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.60
Chapter 5 Conclusion....66
5.1 Major findings of the study .....66
5.2 Pedagogical implications.........67
5.2.1 Teaching writing into reading.......67
5.2.2 Instruction of lexicon in writing.........67
5.2.3 Applications of discourse analysis in writing.......68
5.3 Limitations of the study.....69
5.4 Suggestions for further study ........70

Chapter 3 Research Methodology

3.1 Research questions
The subjects in this study were sophomore of Shenyang Normal University.Two classes, assigned as the CG (Control Group) and the EG (Experimental Group),were involved in this investigation. Students from the CG majored in Chinese whilestudents from the EG specialized in math. The Control Group consisted of 40students while the number of students in the Experimental Group was 40. All ofthem have an average experience of at least seven years’ regular English learning.In spite of their different courses of their majors; they use the same English courseat the university and they have studied the textbook New Horizon College Englishfor three semesters. The two classes are taught by the same English teacher. Apretest is given to the students in each class in order to see whether there are somesignificant differences between the two classes.According to the results of pretest, both of their language proficiency andwriting coherence were at the same level. Therefore, the experiment results wouldnot be affected by the students’ former language proficiency and writing coherence.Before the experiment, all of them had little practice in English writing and none ofthem had received the instruction of cohesion and coherence theory.
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Conclusion

The purpose of designing the questionnaires was to obtain information aboutcohesion problems and awareness changes of students in cohesive device use,before and after the experiment in their English writing. The results ofQuestionnaire (I) (the questionnaire conducted before the experiment) wereexpected to shed some light on the investigation to Research Question 1,- i.e. whatare the problems of cohesive device use in College English writing?, whileQuestionnaire (II) (the one conducted after experiment) helped explain ResearchQuestion 2, i.e. what is the effect of the training of cohesion on college students’awareness of cohesive device use?The questionnaires, delivered at the end of the pre- and post-test respectively,were borrowed from Shou.L.L. (2005) design for her research on cohesion featuresin English expository writing of the Chinese secondary students, with a fewmodifications by researcher for the special purpose of the study. It was designedwith a four point scale in noncomparative scaling techniques.Questionnaire (I) consists of 10 items. The first two of them aimed to get somedata about students’ awareness of cohesion at the sentence and paragraph level intheir English writing. Five of the next concerned the students’ awareness ofcohesive device use in their English writing. The next two items were about thestudents’ awareness of entification of cohesive devices in models while the lastone-dealt with the students’ awareness of error identification and correction in theirEnglish essays.
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Reference (omitted)

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