(Non-)signalling of coherence structures in English learner writing
This study explores different realisations of discourse relations in a corpus ofEnglish learner writing. A sample of 30 essays produced by upper intermediatelearners of English (mean age: 23) is subjected to a multi-method analysisincorporating (1) global coherence ratings, (2) rhetorical structure analysis(RST), and (3) features at the linguistic surface level. The focus is on explicitsignalling vs. implicitness of discourse relations in essays rated high vs. low incoherence. The results show differences in the type of connectives used in highratedvs. low-rated texts as well as in the use of connectives to signal relations athigher and lower levels of the discourse structure.