Error Analysis And Coping Strategies Research On The Cohesion Of Senior High School Students’ Compositions

Writing,as an essential part of English learning,has been perplexing the majority of high school students and English teachers.Besides the use of words and grammar,the factors affecting English writing also include the use of discourse cohesion.China’s senior high school curriculum English standard(revised version in 2020)also clearly points out that senior high school students should master certain discourse knowledge and be able to realize cohesive relations such as reference,connection,ellipsis and substitution by means of pronouns,conjunctions and so on.However,in reality,the discourse cohesion errors of senior high school students’ English compositions are often ignored,which affects senior high school students’ English expression to a certain extent.Therefore,based on the theory of discourse cohesion and error analysis,the author selects the English mid-term examination compositions of the students of a senior high school in Changsha as the corpus,and classifies the errors in the discourse cohesion part of his writing through the method of content analysis.The results show that:(1)whether in terms of the number of errors or the number of students who make the errors,the largest error probability is the error of connection.In the error of connection,the highest error rate of middle school students is the omission of connection,including the lack of connection in the whole paragraph and the lack of connective word in the front and back clauses,which makes the grammatical error of the original sentence.The second highest error rate of connection is the misuse of connection means,including case error,symbol error and syntax error after use.(2)Reference error is the second highest error,which is mainly concentrated in the reference of personal pronouns and demonstrative pronouns.There are fewer errors due to the fewer use of comparative pronouns.(3)The error rate of lexical cohesion is also high.It mainly focuses on the repetition and collocation of words,and the error rate of other cohesion methods is low because students adopt avoidance strategies.In view of the above errors,combined with the interview results of20 students and teachers,the author makes a targeted attribution analysis,and puts forward the emotional strategy of "daring to try and make errors and willing to correct errors",the teaching strategy of "paying attention to differences and cultivating students’ discourse cohesion ability in multiple forms",and the evaluation strategy of "not judging students’ composition only by scores".