An Analysis Of Lexical Cohesion Errors In Senior High School Students’ English Writing

Writing is one of the standards to measure students’ English ability.The English writing level of senior high school students is uneven.Whether in daily English writing practice or in all kinds of English tests,many students are afraid of writing.A large number of students writing is not smooth and coherent.This phenomenon is related to the lack of English vocabulary cohesion knowledge in senior high school students and the lack of vocabulary cohesion skills in English writing.The analysis of lexical cohesion errors in senior high school students’ English writing is helpful to find out the existing problems in their English writing and put forward targeted solutions so as to improve their English writing level.Therefore,test,questionnaire method and interview method will be adopted in this paper to study the lexical cohesion errors in high school students’ English writing and answer the following questions:1.What lexical cohesion devices are used in high school students’ English writing?2.What are the types of lexical cohesion errors in High school students’ English writing?3.What are the causes of vocabulary cohesion errors in High school students’ English writing?This study takes the senior one students of a high school in Huangshi city as the research object,and selects the English compositions of 110 papers from their mid-term English examination in the first semester of grade one as samples to study the students’ mastery of English vocabulary cohesion skills.The results show that in high school students’ English compositions,simple repetition is the most frequently used,followed by lexical collocation,followed by semantic words,generalized words,complex repetition,synonyms and antonyms.Simple repeats also had the highest frequency of errors.Through the questionnaire survey of students and interviews with teachers,we know that the main causes of vocabulary cohesion errors are students’ poor English foundation,inaccurate spelling of words,difficulty in analyzing sentence components and random collocation of words.In addition,in English teaching,teachers do not explain enough English vocabulary cohesion knowledge,and pay too much attention to grammar when correcting students’ compositions,but seldom correct vocabulary cohesion mistakes.Negative transfer of students’ mother tongue and small vocabulary also affect their English quality.Based on the above findings,the author gives the following suggestions: Students should make a comparative analysis of English and Chinese languages to understand the similarities and differences between the two languages.Teachers should not only strengthen the special training of English lexical cohesion skills,but also explain the theoretical knowledge of lexical cohesion in teaching and correct lexical cohesion errors when correcting students’ English compositions.