The Application Of Cohesion Theory To English Reading And Writing Class In Senior High School

Writing is an important content of the college entrance examination test. It mainly investigates whether students can use English knowledge to communicate and exchange information in the right way. However, in the actual writing teaching, writing is one of the toughest skills to master for some students. On the other hand, teachers have no idea in how to revise those mistakes because it is not only grammar mistakes but also cohesion problems. This is partly attributable to the traditional teaching method.English Curriculum Standards points out: Language skill is an important component of communicative competence. Language skills include four aspects: listening, speaking, reading, and writing including the comprehensive use ability of these four skills. These four skills complement each other in language learning and communication, and promote each other. Although reading and writing are two different languages, which are independent, but they are interrelated. In English reading teaching, teachers should input certain authentic reading materials and necessary reading skills to increase students' interest in reading, which is conducive to students' language output information. However, ordinary high school does not offer special writing classes. Thus, it can take the writing course based on reading class, with writing training in all aspects under the teaching of reading, so as to promote the improvement of writing skills. Therefore, for the high school students' writing ability is weak and lack of cohesion awareness and in order to improve the traditional writing teaching, cohesion theory and the combination of reading and writing course teaching mode is very necessary.Cohesion is an important concept in discourse analysis. Based on the cohesion theory of Hallidy and Hason, this paper discusses the effect of cohesion theory on reading and writing class in senior high school. Two research questions are put forward in this study:1. Is there a significant improvement in the teaching of English writing after applying cohesion theory?2. Is there any correlation between the number of cohesive devices and the quality of composition?Before experiment, the students in the experimental class were a whole semester of cohesion knowledge training and explanation, and in the control group, students were taught writing in traditional teaching methods. Writing practice is equal to the number of the two classes, and both of them completed a total of 8 piece of writing(including pre-test and post test). The results of SPSS19.0 statistics show that the writing performance of the experimental class has been improved. In order to answer the second question, the author collected 35 compositions from experimental class, which was divided into high quality and low quality composition of the two groups. Through the statistics on the total cohesive numbers, the paper answers the second question: There is a positive correction between the number of cohesive devices used in writing and the high quantity composition.In a word, cohesion theory applying writing teaching can enhance students' awareness of cohesive devices in compositions, enhance coherence and fluency of students' writing, and improve the writing performance. Finally, this paper describes the limitations of this study.