The Application Of Textual Cohesive Devices To English Writing Teaching In Senior High School

English writing, as a major language communicative means, plays an important role in the English study. Especially in stage of senior high school,the writing ability of students has been viewed as a significant skill. However,at present students' writing have numerous problems, the major reason is that students only emphasize grammar and vocabulary, while ignore the text cohesion and coherence. Therefore, this study attempts to apply the cohesive theory on senior high school English writing teaching.This study bases on the Halliday & Hasan's taxonomy of cohesive devices(1976), which refer to words or phrases of that can mark different relations between sentences and parts of texts. According to Halliday & Hasan,cohesive devices are classified into two types: grammatical cohesion and lexical cohesion. In addition, the grammatical cohesion consists of reference,substitution, ellipsis and conjunction, and the lexical cohesion includes reiteration and collocation. In this experimental study, the paper shows the cohesive devices is how to be used in the English writing and explores the importance of cohesion in writing. Three questions can be solved in this thesis:(1) Will the cohesive devices training enhance students' awareness ofcohesion and coherence?(2) Which cohesive devices play a more important role in improving students' quality?(3) Will the application of cohesive theory improve senior high school students' writing scores?In order to solve the three problems, the two parallel classes are selected in DeZhou No.2 senior high school students from Grade Two. There are 75 students in two classes, and their English levels are similar. In addition, this experiment lasts 14 weeks. In the process of writing teaching, the CC and EC are taught by same teaching methods and teaching contents, except adding the cohesive training in EC. After the experiment, the statistics of composition samples of pre-and post-test in EC and CC are analyzed by SPSS.The research results indicate the systematical cohesive training can enhance students' cohesive awareness and improve their English writing achievement. Furthermore, among all five cohesive devices, the lexical cohesion plays a more important role in improving students' writing quality.In the end, the author discusses the implications and suggestions of the application of textual cohesive devices to senior high school English writing teaching and presents some research limitations and research areas in the future.