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ncy .........50-53
        4.2.2 Differences in Distribution.........53-59
    4.3 Relationship between the Use of Cohesive Devices.........59-65
        4.3.1 Correlation between the Use of Cohesive Devices.........59-61
        4.3.2 Indicators of the Test Score .........61-65

Conclusion

By analyzing the use of cohesive devices in conflictive business letters byEnglish majors, all the main findings can be concluded as follows:
Firstly, lexical cohesion enjoys the highest frequency, followed by conjunction,and substitution and ellipsis are used in low frequency. Of all the subtypes ofcohesive devices, repetition is most frequently employed, which reflects the writingfeatures of English majors on the one hand and their deficiency of vocabulary on theother. Demonstrative Reference is utilized with the frequency similar to that ofrepetition, which is related to the excessive use of the definite article “the”. Withrespect to the tie distance, immediate devices are used most frequently, followed byremote, and mediated and mediated-remote devices are seldom employed. This resultdemonstrates that English majors tend to extend their ideas between adjacentsentences rather than across successive sentences.
Secondly, compared to the use of cohesive devices by native speakers, it isfound that English majors overuse conjunction and its four subclasses, namely,additive, adversative, causal and temporal conjunctions; underuse reference and itsthree subtypes, continuatives, lexical cohesion and its three subcategories ofrepetition, synonym and superordinate; and misuse the causal conjunction “as…so”.The “overuse” is mainly attributed to the over-emphasis by the teachers, the overuseby the students, overgeneralization of the rule and negative transfer of mothertongue; the “underuse” results from insufficient instruction, lack of knowledge, lowawareness of use, the use of avoidance strategy and the stressful testing environment;and the “misuse” of the causal conjunction “as…so” is primarily affected by thenegative transfer of mother tongue. In the case of tie distance, English majorsexcessively use immediate devices while mediated and mediated-remote devices areunderused, implying that English majors are not high in language ability that theycan only set up connections between subsequent and adjacent sentences.
Thirdly, independent sample T-test analysis reveals that there is significantdifference in the use of lexical cohesion, remote and mediated-remote devices. The high-score group uses more lexical cohesion, remote and mediated-remote devicesthan the low-score group. Moreover, the difference in the use of lexical cohesion isascribed to more repetitions used by the high-score writers in comparison with theconsiderable use of collocations by the lower-rated.
Lastly, as reported in Pearson correlation analysis, English majors’ writingperformance correlates positively with general word and remote devices, butnegatively with mediated devices. Meanwhile, linear regression analysisdemonstrates that all the three types enjoy strong predicting power for the writingperformance of English majors and they can serve as indicators to the writing qualityof conflictive business letters.Implications of This Study.

References
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