The Representation of Written Discourse Competence in Grade Eleven English Textbook
DOI:
https://doi.org/10.20372/star.V14.i3.10Keywords:
Discourse Competence, Written Discourse Competence, Coherence, Cohesion, GenreAbstract
This study examined the representation of discourse competence in the writing skills lessons of an Ethiopian grade eleven students' textbook. The source of the data is an English language textbook that was revised in 2023 and is currently in use, and all the writing lessons were used. To analyse the data, the qualitative analysis framework developed by Braun and Clarke was adapted, and the coding and thematic categorisation of the discourse competence model of Celce-Murcia were adapted. The result of the analysis revealed that features of discourse competence were included in the text and covered various activities that foster the students’ ability to employ discourse competence features in their writing. However, except for conjunctions, components of cohesion – reference, substitution, ellipsis, and lexical devices – were not integrated into the lessons. Generally, the textbook fosters the development of students’ written DC with few limitations. Finally, it is recommended that textbook writers and teachers fix the limitations.
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