An Analysis of Cohesion in Secondary-Level Textbooks of Khyber Pakhtunkhwa

Abstract

This study aims to analyze lexical and grammatical cohesion used in secondary-level English textbooks of Khyber Pakhtunkhwa. Lexical cohesion refers to the connections and relationships between words and sentences within a text. It is the use of cohesive devices, such as repetitions, synonyms, antonyms, hyponyms and meronyms, to create coherence and unity in a written or spoken discourse. Grammatical cohesion refers to the use of grammatical structures and devices within a text to create a sense of coherence and unity. Grammatical cohesion is achieved through various linguistic features; such as pronouns, conjunctions, repetitions, ellipses and referencing. The current study carried a mix-method research design; employing qualitative and quantitative methods to investigate the cohesion patterns in the selected textbooks. The research sample consists of secondary-level English textbooks used in public schools across Khyber Pakhtunkhwa. A random sampling technique is employed by selecting 4 chapters in secondary-level English textbooks, ensuring the representativeness and generalizability of the findings. Besides that, to analyze lexical cohesion, the study employed an extensive corpus linguistics approach. Textual units containing cohesive devices are extracted and statistical measures are used to examine lexical items' frequency, distribution and diversity. Additionally, qualitative analysis of specific instances of lexical cohesion is conducted to assess their effectiveness in maintaining coherence and facilitating comprehension. In the case of grammatical cohesion, a comprehensive examination of reference, ellipsis and conjunction is undertaken. The findings of this study provide insights into the prevailing pattern of lexical and grammatical cohesion in secondary-level English textbooks of Khyber Pakhtunkhwa. The analysis sheds light on the strengths and weaknesses of secondary-level English textbooks, highlighting areas that may require improvement in terms of coherence and clarity. The research outcomes can serve as a basis for curriculum developers, textbook authors and educators to enhance the quality of instructional materials, ensuring they effectively facilitate learning and comprehension among secondary-level students.