The role of composing process and coherence/cohesion in FFL writing

Veda Aslım Yetiş


The aim of this paper is to examine the role of composing process and knowledge about coherence/cohesion in French foreign language writing skill. Research sample consists of 35 Turkish students studying French language teaching at a Turkish university. The participants were first given a test containing of three parts in order to determine their level of knowledge about the rules of coherence-cohesion; then, they were asked to write an argumentative essay to see how good they were at writing. Right after the completion of essays, students were administered a 29-item questionnaire concerning the use of composing process. Findings have revealed the following conclusions: 1-Turkish FFL students who know the rules of coherence/cohesion have better writing skills; 2-The participants with better writing skills are those who can employ the composing process; 3-Knowing only the rules of coherence/cohesion or only employing the composing process is not enough to have advanced writing skills in French: both are necessary to be successful. According to the results, it is possible to suggest that rules of coherence/cohesion and composing process be incorporated into the syllabus of writing course and writing course be heavily based on these two topics. Teachers should explicitly teach the process and rules.


Writing; Composing Process; Coherence; Cohesion; French as a foreign language.

Full Text:



Baroudy, I. (2008). Process Writing: Successful and Unsuccessful Writers; Discovering Writing Behaviours. International Journal of English Studies, 8 (2): 43-63.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd ed. White Plains: Addison Wesley Longman.

Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd edition.). Boston: Heinle & Heinle.

Chenoweth, N. & Hayes, J. (2001). Fluency in writing. Generating text in L1 and L2. Written Communication, 18 : 80–98.

Dezutter, O. (2015). Repenser la didactique de l’écriture pour les apprenants universitaires de FLES. In Defays, J.M. et al. (Eds), Pratiques – 20 ans de FLES. Faits et gestes de la didactique du Français Langue Etrangère et Seconde de 1955 à 2015 (Vol.3). Bruxelles: Proximités EME.

Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. L.W. Gregg & E.R. Steinberg (Eds), Cognitive processes in writing (pp.3-30). Hillsdale, NJ: Lawrence Erlbaum.

Hirose, K. & Sasaki, M. (1994). Explanatory variables for Japanese students' expository writing in English: An exploratory study. Journal of Second Language Writing, 3 (3), 203-229.

Kamimura, T. (2000). Integration of process and product orientations in EFL writing instruction. RECL Journal 31, 2: 1-28. DOI: 10.1177/003368820003100201

Lefrançois, P. (2001). Le point sur les transferts dans l’écriture en langue seconde. Canadian Modern Language Review 58, 2. DOI: 10.3138/cmlr.58.2.223

Préfontaine, C. (1998). Ecrire et enseigner à écrire. Québec : Les Editions Logiques.

Raimes, A. (1987). Language proficiency, writing ability, and composing strategies: a study of esl college student writers. Language Learning 37: 439-467. DOI: 10.1111/j.1467-1770.1987.tb00579.x

Roca de Larios, J., Manchon, R.M. et Murphy, L. (2002). A temporal analysis of formulation processes in L1 and L2 writing. Language Learning, 51: 497– 538.

Sasaki, M. (2000). Toward an Empirical Model of EFL Writing Processes: An Exploratory Study. Journal of Second Language Writing, 9 (3): 259-91.

Stevenson, M., Schoonen, R. & de Glopper, K. (2006). Revising in two languages: A multidimensional comparison of online writing revisions in L1 and FL. Journal of Second Language Writing, 15: 201-233.

Silva, T. (1993). Towards an understanding of the distinct nature of l2 writing: the esl research and its implications. TESOL Quarterly 27, 4: 655-677. DOI : 10.1111/j.1467-1770.1987.tb00579.x

Tognotti, S. (1997). Etude d’un dispositif de coopération rédacteur-lecteur pour l’apprentissage de la rédaction technique. (Mémoire – Université de Genève).

Victori, M. (1999). An analysis of writing knowledge in EFL composing: a case study of two effective and two less effective writers. System 27: 537-555. DOI: 10.1016/S0346-251X(99)00049-4

Zamel, V. (1983). The composing process of advanced ESL students: six case studies. TESOL Quarterly 17, 2: 165-187. DOI: 10.2307/3586647


  • There are currently no refbacks.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © Journal of Language and Linguistic Studies