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Chapter III Research Methodology................................... 16

3.1 Research Questions.................................16

3.2 Research Subjects.................................. 16

3.3 Research Instruments.......................................17

Chapter IV Results and Discussions.................................. 24

4.1 Results and Discussions of Current Situation of the Use ofLexical Cohesive Devices..............24

4.2 Results and Discussions of Correlation between Lexical CohesiveDevices and Writing Achievements................26

4.3 Results and Discussions of Writing Achievements ................... 37

Chapter V Conclusion..........................40

5.1 Major Findings.............................................40

5.2 Implications of the Study..........................41

Chapter IV Results and Discussions

4.1 Results and Discussions of Current Situation of the Use of Lexical CohesiveDevices

This part mainly analyzed the current situation from a macroscopic perspectiveby questionnaire and also analyzed it from a micro perspective by EXCEL.

The following is the results and discussions of current situation of using lexicalcohesive devices got from questionnaire.

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Chapter V Conclusion

5.1 Major Finding

Based on the above aspects in this research, the major findings are quiteinformative and benefit to the English writing teaching and can be identified andillustrated as follows.

Firstly, in terms of the use of lexical cohesion, a large number of lexical cohesivedevices are used in students’ compositions, but repetition and general words are morefrequently used, while synonyms, antonyms and hyponyms are seldom used. Beforethey came into contact with lexical cohesive devices, they had applied them in theirwritings unconsciously, they just didn’t know that was lexical cohesion device. Mostof the students were eager to learn the knowledge of lexical cohesion to improve theirwriting skills.

Secondly, among these five devices, the synonyms, antonyms and hyponyms areclosely related to the composition score. The synonyms has the highest correlationwith the composition, followed by antonyms and hyponyms. However, the repetitionand general word have little to do with the achievement of the composition. Theabove is specific analysis. The result of the overall analysis is that sentence coherencescore is significantly correlated with the students’ writing achievements. Therefore,there is an obvious correlation between the lexical cohesive devices and thecomposition achievements.

Thirdly, students’ writing achievements has been improved through thesystematic study of lexical cohesive devices. On the other hand, we can see thatlexical cohesive devices are used more and more. The words are applied appropriatelyand the sentences are fluent. The compositions becomes more coherent.

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