Metodologia Del Aprendizaje De Ingles

Introduction

We know already that communication is an exchange of feelings and opinions both in written and oral communication. We’ll get into deep about coherence and cohesion because both of them are terms used in discourse of analisis. Besides, if we want an effective way to communicate, we must understand these factors coherence and cohesion. How is cohesion different from coherence? Is there a relationship between coherence and coesion in children’s writings?. However, think of coherence as the text making sense as a whole at an ideas level, and cohesion as rather more mechanical links at a language level. You can imagine that it is possible for a piece of writing to contain sufficiency of cohesion yet little coherence. Well, they are two fundamental tools in the organization, and creation of documents and communication through dialogue. The structure in texts, also, communication is one of the main factors to achieve a better understanding.

Methodology

Our research was completely focus to the children of aour country, and it would help us to figure out what are the problems they are having. Our general objetive in this research was to define every aspect in the research we didn’t understand doing like this the background of it. For our specific objetives, this work has been done about coherence and cohesion in order to be fluent in it, understand, and learn how to make a good use of them. We went through a situation as lack of information, so the research change into more complicated as we thought. Because of it, it wasn’t easy because our topic is intricate and tiring. When we finally found all the information we needed on internet and books online ( also one in paper), we carry out it. We put specially attention on the linguistic resources and gestures also the context in which it was part. The interpretation of data and analysis and the results of data we made a quantitative analysis of the linguistic elements, process of contextualization of the construction of coherence. In the analysis of linguistic cohesion we based on halliday and hasan in which we considered five types of elements for example: marker discourse, reiteration, substitution and ellipsis. To achieve our objetives we made a deep reading, and defined the concepts for a better reasoning and understanding. Besides, we explained them in theorical and in simply words bringing out Halliday and Hassan. The present study examined the relationship between coherence and cohesion in children’s writings and in what level they are.

Coherence

Coherent texts make sense to the reader, an assumption about what it said or written. All texts must have coherence to make understand the recipient, and if he/she is able to make sense and distinguish the organization of its parts. Texts can be coherent at what is called the 'local level (connection between ideas)' and the 'global level (main theme).'

Examples:

• When I was sleeping my mom was cooking. (This text is coherent)

• Walking in the park the other day, I realized I had a pain in my right leg. (2)Hereby, I decided to go to the doctor. (3)As a result, the doctor told me I was getting osteoporosis because of my age. (4) Well, How I could not have it if the whole familiy has it. I just remember my mom complaining about her bones pain. (5)After knowing this I had to make important changes in my life, so I started to eat healthier and bought some medicine. (6)This was really to affect my life, but if life gives you lemons, make lemonade I use to say.

• (This piece of paragraph is coherent because the first sentence introduces you the topic, and “hereby” make the connection between (1) and (2). In sentence (3), he creates coherence by creating another cause and effect relationship with the phrase, “as a result” and “well” (4) referring about the family illness. In sentence (5) the person connects its change in life with a typical phrase for bad times in (6).

• Laura look at me, two people are painting, your brother. (This sentence is NOT coherent because there’s no conection.)

(This picture shows no coherence with the last speaker. He answered something different rather the other speakers.)

Level of coherence

Local level:

The local coherence is given by the relationship between each of the ideas that form a text. Thus, the words, phrases and sentences must be able to be linked logically. It occurs within small portions of texts, usually within texts no longer than a paragraph.

Examples:

• It’s raining, we will suspend the class.

• Roberto must have a kid, I saw him buying diapers.

• “Maria la del barrio” was a famous writter, the most known in her country, México. She chose writing because of a story that she read when she was a child.

Global level:

It’s essential for a text to make sense having a main theme or a thematic unit. Besides, the main theme can be seen in the title and for recongnizing we just ask: What the text is about?

Examples:

• “There is no easy way to determine when clothing was first developed, but some information has been inferred by studying lice. The body louse specifically lives in clothing, and diverges from head lice about 107,000 years ago, suggesting that clothing existed at that time. Another theory is that modern humans are the only survivors of several species of primates who may have worn clothes and that clothing may have been used as long ago as 650 thousand years ago. Other louse-based estimates put the introduction of clothing at around 42,000–72,000”

What the text is about? It’s about the origin of clothing

(http://en.wikipedia.org/wiki/Clothing#Origin_of_clothing)

• “In traditional belief and fiction, a ghost (sometimes known as a spectre (British English)

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