MODUL

It is widely
E8 assumed that the primary

goal of language teaching for students is comprehension of linguistic items'

communicative value in a discourse It has been argued that cohesion is an

essential component of written texts. As a result, the reader's knowledge, the

writer's goal, and the information delivered should all be considered and

considered. sentence and clause Structure is taught outside of their discourse

and context. By the same swig states that cohesion is almost completely

ignored in language teaching He contends that students'. Their difficulties

with cohesion cause problems. This carelessness has resulted in cohesive

issues for students emphasizes that this mistreatment is the result of a lack of

awareness and, despite its recent consideration, this issue has not been given

much prominence in pedagogy of language Clause relations and text patterns,

in addition to cohesion devices, should be considered. be examined as well

When writing, writers should keep their readers in mind.

Although not everything described in discourse analysis can be used in

language Teachers should be able to create authentic materials and activities

for the students they teach.classroom. To accomplish this, teachers should

teach students how to use the textual patterns and cohesive devices they

encounter in written discourse As a result, students can recognize references,

synonyms, and antonyms in reading texts and use them devices.Furthermore,

one of the teaching methods that is used is task-based language teaching.

Text patterns can be taught using this method. Students in an environment

familiar to the author I'm always having trouble with lexical cohesion and text
 MODUL
patterns
E8 Vocabulary has been used to

students. Therefore, a problem solution macro pattern it can be taught in the

classroom. To do so, a task-based language-teaching lesson . The rationale

behind choosing a lesson is

because it focuses on the meaning, the real world process of language use

and on communicative outcomes. These features that suitable for teaching

students the relationship between the language and the context in which it is

will used. The task can be a combination of reading and writing practice

through discourse analysis.

Due to its natural occurrence, written discourse analysis is a supportive

function when it comes to teaching languages. The goal of most learners of

English is to gain the ability to use the language either in spoken or written

form; therefore, applying written discourse analysis lessons in the classroom

is very helpful. By doing so, learners will have the ability to make their writing

coherent and readable. Moreover, the analysis of text patterns will help

students in terms of both writing and reading in the ELT context. To

conclude, although written discourse analysis has some shortcomings, as

mentioned above, its merits and valuable outcomes are very appealing.