Research On The Application Of Discourse Cohesion Theory In English Continuation Task Teaching In Senior High School

The writing test of the comprehensive reform of the college entrance examination has increased the type of English continuation task,which not only examines students’ writing ability,but also focuses on students’ ability to analyze and use discourse cohesion theory.As a new type for the college entrance examination,the first-line teachers in senior high schools are still in the exploratory stage in the teaching of English continuation task.They hope to explore teaching methods of continuation task and improve the awareness of using discourse cohesion and writing ability of continuation task by integrating the theory of discourse cohesion into the experiment of teaching continuation task.Based on discourse cohesion theory,this paper solves the following problems through the application of discourse cohesion theory in high school continuation task teaching:(1)After applying the discourse cohesion theory to the teaching of high school English continuation task,what impact does it have on students’ awareness of using discourse cohesion in writing?(2)After applying discourse cohesion theory to high school English continuation task teaching,what impact does it have on students’ continuation task ability? In what aspects does it show?In this study,questionnaires,experiments,and interviews were used.An experimental study was conducted on 85 students from two classes in a high school in Wuhan.Before the start of the experiment,this study used a questionnaire to investigate the students in the experimental group,and conducted a pre-experiment test in two classes to know their basic conditions of continuation task.Then,the discourse cohesion theory is applied to the teaching of continuation task in the experimental class.After three months of empirical research,a questionnaire survey is conducted on the experimental class again,and a post-test test is conducted on the two classes.The scores of the two classes and the use of cohesive devices in the continuation task samples were collected,and students from the experimental class were selected for interviews.After the experiment,the performance data of the two classes and the use of cohesion devices in sample articles were analyzed,and the questionnaire survey,the interview result,and the grade data of the two classes were comprehensively analyzed,and finally the conclusion of this study was drawn:First,After applying the discourse analysis theory to the teaching of English continuation task,when students do continuation task,they will use discourse analysis theory to analyze and understand the text,and apply cohesive devices to English continuation task,which improves their awareness of using discourse cohesion.Second,After applying the discourse cohesion theory to the teaching of English continuation task,the students’ ability of English continuation task is improved.The specific manifestations are that: 1)students’ interest in English continuation task is improved.2)students’ learning in English continuation task is more purposeful and planned.3)students’ analysis ability of the given articles has been improved.(4)students’ writing skills in English continuation task have been improved.(5)students’ grades in English continuation task have risen.