Abstract:
This study aimed at investigating difficulties encountered by Sudanese graduate students in using discourse as larger unit of learning. The study adopted a descriptive analytical approach .Two tools were used for data collection a test and questionnaire. The sample of the study consists of (30) M.A English language students at Sudan university of science and Technology in addition to questionnaire for (20) experts of English language teachers from different Sudanese universities. The data were analyzed statistically by using statistical Packages for Social Science (SPSS) Program which provides percentages results for test. The investigation itself is centered around the notion of discourse metafunctions hence ideational ,interpersonal , experiential or types process and textual features of texts. This study tries to reveals how M.A Students make sense of the three components of text through metafunctions. M.A Students can develop their writing by using linguistic resources and grammatical one that are vital for expository writing the study has come out with reference to the achievement test the result have shown M.A English language students have poor knowledge in using communicative features that establish relations between ideas and events in their writing ,the main reason behind this problems is due to lack of practice and un awareness .The findings show that in ability of using discourse features due to lack of discourse model in their learning. It recommend that texts features should be teach to raise students’ knowledge and awareness in using discourse analysis and should adopt discourse as model to interpret and analyze text and its components also it recommends that students should practice discourse intensively so as to enrich them with varieties of language features of text because many text arrived from different sociocultural back ground of writers hence M.A Students need to be familiar with many forms of genres
