Gender differences in using cohesive devices while writing

by Sara Vali and Parnaz Kianiparsa

Abstract

The present study investigated gender differences in using cohesive devices while writing. About 24 (male and female) M.A. students of Payam Noor University (PNU) who were studying English language teaching participated in this study. The instrument used for eliciting their writing behavior in using cohesive devices was a writing composition test about ‘Transportation in Cities’. After collecting the subjects’ papers, the data was analyzed using two chi squares to determine the amount of the frequency of the occurrence of cohesive devices. The cohesive devices selected for the investigation were references and conjunctions. The results of the study suggest that there is no gender difference in using cohesive devices while our participants tried to write a composition in English. Findings also indicate that Persian EFL students use references and conjunctions at the same level in their writings.

Introduction

Writing is a process of forming a text as a communicative connection between the reader and the writer (Seidlhofer & Widdowson, 1999). It is the second productive skill which may be difficult for both EFL and ESL learners around the world. Most of the time, students complain about their problems in arranging the ideas beside each other and organizing a proper structure for their writing compositions. It has been suggested that many factors, such as cultural differences, cognitive and interlanguage development, and negative transfer from L1 to L2 may result in L2 learners’ problems in writing. (more…)