2 Hard work

Q1 is required
to produce
1 genuine
Q2 work.

NAZIK HUSSAIN M.A ELT LMS.MC190203674 CODE:ENG511Q1. According to Halliday and Hasan
(1976), the range of possibilities that exist for linking something with what has happened before is
called cohesion. Discuss the four strategies with appropriate examples to establish cohesion in a text.
Cohesion is the grammatical and lexical linking contained by a copy or sentence that holds a textbook
laid back and gives it meaning. It is interconnected to the broader thought of coherence.

There are two highest types of cohesion: grammatical cohesion, which is based on structural content—
and lexical cohesion, which is based on lexical comfortable and experience knowledge. A consistent
book is formed in lots of numerous ways. In Cohesion in English, M.A.K. Halliday and Ruqaiya
Hasan identify five all-purpose categories of organized campaign that construct rationality in texts:
reference, ellipsis, substitution, lexical solidity and conjunction. There are two referential devices which
can create cohesion:

1:Anaphoric: reference occurs when the writer refers back to someone that has been already identified,
to avoid repetition. Some examples are here: replacing "the taxi driver" with the pronoun "he" or "two
girls" with "they". Another example can be found in formulaic sequences such as "as stated previously"
or "the aforementioned".

2:Cataphoric: reference is the opposite of anaphora: a reference forward as opposed to backward in the
discourse. Something is introduced in the abstract before it is identified. For example: "Here he comes,
our award-winning host... it's John Doe!" Cataphoric references can also be found in written text.

There is one more referential device, which cannot create cohesion:

3:Exophoric :reference is used to describe generics or abstracts without ever identifying them (in
contrast to anaphora and cataphora, which do identify the entity and thus are forms of endophora): e.g.
rather than introduce a concept, the writer refers to it by a generic word such as "everything". The
prefix "exo" means "outside", and the persons or events referred to in this manner are never identified
by the writer. Halliday and Hasan considered exophoric reference as not cohesive, since it does not tie
two elements together into in text. Coherence is sometimes called cohesion,even though some would
claim that the two terms denote phenomena that are obviously related, but clearly different. We
use coherence to make both the extent to which a text hangs together, as it were, and the various
linguistic and structural means of achieving this coherence. Commented [FS1]: Be relevant and specific

In a coherent text, there are logical links between the words, sentences, and paragraphs of the text. The
term comes from the Latin verb co-haerere, which means 'to stick together' (OED). Another way to
describe coherence is to say that it has to do with good and smooth text flow. A writer must maximise
understanding of a text by making it as clear and logical as possible.

Coherence can be achieved in a many ways. Oshima & Hogue (2006) says the following four:

Repeating key nouns

Using consistent pronouns

Using transition signals to link ideas

Arranging your ideas in logical order

Starting with the last point, for the reason that it is a paramount aspect, any academic text will be
incomprehensible unless the ideas expressed in it are arranged in some sort of logical fashion.

There are many different kinds of logical order, but some of the more frequently used
are chronology, importance, and contrast. Chronology, firstly, has to do with time, and in terms
of logic, events are ordered in a sequence. Secondly, importance means that ideas are discussed
in a sequence which implies either a increasing or decreasing order of importance.
Q2. Working memory is a cognitive system with a limited capacity that is responsible for
temporarily holding information available for processing. Explain the concept of working
memory in detail with reference to second language. What is working memory? Working
Memory is the thinking skill that focuses on memory-in-action: the ability to remember and use relevant
information while in the middle of an activity. For example, a child is using their Working Memory as they
recall the steps of a recipe while cooking a favorite meal. Children who have trouble with their Working
Memory skills will often have difficulty remembering their teachers’ instructions, recalling the rules to
a game, or completing other tasks that involve actively calling up important information.

Video games can help improve Working Memory by allowing kids to practice their memory skills while
in the midst of a fun and immersive gaming experience. Many games require that the player learn
and repeatedly recall information in order to succeed and advance to higher

This unique volume presents a comprehensive discussion of compulsory theoretical and

methodological issues concerning the important role of working memory in second language
learning and processing. The collection opens with a foreword and introductory theoretical chapters
written by leading figures in the field of cognitive psychology. Following these are three research
sections containing chapters providing original data and innovative insights into the dynamic and
complex relationships between working memory and specific areas of second language processing,
instruction, performance and development. Each section concludes with a commentary which is
written by a noted SLA researcher and which charts the course for future research. This book
provides a fascinating collection of perspectives on the relationship between working memory and
second language learning and will appeal to those interested in the integration of cognitive
psychology with second language acquisition research.

Video games can help improve Working Memory by allowing kids to practice their memory skills while
in the midst of a fun and immersive gaming experience. What is the importance of working memory in
second language acquisition? Working memory, as an important concept of cognitive psychology, has
great influence on many aspects of language

learning including vocabulary acquisition, language understanding, language performance, reading

comprehension and

so on. So it is regarded as an important element of learning ability of a foreign language.

The learning ability of a foreign language means the tendency people present when studying a second
language. Lots

of researches have proved that it’s one of the best factors which predict the result of foreign language
learning. It’s

generally taken as a measure of the individual differences in learning a second language. The modern
researches indeed

began with an American psychologist named Carroll. He held the opinion that the acknowledgement of
the learning

ability to learn a foreign language as one of the factors influencing learning a second language
includes the

understandings as follows: 1. The learning ability of a foreign language and the marks got in tests are
different concepts.

They are unrelated at the beginning of the teaching while related at the end, which has been proved
through lots of

researches. 2. The learning ability of a foreign language and the motivations of study are different. 3.
The learning

ability of a foreign language is a relatively stable, inherent and less changeable factor. 4. The learning
ability of a

foreign language should be regarded as the speed and level of learning a second language, instead of
the prerequisite. 5.

The learning ability of a foreign language is different from general intelligence.

Vocabulary is the fundamental part of a language and is considered as one of the factors to measure
the learning Commented [FS2]: Irrelevant copied work.

ability of a foreign language. Vocabulary acquisition of a second language has the marginal feature of
cross-discipline.
But till now there have been only some specific models like process model and vocabulary knowledge
model, instead of

generally accepted complete theories or models for it. Many theories or models on learning a second
language can’t be

put into practice because their objects are mainly grammars and patterns. The vocabulary has its own
characters, which

means that there is a need to conduct a specific research on or make adjustments to the acquisition
theory, such as the

usage of the input hypothesis “i+1” by Laufer and Krashen. Researchers take advantage of
psychological model to

explain the vocabulary acquisition, which gets influence of the psychology. For example, it’s helpful to
understand the

learning process of a language through cognitive and linguistic psychology. Compared with that, the
function of

linguistics is limited, which is represented through the description of the morphology and collocations.
The researches

on vocabulary acquisition of a second language can improve the theory of linguistics, cognitive science
and psychology

while making use of them so as to form a theory of vocabulary acquisition. The growing theory of
vocabulary

acquisition can draw lessons from the experimental methods of philological depiction and the test
model of psychology,

and in turn, help to cognize processing and explain the overall process of acquisition, storage,
withdrawal and the rest.

Nowadays in China it’s very common that the students at college are not very good at English,
especially in

vocabulary acquisition and reading comprehension. Sometimes they can’t deal with the long and
complex sentences,

trapped in trouble while learning and reading English. The author of the paper is, having experimented
with some

psychological research mode, trying to analyze the individual differences in the foreign language
learning because of

their working memory which affects their vocabulary acquisition.