf","work_url":"https://www.academia.edu/24992800/THE_USE_OF_DISCOURSE_CONNECTIVES_IN_THE_ACADEMIC_WRITING_OF_PROFESSIONAL_STUDENTS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/24992800/THE_USE_OF_DISCOURSE_CONNECTIVES_IN_THE_ACADEMIC_WRITING_OF_PROFESSIONAL_STUDENTS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="101049325" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/101049325/The_Use_of_Discourse_Connectives_in_the_Written_Academic_Discourse_of_Students_Majoring_in_Arabic_and_Their_Peers_Majoring_in_English">The Use of Discourse Connectives in the Written Academic Discourse of Students Majoring in Arabic and Their Peers Majoring in English</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27129898" href="https://flashk.academia.edu/OnsAbdi">Ons Abdi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Arab Journal of Applied Linguistics, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">The present paper explores the use of connectives in the persuasive discourse of 30 Tunisian third-year English majors and 30 Tunisian third-year Arabic majors. The study aims to look at the potential impact of Arabic rhetoric on Tunisians' EFL writing. A quantitative analysis of the students' Arabic and English essays on the same argumentative task shows the predominance of additive connectives at the clause and sentence levels and their overuse in Arabic productions. Causal connectives are the second most used category in both Arabic and English corpora. The two groups also showed comparable limited repertoires. A qualitative analysis of the data disclosed further similarities and differences in the ways connectives are used, combined and misused.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Use of Discourse Connectives in the Written Academic Discourse of Students Majoring in Arabic and Their Peers Majoring in English","attachmentId":104304764,"attachmentType":"pdf","work_url":"https://www.academia.edu/101049325/The_Use_of_Discourse_Connectives_in_the_Written_Academic_Discourse_of_Students_Majoring_in_Arabic_and_Their_Peers_Majoring_in_English","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/101049325/The_Use_of_Discourse_Connectives_in_the_Written_Academic_Discourse_of_Students_Majoring_in_Arabic_and_Their_Peers_Majoring_in_English"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="22172757" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/22172757/Constraints_on_the_Use_of_Connectives_in_Discourse">Constraints on the Use of Connectives in Discourse</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1238120" href="https://cnr-it.academia.edu/ClaudiaSoria">Claudia Soria</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of SEM05, First International Symposium …, 2005</p><p class="ds-related-work--abstract ds2-5-body-sm">Abstract: in this paper we experimentally address the issue of the constraints governing the use of connectives in oral and written discourse production and comprehension. Results indicate that connectives not only constrain the inference of coherence relations between ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Constraints on the Use of Connectives in Discourse","attachmentId":42833814,"attachmentType":"pdf","work_url":"https://www.academia.edu/22172757/Constraints_on_the_Use_of_Connectives_in_Discourse","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/22172757/Constraints_on_the_Use_of_Connectives_in_Discourse"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="84402750" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/84402750/The_Use_of_Connectives_in_English_Academic_Papers_Written_by_Japanese_Students">The Use of Connectives in English Academic Papers Written by Japanese Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28986254" href="https://bu.academia.edu/YasukoKanno">Yasuko Kanno</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The use of connectives in 41 academic papers written for an English writing course by Japanese students ranging from university sophomores to graduate students was examined. Connectives were categorized as additive, adversative, causal, and temporal. Each connective type was subject to certain types of error. Additive connectives tended to be overused, possibly because of the influence of oral discourse. In contrast, adversative connectives were omitted; this may be explained by the Japanese students' lack of awareness that the adversative connection is usually marked and requires a connective. Causal connectives are the most difficult for Japanese writers of English. Due to first language transfer, causal connection may be left "bare," while connections that are unrelated to cause and effect may be marked with a causal connective. Results showed no conspicuous error in temporal connection-(JP)</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Use of Connectives in English Academic Papers Written by Japanese Students","attachmentId":89439419,"attachmentType":"pdf","work_url":"https://www.academia.edu/84402750/The_Use_of_Connectives_in_English_Academic_Papers_Written_by_Japanese_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/84402750/The_Use_of_Connectives_in_English_Academic_Papers_Written_by_Japanese_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="61438338" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/61438338/Connective_Interference_and_Facilitation_Do_Connectives_Really_Facilitate_the_Understanding_of_Discourse">Connective Interference and Facilitation: Do Connectives Really Facilitate the Understanding of Discourse?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="189313970" href="https://independent.academia.edu/NaomiKoda">Naomi Koda</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2008</p><p class="ds-related-work--abstract ds2-5-body-sm">The increased attention to connectives has led to more evidence in support of their processing benefits for discourse understanding. As Murray(1997) reviewed, psychological experiments have shown that the presence of connectives between adjacent clauses reduces the reading time of the second clause (Haberlandt, 1982; Millis & Just, 1994), enhances memory for the clauses (Caron et al., 1988; but see Millis et al., 1993), increases accuracy in response to comprehension questions, and decreases question-answering time (Millis & Just, 1994). Despite the view that connectives facilitate comprehension, two issues still remain. First, what remains unclear is how different types of connectives impact processing. Research has presented an equivocal picture on this issue. For example, Caron et al. (1988) showed that memory for sentence pairs was improved when because was placed between the sentences, suggesting that causal connectives result in better sentence integration than do additive or adversative connectives. In contrast, Murray (1995) showed that adversative connectives were associated with better memory than were additive and causal connectives. The disagreement of these results is linked to different procedures in how to read any upcoming clauses after connectives. Different classes of connectives are associated with different knowledge bases, each of which consists of potentially differing procedural knowledge. This knowledge and expectancy-generation process might influence the reading time of the post-connective sentence. Second, most studies, however, have not focused on the non-positive influence of connectives in understanding texts. While the research shows some success in explaining how connectives facilitate the understanding of discourse, not enough attention has been paid to why some connectives did not get better results. An increasing number of studies have been carried out into the understanding the function of connectives, but little is known about their non-positive points. In Caron et al. (1988), their data captured some differences between different connectives, yet they did not speculate about the weak results of some connectives. It is also unclear which process is employed for each connective. What is needed at this juncture is a comprehensive theory to deal with both kinds of data. The purpose of this paper is to investigate how connectives influence the understanding of discourse and also to show both the positive and non-positive function of connectives. 2. Explicit and Implicit Meaning It has been shown in most linguistic studies that coherence relations are semantically encoded. These ideas only lead to analysis of the surface structure of language rather than its deep structure. Linguists have worked on mainly semantically encoded aspects. On the other hand, as I will introduce later on, the psychological analysis places emphasis on the human cognitive process. The Connective Interference and Facilitation: Do Connectives Really Facilitate the Understanding of Discourse? The Annual Reports of Graduate School of Arts and Letters,Tohoku University, 56.pp.29-42.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Connective Interference and Facilitation: Do Connectives Really Facilitate the Understanding of Discourse?","attachmentId":74468523,"attachmentType":"pdf","work_url":"https://www.academia.edu/61438338/Connective_Interference_and_Facilitation_Do_Connectives_Really_Facilitate_the_Understanding_of_Discourse","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/61438338/Connective_Interference_and_Facilitation_Do_Connectives_Really_Facilitate_the_Understanding_of_Discourse"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="30462850" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30462850/Connectives_in_advanced_Swedish_EFL_learners_written_English_preliminary_results">Connectives in advanced Swedish EFL learners' written English – preliminary results</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="58070743" href="https://independent.academia.edu/TyNguyen28">Ty Nguyen</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this study is to investigate how advanced Swedish EFL learners use connectives in argumentative essays in comparison to how American University students use them in their writing. The data were taken from the International Corpus of Learner English (ICLE): the Swedish sub-corpus and the control corpus of American university student essays. The aim is to examine the use of three types of connectives: (1) adverbial conjuncts (e.g. therefore, in particular); (2) certain style and content disjuncts (e.g. actually, indeed); and (3) some lexical discourse markers (e.g. result, compare). The function of these connectives was classified according to a model combining features from and J.R. systems of classification. In this paper, the model of classification and the quantitative analysis of the data are presented together with the results from a holistic grading of a smaller sample of the data.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Connectives in advanced Swedish EFL learners' written English – preliminary results","attachmentId":50902549,"attachmentType":"pdf","work_url":"https://www.academia.edu/30462850/Connectives_in_advanced_Swedish_EFL_learners_written_English_preliminary_results","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30462850/Connectives_in_advanced_Swedish_EFL_learners_written_English_preliminary_results"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="95965435" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/95965435/Development_of_explicit_causal_connectives_in_Italian_L1_and_L2_student_writing_A_comparison_of_argumentative_texts_from_lower_and_upper_secondary_school">Development of explicit causal connectives in Italian L1 and L2 student writing: A comparison of argumentative texts from lower and upper secondary school</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40365321" href="https://unimore.academia.edu/AriannaBienati">Arianna Bienati</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="258408611" href="https://independent.academia.edu/FreyJennifercarmen">Frey Jennifercarmen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">6th Learner Corpus Research Conference - Book of Abstracts, 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Development of explicit causal connectives in Italian L1 and L2 student writing: A comparison of argumentative texts from lower and upper secondary school","attachmentId":97996340,"attachmentType":"pdf","work_url":"https://www.academia.edu/95965435/Development_of_explicit_causal_connectives_in_Italian_L1_and_L2_student_writing_A_comparison_of_argumentative_texts_from_lower_and_upper_secondary_school","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/95965435/Development_of_explicit_causal_connectives_in_Italian_L1_and_L2_student_writing_A_comparison_of_argumentative_texts_from_lower_and_upper_secondary_school"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="99576463" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/99576463/An_Integrated_Approach_to_Discourse_Connectives_as_Grammatical_Constructions">An Integrated Approach to Discourse Connectives as Grammatical Constructions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3298202" href="https://doshisha.academia.edu/YoichiroHasebe">Yoichiro Hasebe</a></div><p class="ds-related-work--metadata ds2-5-body-xs">PhD dissertation, Kyoto University, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">This dissertation analyzes discourse connectives in English, such as therefore, although, and in fact, in the framework of Construction Grammar (Goldberg 1995, 2006). In order to describe the general structure of discourse connectives comprehensively, the present study adopts an “integrated” approach that examines both discoursal and semantic aspects of multiple domains of meaning involved in their usages. Accordingly, the study clarifies the following three points. Firstly, the descriptive method must fully reflect the linear nature of language for it to deal with such discoursal elements as connectives. Thus, the present study introduces a constructionist model that integrates the notion of current discourse space (CDS) proposed by Langacker (1990a, 2008a). In this model, a discourse connective conjoins two propositions, of which one must be retrieved dynamically from the CDS available at the time of the utterance, and the other is presented right after the connective more explicitly. These propositions participate in a particular relationship specified by the connective, and the CDS gets updated with the result. It is also suggested that Construction Grammar might benefit from the concept of monad computation of the functional programming paradigm in computer science, just as it has had significant influence from the concept of the hierarchical network model in the object-oriented programming paradigm since the early days of its theoretical development (Goldberg 1995: Section 3.3). Secondly, the meaning of a discourse connective is not static; rather, it is determined dynamically within a specific range according to the context in which it appears. This happens primarily due to the fact that proposition retrieval is accompanied by inferential reasoning based on contextual information. Discourse connectives, as with many other linguistic elements such as modals and conditionals, can involve three different domains of meaning discussed by Sweetser (1991): the content domain, the epistemic domain, and the speech-act domain. In many cases, one of these three domains appears to be exclusively prominent in individual usages. Examination of the data from a corpus, however, reveals that there are also instances in which multiple domains of meaning are involved, suggesting that the meaning of discourse connectives is highly flexible and context-dependent. Thirdly, discourse connectives are devices that not only benefit the hearer by providing guidance that improves the efficiency and accuracy of the interpretation but also serve the speaker, reducing the cognitive load in constructing a coherent discourse. Discourse connectives specify semantic/discoursal types for the two propositions they conjoin. Among such types are causal relations, adversative relations, and elaborative relations, for instance. While these type specifications help the hearer determine the way in which propositions are expected to be processed, no explicit constraints are imposed on what formal properties they should have in the actual utterance. The task of extracting a proposition of the specified type from whatever utterances that have taken place is delegated to the hearer. The speaker is exempt from taking the trouble of explicitly specifying the formal realization of the propositions. The latter trait of discourse connectives has much in common with what has often been called type-coercion in previous research focused on sentence-level phenomena, suggesting the validity of the presupposition held in this study that many sentence-level and discourse-level phenomena are founded on the same set of inferential mechanisms.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"An Integrated Approach to Discourse Connectives as Grammatical Constructions","attachmentId":100628721,"attachmentType":"pdf","work_url":"https://www.academia.edu/99576463/An_Integrated_Approach_to_Discourse_Connectives_as_Grammatical_Constructions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/99576463/An_Integrated_Approach_to_Discourse_Connectives_as_Grammatical_Constructions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="56402815" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/56402815/Measuring_the_effect_of_discourse_connectives_on_discourse_comprehension_a_cautionary_note_on_the_use_of_free_recall">Measuring the effect of discourse connectives on discourse comprehension: a cautionary note on the use of free recall</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="30455379" href="https://independent.academia.edu/MelindaSinclair">Melinda Sinclair</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Stellenbosch Papers in Linguistics, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Even a cursory look at handbooks of writing reveals that these handbooks regard the relationships between utterances, and the way these are signalled by the writer, as important elements in effective writing. One of the devices used for signalling relations between utterances are the so-called "discourse connectives", also called "(cohesive) conjunctions", after Halliday and Hasan (1976), or "discourse markers". These include words and phrases like so, after all, therefore, but, although, nellertheless. There is a robust intuition amongst those who advise on effective writing, and indeed amongst writers themselves, that the use of discourse connectives to explicitly signal the relationships between utterances facilitates discourse comprehension. The general direction of the advice is captured by Roen (I984: 23) with the phrase "the-more-the-merrier", or what I will call "the-more-the-better". According to Roen (I984: 23), rhetoricians' advice on the use of discourse connectives boils down to "basically unrestricted advice that writers should use intersentential cohesive conjunctions (transition words) to produce more coherent discourse ... " A typical example is Williams (I985: 50), who declares that "In general, the greater the use of discourse markers, the more cohesive and hence the more readable a text will be".</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Measuring the effect of discourse connectives on discourse comprehension: a cautionary note on the use of free recall","attachmentId":71807013,"attachmentType":"pdf","work_url":"https://www.academia.edu/56402815/Measuring_the_effect_of_discourse_connectives_on_discourse_comprehension_a_cautionary_note_on_the_use_of_free_recall","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/56402815/Measuring_the_effect_of_discourse_connectives_on_discourse_comprehension_a_cautionary_note_on_the_use_of_free_recall"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":87649688,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":87649688,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_87649688" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="25468905" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/25468905/Discourse_Markers_and_Connectives">Discourse Markers and Connectives</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1990697" href="https://leeds.academia.edu/DrIanMcCormick">Dr Ian McCormick</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" 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DISCOURSE CONNECTORS TO HELP 2ND YEAR STUDENTSINSTITUTO SUPERIOR DE CIÊNCIAS DE EDUCAÇÃO DA HUÍLA ISCED-HUÍLA DEPARTAMENTO DE LETRAS MODERNAS SECÇÃO DE INGLÊS TEACHING DISCOURSE CONNECTORS TO HELP 2 ND YEAR STUDENTS DEVELOP WRITING PROFICIENCY AT INSTITUTO SUPERIOR POLITÉCNICO DA HUÍLA</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="106807519" href="https://unm-angola.academia.edu/Tom%C3%A1sMateus">Tomás Mateus</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Monograph Thesis, 2016</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TEACHING DISCOURSE CONNECTORS TO HELP 2ND YEAR STUDENTSINSTITUTO SUPERIOR DE CIÊNCIAS DE EDUCAÇÃO DA HUÍLA ISCED-HUÍLA DEPARTAMENTO DE LETRAS MODERNAS SECÇÃO DE INGLÊS TEACHING DISCOURSE CONNECTORS TO HELP 2 ND YEAR 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href="https://www.academia.edu/38658974/TEACHING_DISCOURSE_CONNECTORS_TO_HELP_2ND_YEAR_STUDENTSINSTITUTO_SUPERIOR_DE_CI%C3%8ANCIAS_DE_EDUCA%C3%87%C3%83O_DA_HU%C3%8DLA_ISCED_HU%C3%8DLA_DEPARTAMENTO_DE_LETRAS_MODERNAS_SEC%C3%87%C3%83O_DE_INGL%C3%8AS_TEACHING_DISCOURSE_CONNECTORS_TO_HELP_2_ND_YEAR_STUDENTS_DEVELOP_WRITING_PROFICIENCY_AT_INSTITUTO_SUPERIOR_POLIT%C3%89CNICO_DA_HU%C3%8DLA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="3" data-entity-id="106156715" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106156715/Advanced_Level_L2_Chinese_Learners_Use_of_Connectives_in_Writing_accuracy_rate_and_error_analysis">Advanced Level L2 Chinese Learners' Use of Connectives in 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