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Study On The Teaching Of Continuation Writing Under The Guidance Of Cohesion Theory

Posted on:2024-07-18Degree:MasterType:Thesis
Country:ChinaCandidate:T WeiFull Text:PDF
GTID:2555307094955089Subject:Foreign Linguistics and Applied Linguistics
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Based on Halliday & Hasan’s Cohesion Theory(Halliday & Hasan,1976,1985),this study took students from two parallel classes in a high school in Linyi,Shandong Province as subjects.Students from one of two classes(as the treatment class)received a ten-week teaching intervention of continuation writing.A total of 180 continuation writing texts from the mid-test and post-test were selected as corpora for this coherence study.Adopting classification of coherence by Reimer & Reimer(2015),and Peng based on Coh-Metrix(2016),adding connectives to their framework,the author constructed a more complete framework for the analysis of coherence in the corpus.With the aid of the data analyzer SPSS,this study analyzed the differences in indexes of structural coherence,content-specific coherence,as well as connectives between the Treatment Group and Control Group in mid-test and post-test.Then,the study analyzed the differences of coherence indexes within in Treatment Group.At last,this study compared differences of writing quality in Treatment Group and Control Group,and discussed the relationship between coherence and continuation writing quality.The results of this study are as follows.Firstly,through the first stage of teaching of non-structural cohesion,students in the Treatment Group generated differences in indexes of structural coherence,content-specific coherence,and connectives,which implied that the teaching of cohesive devices had effects on the coherence of continuation writing.Later,the second stage of continuation writing teaching was about structural cohesion put forward by Halliday & Hasan.The post-test was done after teaching.The differences in indexes indicated that students in the Treatment Group did better in coherence than students in the Control Group,and the teaching had a delayed influence on the coherence of continuation writing.Comparing the coherence indexes of the mid-test in Treatment Group,students generated differences in coherence indexes in the post-test.As for the writing quality,students in Treatment Group had significant improvement in their writing qualities after teaching intervention.For the correlation between coherence and writing quality,there is no correlation between coherence and writing.This study provided inspiration for teaching continuation wiring and studies on writing coherence.
Keywords/Search Tags:Continuation Writing Teaching, Cohesion Theory, Coherence, Coh-Metrix, Writing Quality
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