Research On Textual Cohesive Errors In High School Students’ English Writing And Instructional Strategies

English writing teaching is an indispensable part of high school English teaching which is an important way of reflecting students’ comprehensive ability. And textual cohesion can distinguish the qualities of different compositions. Scholars both at home and abroad have been paying much attention to the theory of textual cohesion, while the founding based on the relevant literature and the field investigation in the Third Middle School of Zhuzhou is that text cohesive theory has not been adopted in English writing teaching extensively and appropriately. Some English teachers in high schools mainly emphasize the syntactic structure,ignoring how to cultivate students’ textual awareness. Consequently, some mistakes involved in textual cohesion can be noticed in student’s compositions. Developing students’ textual cohesive consciousness is the key to improve their compositions’ quality which is an urgent task for English writing teaching. So there is certain theoretical and practical significance to English writing teaching through cultivating students’ textual cohesive awareness to raise the quality of English writing.Therefore, to reveal the domain textual cohesive errors, the paper has resorted to questionnaire conducted on learners, an interview with teachers and case analysis applied to students’ compositions. Through the analysis of the result of investigation it is found that students’ major textual cohesive errors are listed as follows: syntactic cohesion, lexical cohesion, conjunction cohesion. The conclusion is that negative transfer of native language,teachers’ less attention to text cohesive leading, and students’ deficiency of understanding and acquiring the knowledge should be responsible to the phenomenon.Some instructional strategies in terms of solving the problems have been put forward.They are: contrasting the cohesive devices between English and Chinese to overcome negative transfer of mother tongue, strengthening special exercise and utilizing teaching evaluation. The study aims to have implications for high school English teachers on cultivating students’ ability of textual cohesion, using appropriate cohesive devices to improve their level of English writing effectively.