An Experimental Study On The Effect Of Dictogloss In Textual Cohesion Of Senior High School English Writing

As a comprehensive output skill,English writing competence not only needs the foundation of other skills,but also needs enough input in its subordinate fields such as vocabulary and grammar in the writing environment.What’s more,it requires students to have the ability of textual cohesion.Through reviewing relevant literature and combining the author’s own teaching experience,it was found that for most Chinese students,although they do well in memorizing vocabulary and grammar,there has always been the phenomenon of illogical and poor cohesion in English writing.It is the result that due to the lack of reasonable textual cohesion.For the dictogloss,it differs from the conventional dictation.It is a student-centered teaching method based on text,student needs and tasks.In practical application,it usually includes the following four steps: Preparation,Dictation,Reconstruction,and Analysis and Correction.It is in this process that students can exercise these four skills of listening,speaking,reading and writing,and influence the three abilities of lexical cohesion,grammatical cohesion and the use of logical connectors in the whole process.In recent years,the above phenomena have been concerned by some researchers,and the research on this aspect has also increased.However,the existing studies mainly focused on the theoretical research of the dictogloss itself,and a few empirical studies have proved the feasibility of applying this method to junior high school,higher vocational or college English listening,grammar and vocabulary teaching classes.At present,the researches on the application of the dictogloss teaching method in senior high school English writing is mainly discussed from other aspects,such as exploring the impact of the dictogloss on senior high school students’ writing interest or motivation.Therefore,on the basis of referring to relevant theories and existing practical research,this study aims to explore and find the effectiveness of the dictogloss teaching method in senior high school English writing class,and analyze whether the dictogloss teaching method can have a positive impact on the grammatical cohesion,lexical cohesion and the use of logical connectors in English writing textual cohesion.This study mainly adopted the qualitative and quantitative research methods,taking two natural classes of the Grade ten in Shenzhou middle school as the experimental group and the control group,with 57 subjects in each group.The dictogloss teaching method was used in the experimental group and the traditional results-oriented writing method was used in the control group which includes the three stages of pre-writing,while-writing and post-writing.The class time,the teacher,the listening materials and other factors of the two groups were identical.This study used pre-test and post-test and interview as research tools and based on Cohesion Theory,Cooperative Learning Theory and Input-Output Hypothesis to explore the following three research issues: First,what are the effects of dictogloss on grammatical cohesion in senior high school students’ English writing? Second,what are the effects of dictogloss on lexical cohesion in senior high school students’ English writing? Third,what are the effects of dictogloss on the use of logical connectors in senior high school students’ English writing? After the experiment,the two groups were tested,and the data were collected and sorted.The data were analyzed with Coh-Metrix text automatic analyzer and SPSS 25.0(Statistical Package for the Social Sciences)data analysis software.At the end of the experiment,the research questions were further analyzed by means of interview and investigation.Through the two-month experiment,the following conclusions are drawn: 1.The dictogloss teaching method has a moderate positive impact on the grammatical cohesion in senior high school students’ English writing;2.The dictogloss teaching method has a minor positive impact on the lexical cohesion in senior high school students’ English writing;3.The dictogloss teaching method has a strong positive impact on the use of logical connectors in senior high school students’ English writing.Finally,the researcher listed the limitations of this study and put forward pedagogical implications and suggestions for the future research.