Research On The Application Of Cohesion Theory In Junior Middle School English Reading Teaching

English reading teaching is one of the main contents of junior middle school English teaching.To some extent,the effect of English reading teaching affects the quality of junior middle school English teaching.At present,there are still some problems in junior middle school English reading teaching in our country,which affect the effect of reading teaching.For example,some teachers explain the text sentence by sentence and ignore the internal cohesion of the text,which makes the students' reading ability unable to improve,and the teaching effect of English reading is not satisfactory.This is not only far from the requirements of the new English curriculum,but also difficult to adapt to the long-term development and further improvement of students in the future.In response to this problem,many scholars have draw a lot of valuable conclusions,which have a strong guiding significance for improving the teaching level of English reading in junior middle school.However,some problems need to be further studied,such as how discourse cohesion can be better applied to junior middle school English reading teaching,so as to improve the teaching effect of junior middle school English reading.This paper aims to provide better guidance and help for junior middle school English reading teaching.Cohesion,as an important feature of a text,plays a strong guiding role in the reading and understanding of a text.Halliday and Hasan have systematically expounded the basic concepts and means of realization of cohesion,and divided the linguistic means of expressing cohesion into two categories: grammatical cohesion and lexical cohesion,while grammatical cohesion includes reference,substitution,ellipsis and conjunction four categories.Based on Halliday's cohesion theory,this paper discusses in detail the practical strategies and methods of discourse cohesion in junior middle school English reading teaching.It is found that the application of cohesion theory in junior middle school reading teaching is not only feasible,but also can improve English reading in junior middle school.The teaching effect can improve the students' ability to master the text and improve the students' overall reading ability.In order to further verify the effectiveness of the teaching method,the author conducted a three-month comparative teaching practice on the two classes of Jianhu Junior Middle School in Jiangsu Province,respectively through pre-test and post-test.The datawere obtained and analyzed by SPSS 2.0.The results showed that the test class students' scores improved to the level of significant difference.This further proves the feasibility and effectiveness of discourse cohesion in junior middle school English reading teaching.