Study Of Cohesion On Chinglish Writing At Discourse Level For College English

English Writing is always one of the most difficult parts for Chinese collegestudents to deal with. Recently, due to the wide application of English in China, alarge number of Chinglish occurs at the discourse level of college English. In the lightof the theories of cohesion proposed by Halliday&Hasan and error analysis, this thesisaims to prove that the application of theory of cohesion and cohesive devices into theChinglish writing at the discourse level for college English is effective.In this theisis, the author carries out an empirical research among43second-year Korean majors of Foreign Language Institute, Ji Lin University. Thestudents are divided into two classes: EC (Experimental Class) and CC (ControlClass). During the period that the author acted as the English teacher of the twoclasses, the theories of cohesion and cohesive devices as well as the knowledge of thedifferewnce between Chinese and English thought patterns were to be taught in theEC. By doing the comparison of the scores of the two classes in the pretest andposttest, the application of cohesion into Chinglish writing at discourse level forCollege English is proved to be valid.Based on the data collected in the research, the author and the raters of theresearch analyzed the reasons for the occurence of the Chinglish writing at thediscourse level in the sample writings. And by studying the cases of the samplewritings, the author had the findings that the lack of the knowledge of the use of thecohesive devices and negative transfer of Chinese thought patterns can lead to theoccurrence of Chinglish writing at the discourse level of CEW. Therefore we canreach the conclusion that it is advisable to apply the theories of cohesive devices inthe teaching process.According to the conclusion, the research questions of the thesis have beenanswered. Besides, according to the results obtained from the questionnaires, there areseveral implications devoted to the College English teaching such as the necessity ofenhancing the quality of revision of the students’ writings and the necessity of increasing the times of instruction of cohesion theory in the teaching plan.