| In English Curriculum Standard for Compulsory Education(2011),specific requirements on students’ writing ability in different period are presented.More specifically,when students reach grade nine in junior high school,they are supposed to draft and revise compositions according to instructions and use common conjunctions to present the internal logic and relationship between sentences and paragraphs.Thus,the thesis tries to apply cohesion and coherence theory into English writing teaching and applies it to junior high school English writing teaching.By using this kind of teaching mode,the thesis attends to answer three research questions:(1)What are the effects of cohesion and coherence theory on students’ use of cohesive and coherent devices?(2)What are the effects of cohesion and coherence theory on students’ writing scores?(3)What are the effects of cohesion and coherence theory on students’ attitudes towards English writing in junior high school?Selected subjects come from two parallel classes in grade nine in a junior high school in Shenyang,with 91 students totally.The class which is selected as experimental class receives teaching method based on cohesion and coherence theory,while the class which is selected as control class still receives the original writing teaching method.Test,questionnaire,and interview are used as instruments in the experiment.To answer research question one and research question two,test is used to collect the statistics of students’ use of cohesive and coherent devices and writing scores.After the experiment,after analyzing the two classes’ numbers on using cohesive and coherent devices,the data shows that students in the experimental class use more cohesive and coherent devices in their compositions than students in the control class after the experiment.What’s more,by analyzing statistics collected from the tests,it can be found that students both in the experiment class and control class make progress on writing scores.However,by analyzing the two classes’ mean scores,the result shows that students in experimental class who receive the input of cohesion and coherence theory make bigger progress on writing scores than students in control class who receive original writing teaching method.To answer research question three which is about students’ attitudes towards writing,questionnaire and interview are used.After the experiment,statistics show that students in the experimental class have a more positive attitude towards English writing,especially on the understanding towards self-writing and consciousness of using cohesive and coherent devices. |
