Abstract:
This study aims at investigating difficulties facing EFL students in using cohesion categories in written discourse. The researcher has adopted descriptive analytical method. Two instruments have been used as main tools for collecting data relevant to the study, namely questionnaire to teachers of English at some Sudanese Universities and written diagnostic test to the second year students of English at Sudan University of Science and Technology-College of Languages. The study sample of questionnaire comprises (30) teachers whereas the written diagnostic test composes (82) students. The researcher applied SPSS program to analyze the items to emphasis hypotheses. The results have shown that most EFL the most students are unable to use simple lexical repetition of cohesive tie in written discourse the highest percentage between (85 – 63%). Moreover, all of them are not able to comprehend the clearness of the point of view of the writers create coherence in written discourse.Most EFL students are unfamiliar with equivalence (synonym) of cohesive ties in written discourse. The study has recommended that EFL students should be equipped with knowledge of effectiveness of the introductory paragraph (thesis statement) of coherence in written discourse. On the other hand, trained teachers should help students to widen their knowledge of coherence in written discourse. The researcher investigates Mother tongue interference should be avoided when utilizing lexical repetition in written discourse. Some suggestions are also proposed for further studies.
