The Application Of Cohesion Theory In Junior High School Writing

It is known that English writing has played a key role in English language learning.However, compared with listening, speaking and reading, writing is the weakest part ofour English leaning. A recent survey shows that there are many problems in Englishwriting in junior high school English writing, of which the biggest one is that studentsseldom use cohesive devices in the process of writing. Therefore, this study is undertakenby using cohesion theory to junior high school English writing.This study aims to demonstrate whether cohesion theory can promote junior highschool English writing or not. In this study, three research questions have been putforward, the first one is: can the application of cohesion theory stimulate junior highschool students’ interest in English writing? The second one is: can the application ofcohesion theory improve junior high school students’ writing? The last one is: what kindsof cohesive devices are usually used by students in English writing?To address these three questions, this teaching experiment lasted four months in twoclasses in Junior Three of Panjin No.3Middle School. In both two classes, one class isthe experimental class and the other is the control class. The experimental class is taughtby the teaching method based on cohesion theory, while the control class is taught by thetraditional teaching method. During the experiment, a pre-test and a post-test areconducted to prove whether there is an improvement in students’ writing or not. Also, apre-questionnaire and a post-questionnaire distributed to the students in order to surveytheir interest in English writing, the study also shows that lexical cohesion is a preferreddevice used by students in English writing.The conclusion reveals the difference between the pre-test and post-test scores inEC. Before the experiment, the mean score of EC is12.9474and after the experiment,the mean score is17.5000. The significance value is.000which is less than0.05, alsozero is not included in the95%confidence interval of the difference. So it proved thatthere is a great different in teaching achievement. By analyzing the questionnaires andcollecting the cohesive devices in students’ compositions. It can be seen that86.7%ofthe students are interested in English writing and the lexical cohesion is usually used bystudents in their compositions. Therefore, this research implies that the cohesion theorycan be applied to English writing in junior high school.