Analysing reference and conjunction and their evaluative meaning in business texts: Grounding for a DDL pedagogy

Olfa Ben Amor & Faiza Derbel

Abstract   

Previous studies have highlighted the importance of cohesive devices and non-finite clauses in business writing, noting their frequency in academic discourse and the differences in how novice and journal writers use them (Alyousef 2016; Fischer & Glanzer 1986). This paper outlines the process of compiling and analysing a teacher-made corpus based on the selection and analysis of Business English Texts extracted from academic business research articles, and students’ theses. To extract non-finite clauses which include cohesive devices and determine common features of the business register, the corpus was explored applying Hunston's (1989) evaluation parameter of relevance and Halliday and Hassan’s (1976) concept of cohesion. The analysis reveals significant cross-generic differences in the frequency of conjunctions and reference markers, with coordinating conjunctions being most prevalent in the sub-corpus of novice Tunisian academic writers. Building on these results, the evaluative aspect of these structures is examined further, with a focus on Hunston’s parameter of relevance. The findings indicate that, while Tunisian writers tend to use content markers that enhance the clarity of their evaluation, journal writers employ more complex and nuanced arguments which strengthen their authority and persuade the reader. Based on these findings, the researchers argue that using corpus linguistics tools to highlight business genre writing techniques and, particularly, through the lens of cohesion and relevance evaluation, can be instrumental in preparing instructional materials to be employed in a Data-Driven Learning (DDL) Business English course destined for Business students. The paper is concluded with a discussion of the pedagogical implications of using teacher-made corpora in DDL and suggestions of alternative methods of presenting and using genre-based corpora as a content base for teaching these students cohesion in Business English texts.