Potential inclusion of cohesive resources in Jordanian curriculum action pack -12 reading texts: a content analysis

Abstract EN

The present study seeks to investigate to what extent the reading texts in Action Pack 12 are cohesive based on the principles of referencing, substitution, ellipsis, conjunction, and lexical cohesion put forth by Halliday and Hasan (1976).

The researcher content-analyzes the reading texts in unit six of Grade 12 English language textbook within Action Pack series with regard to the cohesive devices, and how they create a textual metafunction.

Frequencies and Percentages are used to present the results of the study question.

The findings of the analysis reveal that the reading texts of Action Pack 12 have a high degree of cohesion and textuality.

The cohesive ties that are employed contribute to the overall meaning of the texts.

Such focus on cohesive reading texts highlights the significance of the reading skill in building the communicative competence of the Jordanian students at the secondary stage.

The study recommends to include intensive training sessions for English language teachers under the supervision of university instructors and English language supervisors from the Ministry of Education part to raise teacher's awareness towards the importance of cohesion in creating a texture and to assure effective implementation of the curricula.