An Action Research Of Textual Cohesion Ability In Writing Of Junior High School English Learners Based On Production-oriented Approach

At present,in junior high school English teaching,English writing tasks and reviews are mostly completed after class and English writing is less valued by teachers and students,which leads to problems such as improper use of conjunctions and confusion in discourse construction in students’ writing.According to the five-level writing requirements of Nine-year Compulsory Education English Curriculum Standards（2011 edition）— describing somebody or something orderly,the teaching of English writing in junior high school urgently needs an effective method to improve the students’ ability of textual cohesion.The research attempts to provide a new perspective for teaching junior high school English writing.Based on the theoretical framework of the POA,the research aims to explore the grasp of textual cohesion characteristics of junior high school English learners in writing and to explore the following questions:（a）What problems exist in the textual cohesion of English writing for junior high school students?（b）What steps do teachers use the POA to design the teaching plan of textual cohesion in English writing?（c）What problems still exist when the POA improves the textual cohesion ability of junior high school students?This study investigates the English writing of 84 students in two classes in a junior high school in Hefei by means of literature review,questionnaire survey,interview and test and conducts two rounds of action researches for 12 weeks,supplemented by the data analysis results of two questionnaires and interviews and three tests.Results are as follows:（a）The mode of teaching English writing based on POA improves students’ writing enthusiasm to a certain extent.（b）The accuracy of students using simple grammatical cohesion devices（reference,conjunction and lexical cohesion）has obvious improved.（c）Students can make some valuable suggestions for revision to their peers.