An Investigation On Classroom Input And Students’ Writing Output Of English Textual Cohesion In Junior Middle School

The English writing can reflect the full use of a learner’s language abilities,but the cohesive part is often overlooked.According to English curriculum standard for junior high school(2011),junior high school graduates are supposed to achieve the goal of cet-5.It means that students could use common cohesive devices to express order and logical relationship.From the perspective of the curriculum standard,textual cohesion does play an important role in English writing.In China,the research on textual cohesive devices mainly involves applied research,mainly for university and high school students,and there are few related researches at the junior high school stage.In addition,most studies are limited to explore the relationship between textual cohesion devices and writing quality,or the investigation on the use of textual cohesion devices in writing,rarely combining the output of students’ textual cohesion devices with teachers’ classroom input.Therefore,the author will take this as the starting point,focus on the relationship between students’ output and teachers’ classroom input of textual cohesive devices,and explore the relationship between them.This research takes students from two graduating classes in the author’s internship school as the research object,and uses textual cohesion theory and constructivist learning theory to analyse.By collecting students’ writing texts,issuing questionnaires,interviews,etc.,students’ understanding and application of writing and textual cohesion theory are examined.In addition,the author conducts classroom observations and interviews with teachers to investigate their subjective understanding of textual cohesion and actual explanations.After a comprehensive analysis of the survey results,the relationship between classroom input and students’ writing output of English textual cohesion devices for junior high school students is finally obtained.The research questions of this paper are:(1)What are the textual cohesive devices that junior high school English teachers present in class?(2)How about the output of textual cohesive devices in junior middle school students’ English compositions?(3)What is the relationship between classroom input and students’ writing output of textual cohesive devices?Through the investigation,the author finds that in junior high school textual cohesion from English teachers are diversified in different classroom contents,but there are frequency differences among which the explanation of lexical collocation is the most in lexical cohesion;Most students can use different textual cohesive devices in their compositions,but there are differences in the types and frequency of textual cohesive devices in their compositions.The most frequently used by students is personal reference in grammatical cohesion.Through the data comparison and analysis,the author finds that the input of some textual cohesive devices is positively correlated with students’ writing output,but there is no obvious correlation in some parts.These data that do not show correlation are mainly related to the knowledge and experience already existing in students’ minds.These existing knowledge and experience make the actual output of students inconsistent with the teaching input.However,this also reflects the importance of constructivist learning theory to teaching.Teachers need to recognize the knowledge and experience that students already have in their minds,and use constructivist learning theory to help students establish an organism of new and old knowledge.