Kurdish EFL Learners’ Difficulties in Using Additive and Adversative Conjunctions as Cohesive Devices in their Academic Writings.
This study investigates the difficulties Kurdish EFL university learners encounter in using additive and adversative conjunctions as cohesive devices in academic writing. It aimed to identify the most common types of errors, explore their underlying causes, and propose pedagogical suggestions for im...
| Publicado en: | Journal of Babylon Center for Humanities Studies Vol. 16; no. 8; pp. 315 - 361 |
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| Formato: | Artículo |
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Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR)
Aug2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=196308513&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 196308513 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 22272895 GYOO jtl: Journal of Babylon Center for Humanities Studies issn: 22272895 maglogo: N pubinfo: dt: Aug2026 vid: 16 iid: 8 pid: 25427 pub: Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) artinfo: ui: 196308513 ppf: 315 ppct: 46 formats: tig: atl: Kurdish EFL Learners’ Difficulties in Using Additive and Adversative Conjunctions as Cohesive Devices in their Academic Writings. aug: au: Awla, Alaa Nawzad affil: Department of English College of Languages Salahaddin University-Erbil, Erbil, Kurdistan Region, Iraq. su: Conjunctions (Grammar) Teaching methods Academic discourse Discourse markers sug: subj: Conjunctions (Grammar) Teaching methods Academic discourse Discourse markers keyword: Additive and Adversative Conjunctons Cohesion and Coherence Error analysis Inappropriate Use Kurdish EFL Learners Recommened Solutions أدوات الربط الإضافية والاستدراكية الاستخدام غير المناسب التماسك والانسجام النصي الحلول المقترحة تحليل الأخطاء متعلمو اللغة الإنجليزية بوصفها لغة أجنبية من الكورد ab: This study investigates the difficulties Kurdish EFL university learners encounter in using additive and adversative conjunctions as cohesive devices in academic writing. It aimed to identify the most common types of errors, explore their underlying causes, and propose pedagogical suggestions for improving learners‟ writing performance. A mixed-methods approach was adopted, combining quantitative and qualitative analyses. Data were collected from forty fourth-stage students in the Department of English, College of Languages, Salahaddin University–Erbil, during the academic year 2024–2025. The research instruments consisted of two academic essay-writing tasks and semistructured interviews. The findings revealed that learners experienced considerable difficulty using additive and adversative conjunctions appropriately, with additive conjunctions producing more errors (125) than adversative conjunctions (102). The most common error types included misuse, overuse, omission, redundancy, and inaccurate placement. The major causes were first-language interference, limited knowledge of conjunction functions, insufficient exposure to academic writing, lack of writing practice, and pure errors. The study recommends explicit instruction, focused writing practice, and systematic corrective feedback to improve learners‟ cohesion, coherence, and overall academic writing proficiency. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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