Despite an extensive research base in the domain of analyses for academic writing, a study of how pedagogic perceptions are revealed in students’ actual writing performance is relatively an under-researched area. This study aimed at finding out the relationships between teachers’ beliefs and textual evidence in regard to students’ use of cohesion in academic writing. Structured questionnaire and open-ended interviews were used to gauge teachers’ perceptions about the subject. Cohesion analysis of the samples of students’ academic essays was performed and collated with the teachers’ perceptions. The results revealed statistically significant correlations between pedagogic perceptions as well as between textual manifestations of cohesion use in the sample texts. Both agreement and disagreement were observed between what teachers believed about students’ ability to use cohesion as a text-forming resource and the textual analysis of cohesion. The study proposes a review of pedagogic practices with focus on academic writing literacy as well as a further research initiative with a larger sample to conduct a micro-level analysis of cohesion to be collated with both teachers’ and students’ beliefs.

中文翻译：

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老师关于学生在写作中运用内聚力的信念：文本证据揭示了什么？

尽管在学术写作分析领域有广泛的研究基础，但有关如何在学生的实际写作表现中揭示教学观念的研究相对而言仍处于研究不足的领域。这项研究旨在找出教师信念与文本证据之间有关学生在学术写作中运用凝聚力的关系。使用结构化的问卷调查和不限成员名额的访谈来评估教师对该主题的看法。对学生的学术论文样本进行了衔接分析，并与教师的看法进行了核对。结果揭示了教学观之间以及样本文本中衔接使用的文本表现之间的统计学显着相关性。在教师对学生使用内聚力作为文本形成资源的能力的看法与对内聚力的文本分析之间，观察到同意和不同意。该研究提出了对教学实践的回顾，侧重于学术写作素养，并提出了一项具有更大样本量的进一步研究计划，以对凝聚力进行微观分析，以与教师和学生的信念相对照。