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Study on Discourse Cohesion in Chinese English Learners' English Argumentative Compositions Based on Coh-Metrix

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DOI: 10.23977/langl.2024.070301 | Downloads: 7 | Views: 122


Aohang Yuan 1


1 School of Foreign Languages, Southwest Jiaotong University, Chengdu, 610031, China

Corresponding Author

Aohang Yuan


Writing, as an important component of English teaching, plays an important role in cultivating language output and communication skills and is also a key link in cultivating critical thinking. The cohesive devices in the composition not only reflect the author's thinking ability but also their ability to comprehensively use language. Based on the cohesion theory proposed by Halliday in systemic functional linguistics, this study establishes a small corpus and uses Coh-Metrix, the discourse cohesion analysis tool, to research the use of discourse cohesion devices in Chinese students' (L2) English compositions and native English students' (L1) English compositions. It has been found that there is a significant difference in the use of discourse cohesion between L1 and L2. At the same time, this study explored the reasons for the differences in the distribution of discourse cohesion types through semi-structured interviews and concluded that the influence of mother tongue, textbooks, teachers' attention to grammar cohesion teaching, and students' subjective motivation can explain this difference. This study aims to draw the attention of teachers to the teaching of discourse cohesive devices, as well as the attention of English learners to the application of cohesion.


English composition; discourse cohesive devices; corpus linguistics; Coh-Metrix; Chinese English Learner


Aohang Yuan, Study on Discourse Cohesion in Chinese English Learners' English Argumentative Compositions Based on Coh-Metrix. Lecture Notes on Language and Literature (2024) Vol. 7: 1-13. DOI:


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