A Study On The Application Of Textual Cohesion Theory To English Writing Teaching In Senior High School

Writing is one of the basic language skills that high school students must master,and it is also considered as a difficult part for many students to improve their grades.This is because it requires learners to have substantial comprehensive language knowledge,but also to have certain comprehensive language use ability.If students want to get good grades in the writing test,they not only need to master sufficient and diverse vocabulary,but also need to flexibly use various grammatical structures and rules,and more importantly,they need to make the whole and each part of the text fluent and cohesive.However,in daily writing,students always have the problems of unclear logic,unclear hierarchy and incohesive structure.In view of this situation,this study tries to start with the problem of textual cohesion in the writing of high school students,and uses the theory of textual cohesion to guide the writing teaching,aiming to improve the students’ textual cohesion ability and thus improve their writing performance.In this study,48 students from a class of a high school in Harbin were taken as the research object,with their composition text as the corpus.Based on the textual cohesion theory as the theoretical basis,the empirical research is conducted by means of questionnaire survey,interview method and text analysis method,aiming to explore and solve three problems: First,what common textual cohesion problems do students have in English writing? Second,can the application of textual cohesion theory in English writing teaching in senior high school solve the problem of textual cohesion of students? Third,how does the theory of textual cohesion affect the textual cohesion of students at different levels when it is applied to English writing teaching in high school?After four months of teaching experiment,combined with the results of data analysis of this teaching experiment,the following findings are obtained: Firstly,through the statistics and analysis of the students’ pre-test composition text,it is found that in terms of reference,the main problems of students include the unclear reference object,the wrong use of reference,and the single use of reference.In terms of substitution and ellipsis,students often repeat words without substitution and ellipsis.In terms of conjunction,students have problems such as misuse of connectives,lack of connectives and single usage of connectives.In terms of lexical cohesion,the problems of students include frequent use of original words,less use of synonyms and hyponyms,inappropriate choice of collocation words.Secondly,by using the textual cohesion theory to guide the high school English writing teaching,good teaching results can be obtained and the problem of students’ textual cohesion can be solved.According to the analysis and comparison of the text before and after the test,it is found that after the experiment,the problems of the reference,substitution and ellipsis,conjunction,lexical cohesion in the students’ compositions have been improved correspondingly,and the students’ ability to use cohesive devices has been significantly improved.According to the comparison of writing scores before and after the test,it is found that the average score of students in writing has increased from 16.02 points to 18.69 points,which has been significantly improved.Thirdly,the application of textual cohesion theory to high school English writing teaching has a positive effect on students of different levels,with the most significant effect on high-level students,less effect on medium-level students,and a relatively minimal effect on low-level students.According to the average score increase data,the average score of high,middle and low level students increased by3.54 points,2.19 points and 1.51 points respectively.According to the increase of the total number of cohesive words,it is found that the total number of cohesive words of high,middle and low level students increased by 2.27%,1.70% and 1.17% respectively.According to the group growth data of the four cohesion means,the increase and decrease of high-level students are-0.30%,0.10%,1.18% and 1.17% respectively.The intermediate level students were-0.24%,0.07%,0.78%,0.90%;Low level students were-0.13%,0.03%,0.77% and 0.63%.It can be seen that students at different levels are positively affected,but the effect on high-level students is the most significant,the effect on intermediate students is the second,and the effect on low level students is relatively minimal.In addition,due to my lack of research experience,this study still has shortcomings.