The Application Of Cohesion Theory To English Continuation Writing In Senior High School

“General High School English Curriculum Standards(2017 Edition)” lists “discourse cohesion”as an important content of high school English writing,and “continuation writing” is also regarded as an effective form of cohesion training,and it is upgraded to “New type of writing”questions for the New College Entrance Examination.“continuation writing” emphasizes the characteristics of language learning from input to output and input-based output,and puts forward higher requirements for learners’ comprehensive language ability and thinking ability.However,in the practice of high school English teaching,the awareness of cohesion is not strong,systematic cohesion knowledge and related cohesion strategy training are lacking,and students’ English writing is poor in coherence and other problems are prominent.It is difficult to meet the curriculum standards of logical cohesion,plot coherence,and rich language.Therefore,imparting discourse cohesion theory and knowledge,cohesive use strategies,and improving the quality of reading and writing are the key and difficult points of high school English teaching.In this context,this research is based on the cohesive theoretical framework of Halliday and Hasan,combined with Wang Chuming’s “continuation writing”,input-output theory and the research results of the interactive collaboration theory,and implements the teaching practice of reading and writing that focuses on cohesion.And research.It aims to explore the effective strategies and effects used by high school students to complete logical cohesion and coherent English continuation writing under the framework of cohesion theory,and to provide valuable references for improving students’ English writing ability.The main research questions are as follows.(1)What changes have been made in the use of vocabulary cohesion in English continuation writing of high school students based on cohesion theory?(2)What changes have been made in the use of grammatical cohesion in English continuation writing for high school students based on cohesion theory?(3)What is the relationship between the use of cohesive means of English continuation writing performance of high school students?This study adopts empirical research methods,taking two parallel classes of students in a certain grade of a public middle school in Yueyang City as the research object.The two classes are the experimental class and the control class.The teaching of the experimental class increases the vocabulary cohesion and grammar under the framework of cohesion theory.Convergence special training,while the control class implements reading and writing continuation training as usual.This research mainly chooses to read the pre-and post-test of the follow-up writing exercise text,read the continuation writing training materials,interviews(mainly for students)and other items,and then use SPSS23.0 and Excel software to perform statistical analysis on the experimental data and results.This research confirms that:(1)The application of cohesion theory in reading and subsequent writing can promote grammatical cohesion.Students will increase ellipsis and alternatives to compact the text,use connection to clarify the context of the text,and use anaphora to enhance text consistency;(2)The application of cohesion theory in writing has a positive impact on students’ vocabulary cohesion.Students will avoid excessive continuation use of repetitive means,and accumulate and train to enhance their ability to use synonyms,synonyms,and upper and lower meanings;(3)Use of cohesive means by students.It is positively correlated with student performance.It can be said that the high school English reading and writing training that strengthens cohesion can help improve students’ discourse cohesion and coherence,and improve students’ English writing ability.