On the Ecological Application of Lexical Cohesion in English Writing Teaching

XIAO Fuliang

【Abstract】According to ecological linguistics, lexical cohesion, as an ecological factor of an English text, is helpful to make up a balanced ecological environment of a text. Therefore, in English writing teaching, students should know about different patterns and functions of lexical cohesion, and be guided how to apply different lexical cohesive devices to improve their writing ability as well.

【Key words】ecological linguistics; lexical cohesion; apply; English writing

1. Theoretical Foundation

1.1 Ecological linguistics

Ecological linguistics is a study of the interaction of language and its survival environment, of which research paradigm covers three main factors including groups, educational activities and the ecological environment in which education activities are carried out in the ecological system of linguistics, and their mutual relations. Under the guidance of ecological linguistics, English teaching is a kind of micro-ecosystem that is a unity of the interaction and energy exchange of teaching environment and internal factors such as teachers, learners, teaching contents, methods, and evaluation etc.

Ecological application of lexical cohesion in this paper indicates that lexical cohesion, as an ecological factor consisting of an English text, makes the text balanced by its various lexical cohesive devices.

1.2 Lexical Cohesion

Mainly based on the most influential Halliday & Hasas nand Hoeys lexical cohesion theory this paper will present a lexical cohesion pattern as below: Lexical Reiteration: same words; synonyms; antonyms; superordinates; general words; Lexical Collocation: same series; part to whole/ meronymy; part to part; co-hyponyms; registral collocation.

2. Functions of Lexical Cohesion

Based on the analysis of the main problems of English writing teaching such as students poor writing ability, lack of good writing skills, using too many same words to cohere the context etc, we can find that one of the main causes is that different patterns of lexical cohesion and their functions are often neglected in practical teaching. Therefore, one of the proper solutions to the problems is to help them to acquire different patterns and functions of lexical cohesion often neglected in practical teaching. Lexical cohesion, as an ecological factor of an English text, plays an important role in making it in ecological balance. Therefore, the different patterns and functions of lexical cohesion will be introduced, and how to apply them in English writing will be discussed as well.

2.1 Functions of Lexical Reiteration

Reiteration refers to repetition of what has been said before in the form of same words, synonyms or near synonyms, superordinates and general words. In the following their function are illustrated one by one.

Same words are the simplest form of lexical cohesion. It is very important that some words may be repeated for emphasis and make the information exchanged more efficiently. It also can achieve the effect of giving prominence to the topic.

Synonyms have the same or nearly the same meaning. The cohesive functions of synonyms can be achieved inside one clause to explain another by means of one word, or to enhance the tone helping to improve its expressive force.

Antonyms are words featuring opposite relations antonyms. The antonyms are one of the rhetorical devices that can produce a strikingly effect of great contrast and thus strengthen the expressive force. On the other hand, the presence of antonyms in the same text may form antagonistically contrasting relations in meaning.

When A is a kind of B, the lower term A(which is more specific) is the hyponym, and the upper term B(which is more general) is the super-ordinate. They can help avoid unnecessary repetitions and dullness with the acquirement of tactfulness and consistence.

General words refer to a small set of words having generalized reference, in a way, is a higher-level super-ordinate, which can avoid repetition, give just the amount of information as is necessary, and incarnates the containment of words.

2.2 Functions of Lexical Collocation

Collocation indicates not only various lexical relations but also cohesive devices that link sentences into text. It includes same series, part to whole/ meronymy, part to part, co-hyponyms, registral collocation.

In the practice of language, there are certain rules in the arrangement of some words, such as numbers first, second, third… etc. These words, that is, same series, which belong to the same sequence, of course, have the function of cohesion when used in a text.

For instance, the relationship between head, neck, arm, leg and human body belongs to the kind “part to whole” and the relationship between themselves belongs to the kind of part to part. If the componential structure of a word includes that of another word, the two words form hyponymy. The hyponyms, which co-occur in a text, make up co-hyponyms. Therefore, unnecessary repetitions and dullness can be avoided with the acquirement of tactfulness and consistence.

With one concept as a center and gathering other related concepts, there is an associative field except certain especially technical words. For example, when people speak of school, it reminds us a series of related concepts such as teacher, student, classroom, and book. These words form registral collocation, which can strengthen the textual coherence.

3. The Application of Lexical Cohesion to English Reading Writing

Based on the research, we know complex repetition, synonyms, antonyms, superordinates/hyponyms and lexical collocation are more important than simple repetition and general word to writing quality, among which synonym and antonym are the most important. What teachers should do is to ask students to avoid clumsy repetition, and make students learn how to consciously say by lexical cohesion except for some stupid simple repetition. Here are a few ways for practice:

3.1 Creating efficient lexical cohesive ties

This type of exercise directly helps students improve the ability to create or use lexical ties in their writing. It can be applied at different levels in English study and thus very practical.

3.1.1 Using synonyms/ antonyms/complex repetition

When learning English, students may be asked to write a short passage by using lexical items such as synonyms, antonyms, complex repetition consciously to achieve the variety of language and to contrast meanings, to cohere the passage. For example, when they describe the state of being not clear, they may use such words as ambiguous, unclear, and hazy and direct may be changed to directly or direction in different sentences. In this way students can avoid clumsy repetition. The different derivatives of a word should be used to achieve complex repetition.

3.1.2 Using superordinates and hyponyms

Give students some pictures and ask them to write something about what they see. For example, for a newcomer in Grade One, they are shown the picture of the beautiful campus of our college, and then ask them to describe it in writing by starting with the superordinate building and changing to its hyponyms, teaching building, library, dormitory etc. In this way the students have to use appropriate lexical items that may serve as cohesive devices for their description.

3.2 Finding out the cases of patterns of lexis in writing

Teachers may find some sample passages for students to appreciate or evaluate concentrating on lexical ties. I think the samples should include both well-written passages and poor ones. It is better to choose from the students own writings because this kind of writing is the most typical and suitable for the students. First, they can discuss in groups and then report to the class. For well written ones, they can appreciate how lexical ties especially synonyms and antonyms help organize the passage. But for poor ones, they can give their reasons and suggestions for improvement. Last, the teacher sums up their report, giving the best analysis. Such analysis can help students to understand the important relationship between patterns of lexis and textual coherence. Thus, when they write, they may consciously use these patterns. In this way, students can benefit a lot.

Conclusion

According to the analysis above, lexical cohesion, as an ecological factor of an English text, is helpful to constitute an efficient one, thus making up a balanced ecological environment. Therefore, in English writing teaching, students should be guided how to apply different lexical cohesion devices to improve their writing ability.

References:

[1]Halliday,M.A.K.and Hasan,R.Cohesion in English.London:Longman,1976.

[2]Hoey,M.Patterns of Lexis in Text.Oxford:Oxford University Press,1991.

[3]朱永生,鄭立信,苗興偉.英漢語篇銜接手段對(duì)比研究[M].上海:上海外語教育出版社,2001.

[4]馬曉薇,田桂玲.詞塊理論對(duì)大學(xué)生英語寫作的影響[J].牡丹江教育學(xué)院學(xué)報(bào),2015(8):74-75.

About the author: Xiao Fuliang(1971-), associate professor, master of English Linguistics and Literature. Main research realm is applied linguistics and business English.