A Study on the Intervention Effect of Discourse Coherence Theory in High School English Writing Teaching
DOI:
https://doi.org/10.71451/ISTAER2527Keywords:
Discourse Coherence Theory; High School English Writing; Writing Coherence; Teaching Intervention; English Writing TeachingAbstract
This study aims to explore the application effect of discourse coherence theory in high school English writing teaching. With the teaching of high school English writing, students often face problems such as unclear logic and lack of coherence in articles. Traditional teaching methods are difficult to effectively solve these problems. As a linguistic theory, discourse coherence theory emphasizes the internal connection and logical connection between sentences and paragraphs in articles, which can effectively improve students' writing coherence. This study conducted an experiment on students in high school English writing courses and divided them into an experimental group and a control group. The experimental group applied discourse coherence theory in teaching to intervene, focusing on training students to use cohesive words, paragraph organization and information flow arrangement in writing. The results show that the writing coherence and overall writing quality of students in the experimental group have been significantly improved, especially in paragraph cohesion, sentence logic and orderly presentation of information flow. This study shows that the application of discourse coherence theory in high school English writing teaching can effectively improve students' writing ability and provide a useful reference for future teaching practice.
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