The Application Of Cohesion Theory To English Reading Teaching In Grade Ten Of Senior High School

For over decades,the importance of English reading has given rise to further research on English reading teaching.Firstly,as one of the receptive skills,reading is not only related to grammar and words,but also related to students’ integrative reading ability.Secondly,both National English Curriculum Standards for General High School(2017 Edition)and College Entrance Examination give much attention to reading.In our country,the traditional reading teaching method still exists in English teaching class and some teachers still give priority to translation of text information,which ignore students’ comprehensive abilities.According to cohesion theory and previous experiments made by researches,cohesion-based English reading teaching method is believed to be an appropriate way to cover the shortage.The study is an endeavor to investigate the influences that cohesive devices have on High school students’ reading.The subjects were 122 students of Grade Ten in Urumqi NO.8 Middle School.To homogenize and divide them into Experimental Class and Control Class,the pre-test was administered.During the 12 weeks’ treatment,the EC adopted cohesion-based English reading teaching method,while the CC adopted traditional English reading teaching method as a compared group.After the experiment,both groups partook in post-test which is validated.The passages of the post-test were chosen from the final examination of the school.The data were collected and analyzed through SPSS.The results of pre-test and post-test proved the efficiency that cohesive devices have.Besides,students’ moderately improved reading proficiency level and the improvement of their reading confidence accounted for the benefits they would gain from cohesion-based English reading teaching.In the final part of the thesis,the findings may have some pedagogical implications for further study in the future.