A Study Of The Influence Of Cohesion Device On Senior High School Student's Summary Writing

In 2017,the New Curriculum Standard issued by the Ministry of Education put forward clear requirements for high school students' English summary writing ability.Since then,summary writing,as a new type of English writing test,has become a new focus of English teaching for high schools in China.As a kind of compound task which combines reading and writing,summary writing requires students to write the summary within the specified number of words after reading the given material.It can also test students' ability in reading comprehension,generalization,and written expression,and urge English learners to integrate reading and writing.Summary Writing has been adopted as the main writing task of the College Entrance Examination in many provinces of China,therefore,the exploration of summary writing teaching for high school students in Shandong Province also has its practical significance.Many researchers believe that teaching theoretical knowledge in students can improve students' reading comprehension ability and English generalization ability.This article attempts to use cohesion theory as the theoretical basis to explore the teaching method of high school English summary writing by teaching the cohesion theory,with the aim of improving students' general writing skills,so as to focus on the following issues:(1)How does cohesion devices teaching based on cohesion theory affect high school students' English summary writing ability?(2)How does cohesion devices teaching based on cohesion theory affect high school students' attitudes towards English summary writing ?The research is conducted with support of cohesion theory and comprehensible input and output hypothesis theory.The research subjects are two parallel classes selected from Grade two of a Senior High School in Qingdao,Shandong Province.The number of the students and their academic performance are basically of the same level.The research lasts for about three months.The author uses tests and interview to conduct the experiment.The research process is divided into three phases.The first phase is data collection before the experiment,the second phase is the experimental process and the third phase is data collection and analysis after the experiment.This study uses SPSS21.0 for data analysis.After analyzing and discussing the collected data,the following conclusions are reached:(1)According to the results of pre-test and post-test,the application of cohesion devices in summary writing teaching of high schoolstudents can improve students' summary writing ability.The fluency and accuracy of students' summary writing are better than before,as well as their ability to analyze the discourse.The teaching mode of cohesion devices explored in this paper is self-discovery--systematic teaching--multiple exercises--specific application.After students realize the importance of cohesion devices,they are guided to master cohesion devices and then apply cohesion devices into summary writing.(2)According to the contents of interviews,the application of cohesion devices in summary writing teaching of high school students can improve students' interest in summary writing.Before the experiment,high school students know little about cohesion devices and cannot effectively use cohesion devices for text analysis and writing in the current summary writing.They have no interest in summary writing by the traditional teaching method of cohesion devices in summary writing.However,after a semester's learning of cohesion devices,students' interest and self-confidence are increased so that they have a positive attitude towards learning summary writing.Of course,due to the limited theoretical level and practical implementation of teaching,this research needs to be further improved and developed.However,the author believes that the application of cohesion devices to high school English summary writing teaching is an effective and worthwhile method for English teachers to try.