The Application Of Cohesion-theory-based SPDCAM Model To Senior High School English Writing Teaching

As an integral part of English language teaching,writing is a good indicator of a learner’s ability to learn English.In writing,students paid more attention to vocabulary and grammar so that ignored the coherence of the discourse,which made the article they wrote lack of logic.“New English Curriculum Standards for Senior High School(2017 Edition)” lists “discourse cohesion” as an important part of senior secondary school English writing,therefore,in the teaching of English writing in senior secondary school,how to improve students’ use of cohesive devices and how to improve writing achievements have become urgent problems to be solved.The SPDCAM model based on cohesion theory focuses on discourse analysis and the use of cohesive devices.This model is divided into five steps,namely discourse structure,practice,drafts,collaboration,evaluation,and modification.In this context,based on cohesion theory and combined with the input and output hypothesis,this study attempts to apply the SPDCAM model in English writing teaching in senior secondary school to explore the following research questions:(1)What effects does SPDCAM model have on grammatical cohesive devices in senior secondary school students’ writing?(2)What effects does SPDCAM model have on lexical cohesive devices in senior secondary school students’ writing?(3)What effects does SPDCAM model have on senior secondary school students’ English writing achievements?In this study,88 students were enrolled in two classes of Zhouqu Middle School in Lanzhou New District,Lanzhou City,one of which was an experimental class and the other class was a control class.The experiment was conducted for 12 weeks.The research instruments are the writing tests,the classification coding table of cohesive devices and ESL composition criteria.The SPDCAM model was adopted in the experimental class for teaching,and the process approach was used in the control class.Finally,with the help of SPSS26.0 software,the author carried out descriptive statistics,independent sample T-test and paired-sample T-test to statistically analyze the grammatical cohesive devices,lexical cohesive devices and writing achievements.The results show that:(1)the SPDCAM model based on cohesion theory has a positive effect on grammatical cohesive devices in high school students’ English writing,and the “reference” and“conjunction” in experimental classes have significant impacts.(2)The SPDCAM model based on cohesion theory has a positive effect on lexical cohesive devices in high school students’ English writing,and “repetition” in experimental class has a significant impact.(3)The SPDCAM model based on cohesion theory also has a positive impact on the English writing achievements of high school students.It can be seen that the teaching of discourse knowledge and cohesive devices is necessary in high school students’ English writing,which can improve students’ discourse coherence and English writing ability.