Lotus

Every teacher of English should have the knowledge of linguistic elements in discourse to possess linguistic and communicative competency. It is not only beneficial to us, but it also helps us understand how language is structured, getting the message across properly in teaching learning community. Cohesion Coherent texts are sequences of sentences or utterances which seem to ‘hang together’. These contain text-forming devices that enable the writer or speaker to establish relationships across sentence or utterance boundaries. According to Halliday and Hasan (1976), there are five types of cohesion: reference, substitution, ellipsis, conjunction, and lexical cohesion. Substitution is seen as a sub-category of ellipsis, according to David Nunan. 1. Referential cohesion There are anaphoric and cataphoric references in referential cohesion, whose sub-types are personal, demonstrative, and comparative references. 1.1. Anaphoric and cataphoric reference There are two different ways in w...

When it comes to corrective feedback, none of the teachers might feel unfamiliar. They know they have to and should provide proper feedback to the learners for thier improvement.  Lyster and Ranta (1997: 203) propose six types of feedback .  1. Clarification request  It is used by giving a pretence as if the teacher missed that information or to draw attention to which mistakes of target forms learners produced. S: She feels very boring to write an essay. T: Pardon. 2. Explicit correction   It's a direct correction to highlight the learners' mistakes. S: He don't know him well. T: We use 'doesn't' after 'He'. / You should say .... 3. Elicitation Teachers usually use guessable clues to correct the learners, encouraging self-correction. S: I didn't went there yesterday. T: No, yesterday you didn't..? / didn't went? 4. Repetition To signify the errors, teachers reiterate the mistakes with rising intonation. S: This is the most cheapest one! T: t...