The present scenario fact that the English is a language of modern technological and scientific developments, text is a primary tool for students to gain the knowledge in writing skills. However, most male Saudi students show minimum efficient in L2 writing skill and do not have sufficient competence for writing the authentic English passages. To enhance this various study were undergone to cope up the gap between the student’s use of lexical and cohesive ties by applying task-oriented teaching. However, the immediate need to fill the gap, the researchers made pioneer study on this filed. The present study investigates analysis of lexical and cohesive ties usage in undergraduate students’ writing by applying task-based language learning methodology. The study was performed by thirty-five students from an advanced ESL Reading class at King Saud University, Arts College in Riyadh for 15 weeks. This study has been investigated by Four English passages including behavioral psychology, scientific and two general passages throughout the semester respectively. The analysis of the obtained data proved that the students’ language abilities in grammar and vocabulary significantly improved especially in the discourse analysis passages. In addition, the results of the study evidenced that students are more engaged and motivated during group work activities, and learn more about structure, identifying, cause and effect, purpose and function and if clause of analyzing passages. Proficiency of grammatical category results concluded among the 35 students, average 60% of the students were prefect in tenses, passive structures, if clause, cause and effect, purpose and function, documented 37.14,57.14,54.28 and 77.14% respectively. Overall, the present study concludes with pedagogical implications that ESL teachers might consider a task in their ESL classrooms.

中文翻译：

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应用任务型语言学习方法分析本科生写作中词汇和衔接关系的使用

目前的情景事实是英语是现代科技发展的语言，文本是学生获得写作技能知识的主要工具。然而，大多数男性沙特学生在 L2 写作技巧方面表现出最低效率，并且没有足够的能力来写出地道的英语段落。为了加强这项各种研究，通过应用面向任务的教学来弥补学生使用词汇和凝聚力之间的差距。然而，迫切需要填补空白，研究人员对此领域进行了开创性的研究。本研究通过应用基于任务的语言学习方法来调查本科生写作中词汇和衔接关系的使用分析。该研究由利雅得沙特国王大学艺术学院高级 ESL 阅读班的 35 名学生进行，为期 15 周。本研究在整个学期分别通过行为心理学、科学和两篇一般文章等四篇英文文章进行了调查。对所得数据的分析证明，学生在语法和词汇方面的语言能力显着提高，尤其是在话语分析段落中。此外，研究结果表明，学生在小组工作活动中更加投入和积极，并且更多地了解结构、识别、因果、目的和功能以及分析段落的 if 子句。35 名学生的语法类别成绩得出结论，平均 60% 的学生是时态级的，被动结构、if 子句、因果、目的和功能，分别记录了 37.14、57.14、54.28 和 77.14%。总体而言，本研究得出的结论是 ESL 教师可能会考虑在他们的 ESL 课堂上进行一项任务的教学意义。