An Experimental Study On English Writing Teaching In Junior Middle School Based On Cohesion Theory

According to the requirements of English Curriculum Standard for Compulsory Education(2011)in writing,junior middle school students should learn to use usual conjunctions to express the relations of order and logic.However,the present situation of English writing teaching in junior middle school is barely satisfactory.In addition,the subjects of the previous studies on writing teaching are mostly focused on the undergraduates and senior high school students.Therefore,the author attempts to choose the junior middle school students as the subjects to do a study on English writing teaching based on cohesion theory with the purpose of improving junior middle school students' writing competence and further reducing their writing anxiety.Before the experiment,two questions were put forward.1.Can the English writing teaching based on cohesion theory improve the writing competence of students in junior middle school?2.Can the English writing teaching based on cohesion theory reduce the writing anxiety of students in junior middle school? If so,which anxiety is significantly reduced among classroom teaching anxiety,conception anxiety,avoidance behavior and self-confidence anxiety? If not,what is the reason?The author has carried out a 16 weeks' teaching experiment in Guangzhou Tonghe Middle School.The conventional writing teaching method was used in CC while the writing teaching method based on cohesion theory was adopted in EC.Three instruments have been employed in the study,including the tests,questionnaires and interview.The two questionnaires were used to find whether the English writing teaching method based on cohesion theory could reduce the writing anxiety of students in junior middle school.The two tests were used to find whether the English writing teaching method based on cohesion theory could improve the writing competence of students in junior middle school.The interview was used to further know the effects of English writing teaching based on cohesion theory on the junior middle school students' English writing and provide the qualitative data for the study.The results has answered the above two research questions.The English writing teaching based on cohesion theory has made the mean score of EC improve from 7.5500 points to 9.9750 points.To be specific,it has improved2.425 points.The value of sig.(2-tailed)is 0.000 which is far lower than 0.05.At the same time,the line of 95% Confidence Interval of the Difference does not contain 0.All these data indicate that there is an obvious improvement in the writing competence of students in EC.In addition,the results of the interview show that the students have the awareness of using cohesive ties in writing.Therefore,the English writing teaching based on cohesion theory can improve the writing competence of students in junior middle school.The data of two questionnaires indicate that the mean of EC has reduced from3.2750 to 2.3500 while there is no obvious difference in the mean of CC.In addition,the self-confidence anxiety is the most significantly reduced among the four dimensions according to the comparison and analysis of the statistics of each dimension.Therefore,the English writing teaching method based on cohesion theory can reduce the writing anxiety of students in junior middle school.Furthermore,the self-confidence anxiety is significantly reduced among the four dimensions.The study has verified that the English writing teaching based on cohesion theory can improve the junior middle school students' writing competence and reduce their writing anxiety.But it does not mean that the cohesion theory is the best theory to guide the English writing teaching.Great efforts still need to be made to improve the students' writing competence and further improve the current situation of English writing teaching in our country.