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Coherence in L2 Narrative Paragraphs through the Lens of Rhetorical Structure Theory

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Title: Coherence in L2 Narrative Paragraphs through the Lens of Rhetorical Structure Theory
Language: English
Authors: Suppathat Wuthikhamprapan, Prapatsorn Tiratanti
Source: PASAA: Journal of Language Teaching and Learning in Thailand. 2025 70:471-508.
Availability: Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1
Peer Reviewed: Y
Page Count: 38
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Rhetoric, Paragraph Composition, English (Second Language), Rhetorical Theory, College Freshmen, Second Language Learning, Story Telling, Foreign Countries, Writing (Composition)
Geographic Terms: Thailand
ISSN: 0125-2488
2287-0024
Abstract: Studies on coherence in the paragraphs produced by English language learners have focused on cohesive devices and their correlation with perceptions of writing quality. Inconsistent findings suggest that other measures of coherence might be at play, one of which is coherence relations. This study aimed to explore coherence relations in learners' narrative paragraphs and how these relations were made explicit through connectives and clause integration. Paragraphs rated high and low in coherence were examined using rhetorical structure theory (RST), and the most common relations were discussed in terms of their contribution to narrative development. It was found that CAUSE/RESULT was present consistently among all paragraphs. A disproportionately high frequency of ELABORATION was found in many low-rated paragraphs. CIRCUMSTANCE was much less frequently used and was mostly limited to high-rated paragraphs. Some paragraphs relied on a LIST relation instead of SEQUENCE for paragraph development. The different strategies for signalling these relations revealed some linguistic challenges that learners might face when presenting various relations. The issues highlighted through RST analysis suggest that instruction that focuses on underlying global and local relations, in addition to explicit connectives, may be beneficial for improving coherence in learners' narrative writing.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486531
Database: ERIC
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  Data: Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1
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  Data: Studies on coherence in the paragraphs produced by English language learners have focused on cohesive devices and their correlation with perceptions of writing quality. Inconsistent findings suggest that other measures of coherence might be at play, one of which is coherence relations. This study aimed to explore coherence relations in learners' narrative paragraphs and how these relations were made explicit through connectives and clause integration. Paragraphs rated high and low in coherence were examined using rhetorical structure theory (RST), and the most common relations were discussed in terms of their contribution to narrative development. It was found that CAUSE/RESULT was present consistently among all paragraphs. A disproportionately high frequency of ELABORATION was found in many low-rated paragraphs. CIRCUMSTANCE was much less frequently used and was mostly limited to high-rated paragraphs. Some paragraphs relied on a LIST relation instead of SEQUENCE for paragraph development. The different strategies for signalling these relations revealed some linguistic challenges that learners might face when presenting various relations. The issues highlighted through RST analysis suggest that instruction that focuses on underlying global and local relations, in addition to explicit connectives, may be beneficial for improving coherence in learners' narrative writing.
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      – SubjectFull: Thailand
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