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Chapter 1 Introduction

The famous linguist Charles C. Fries once expressed his opinion on secondlanguage learning in the book Teaching and Learning: English as a ForeignLanguage，"The most effective materials are those that are based upon a scientificdescription of the language to be learned, carefully compared with a paralleldescription of the native language of the learner." Thus, it is of great help to thelearning of English for Chinese students if they can realize the differences betweenthe two languages, including morphology, sentence structure and so on. Only througha contrastive study can a student gain a deeper understanding of the foreign language.Cohesion，the semantic relations of meaning that exist within the text, is presentboth in English and Chinese. The similarities of that between the two languages canhelp Chinese students to understand English better. Yet it is its differences, mainlyreflected in the frequency and method of cohesive ties, which are more worthy of ourattention.

著名语言学家查尔斯C. Fries的书教学和学习：英语作为外语学习的第二语言表达了他的意见，“最有效的材料是那些根据一个科学的描述，要学习的语言，仔细比的本机语言学习者的一个平行的描述。因此，它是学习英语的中国学生有很大的帮助，如果他们能实现差异或者在两种语言，包括形态，句子结构等。只有通过对比研究，学生获得外国语言更深入的了解。凝聚力，在文本的意义，存在的语义关系，目前无论是在英语和中文。这两种语言之间的相似性都可以让你获得中国学生更好地理解英语。然而，这是它的差异，主要体现在频率和方法的衔接，这是更值得我们关注。

 For instance, English is generally accepted as a hypo tactic language inwhich a lot of explicit cohesive ties are used to form the logic flow of a text whileChinese, on the other hand, is paratactic that favors implicit coherence.Such differences in cohesion methods usually pose great difficulties to collegestudents in the learning of translation. As a result, many students will translate thesource text into one that is awkward or even unacceptable in the target language, getconfused by the logical flow of English passages and write down Englishcompositions that are of poor logical organizations.These phenomena are no fresh to a college English teacher. So how to addresssuch problems becomes a major task in the teaching of College English and also isthe main inspiration for this thesis.
This thesis combines theoretical elaboration with practical analysis. Thetheoretical framework adopted here is Halliday and Hasan's cohesion theory. On onehand, the thesis lists the cohesion methods in this theory and support them withpractical examples exerted from literature works. On the other hand，it will furtherdiscuss the influences of the differences of the cohesion methods between English and Chinese on the teaching of translation in College English courses.There are five chapters in this thesis. Chapter one works as the introduction inwhich the necessity, method of study, and layout of the thesis is explained. Chaptertwo serves as the literature review, including the definition of cohesion，thedevelopment of cohesion theory, cohesion in translation and the significance ofcohesion in English teaching. In accordance with the cohesion theory, Chapter three isdivided into five parts. In each part, the thesis will expatiate on the similarities anddifferences of the cohesion methods between English and Chinese by giving typicalexamples of those methods in both languages. In Chapter four, the thesis will furtherdiscuss how to address those differences while translating English texts into Chinese.In the first section, the thesis will list two reasons for the differences in cohesionmethods and give examples to prove this argument. Then the thesis本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。