Lexical reiteration as the English First Additional Language learners’ strategic approach to achieve cohesion in essay writing

Abstract

The capacity of authors to generate coherent articles largely relies on their proficient use of cohesive devices.  This chapter examines the utilisation of reiteration by Grade 12 English First Additional Language (EFAL) learners in the Malamulele South Circuit to attain cohesiveness in their written English essays.  Cohesion is an essential characteristic employed by educators when evaluating students' essays.  Thus, a deficiency in consistency in writing may result in diminished grades or outright failure.  The appropriate use of cohesive devices improves the logical progression and interrelation of phrases, paragraphs, and entire writings.  This study employed a qualitative research methodology, sampling fifteen essays from a designated school in the Malamulele South Circuit.  These essays have been assessed, reviewed, and finalised.  Document analysis functioned as the principal method for data collecting.  The results indicated that Grade 12 EFAL students in the Malamulele South Circuit employed many forms of reiteration, including repetition, synonyms, and antonyms, to construct cohesive writings.  Nevertheless, the study emphasised that these learners frequently generated repetitive and redundant sentences due to their propensity to excessively repeat words and phrases for emphasis.  Furthermore, they faced challenges in the proficient use of synonyms and antonyms