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y and antonym. The overuse of simple repetition reflects students’lack of vocabulary and inflexible use of words.The results showed in the study corroborates studies on lexical cohesive ties inwritings. (Connor, 1984; Ferris, 1994; Xu, 1999; Fang, 2002; Wu, 2012)

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Conclusion

The main contents of this chapter are about the main findings of the present research,the tentative implications and applications of the study, at the same time, the limitationsof the study will be concluded, and some suggestions for future suggestions for futurestudy will be displayed in the following parts.The paper mainly carries out an investigation about the lexical cohesion’s featuresof 40 selected TEM4 compositions collected in CEM written by English major studentscoming from different colleges, the study aims to find:what are the features of lexicalcohesive devices in English major students' compositions; what is the relationshipbetween lexical cohesion and the other four types of cohesive device; what is therelationship between lexical cohesion and the errors made by English major students,and what is the relationship between lexical cohesion and writing quality.The results of the study show that: firstly, the English major students tend to uselexical cohesive devices in their compositions to achieve the coherence of text andimprove the quality of writings. According to the data shown in the study, it issummarized that high-score compositions tend to employ more lexical cohesive devicescomparing with the poor-score compositions. Simple repetition, complex repetition andcollocation occupy a large percentage in all the six frequency in the six kinds of lexicalcohesive devices. Secondly, the students who get higher scores in the compositions aremore aware to use different types of lexical ties to realize text coherence and enhancethe variety of language, thus improving writing quality. Thirdly, the English majorstudents are not capable of using cohesive devices flexibly in English compositions,which can be shown by the overall small percentage of certain type of lexical cohesionwhether in high-score group or in low-score group, such as ellipsis. Next, talking aboutwhat kinds of lexical cohesion can influence the quality of compositions, the aboveinformation shows that complex repetition, synonym, antonym, hyponymy andcollocation have a core relationship with writings’ quality. Then, students are likely tomake various errors in their writings, and errors of lexicon , grammar and text stand outfrom syntactic errors when the concrete errors are under careful examination. Accordingto the correlation analysis, there is no significant correlation between the errors andlexical cohesion in compositions, which may imply students’ ability of employingcohesive devices does not means their improvement in lexical use, grammatical ability,textual ability and syntactic correctness.Based on the findings of the research , the relevant implications will be discussedin this study.
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