A Study On Discourse Grammar Teaching In Senior High Schools Based On Cohesion Theory

For a long time,the internal relationship between grammar and discourse has been ignored in English grammar teaching,and teachers pay much attention to grammatical forms and rules in grammar teaching.This kind of grammar teaching without discourse makes grammar learning boring,and it also affects the further development of students’ language ability.Besides,before 2014,students’ grammar knowledge had been tested by the National College Entrance Examination in the form of grammar multiple-choice questions.Today,students’ grammar knowledge is tested in the form of discourse grammar cloze test,which is inclined to test students’ understanding of the entire discourse and the comprehensive ability to apply the grammar knowledge acquired.Therefore,it is necessary for teachers to find ways to teach grammar in discourse,and discourse grammar cloze test provides a discourse that can examine students’ comprehensive use of grammatical knowledge for discourse grammar teaching.This thesis aims to conduct a study of discourse grammar teaching based on Halliday and Hasan’s cohesion theory by taking discourse grammar cloze test as an example in senior high schools.And the research subjects are 92 grade three senior high school students of Lixian No.1 High School in Longnan City,Gansu Province.The research questions are as follows:(1)What are the students’ attitudes towards discourse grammar cloze test and what habits do they have in solving the problems of discourse grammar cloze test?(2)What effect does discourse grammar teaching based on cohesion theory have on students’ achievements of discourse grammar cloze test?(3)What effect does discourse grammar teaching based on cohesion theory have on students’ discourse awareness? The experimental instruments are two questionnaires and two tests.Students need to complete a pre-questionnaire and a pre-test before the teaching experiment.And after the teaching experiment,they are also asked to complete a post-questionnaire and a post-test.The experimental data are recorded and analyzed by SPSS 22.0.The results of the experiment show that before the experiment,for students’ attitudes towards discourse grammar cloze test,most students find it difficult to do discourse grammar cloze test,and they have no confidence in doing discourse grammar cloze test.In terms of their problem-solving habits before the experiment,only a few students can do some related exercises of discourse grammar cloze test on their own and guess the meaning of new words while doing the discourse grammar cloze test.What’s more,by comparing the results before and after the experiment with the questionnaires and the tests,the researcher finds that after14 weeks of discourse grammar teaching based on cohesion theory in the experimental class,most students’ attitudes discourse grammar cloze test and their problem-solving habits have changed positively.Besides,after the experiment,students’ achievements of discourse grammar cloze test in the experimental class are improved greatly,and students’ discourse awareness is also enhanced effectively.Therefore,the discourse grammar teaching based on cohesion theory is effective and feasible in senior high schools.