Study On English Proofreading Of High School Students Based On Discourse Cohesion Theory ——Take Xiayi Senior High School As An Example

Proofreading is a comprehensive English test integrating grammar knowledge and language skills.It not only examines students’ mastery of morphology and syntax,but also tests students’ discourse analysis ability.However,in high school English teaching,teachers often focus on explaining vocabulary and grammar knowledge,and students’ proofreading scores are not satisfactory.Cohesion theory,as the basic theory of discourse analysis,can provide a unique teaching perspective for foreign language teaching in high school.Some scholars have applied discourse cohesion theory to high school English writing and reading（such as Li Jinxuan,Wang Yonghong,etc.）and achieved good results.This study intends to apply this theory to the practice of proofreading in high school English teaching,with the aim of improving teaching methods and enhancing students’ comprehensive proofreading ability.This study attempts to solve the following two questions:1.What do local county senior high school students know about proofreading and discourse cohesion theory?2.Can the application of discourse cohesion theory effectively improve the teaching effect of English proofreading in senior high school?The author collected and analyzed relevant information through a questionnaire,interviews,and tests.Through the questionnaire and interviews,it was found that the students in Xiayi Senior High School,the author’s school,were not interested in proofreading and were not familiar with discourse cohesion theory.In view of this,the author conducted a one-semester experiment on 120 students in two parallel classes,G24 and G28,in Senior 2.As an experimental class,G24 adopted discourse cohesion theory to guide proofreading teaching;as a control class,G28 still used the traditional teaching mode.During the teaching experiment,a text was used as a model to help students understand the classification,function,and application of cohesion theory.Then,students were guided through reading and writing lessons in the textbook to raise their awareness of cohesion and identify cohesive devices such as reference,substitution,ellipsis,conjunction,repetition,and collocation.The teacher then applied cohesion theory to analyze and explain proofreading.Finally,it was hoped that through students’ repeated proofreading practice and teachers’ patient guidance based on cohesion theory,students would be able to master cohesion theory skillfully to improve their proofreading level and even their overall English scores on exams and the college entrance examination.At the end of the teaching experiment,the post-test results were statistically analyzed by SPSS 22.0 software.A semester-long teaching experiment and data analysis showed that,compared with the traditional teaching mode,using discourse cohesion theory to guide proofreading teaching helped students raise their proofreading scores,increase their confidence in proofreading,and improve their English comprehensive learning ability.Shortcomings: Although the experiment has achieved certain expected results and provided some reference and enlightenment for the teaching of proofreading in senior high school English class,the coverage and breadth of the teaching experiment are not broad enough,the experimental time is short,and the universal reference significance of the data obtained is still insufficient.It is hoped that in future related teaching experiments,more extensive research can be carried out on more experimental subjects,the research materials and research depth can be further expanded,and more powerful support can be provided for the teaching of proofreading in high school English class.