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笔者认为在词汇衔接的运用上，学生作文中使用了大量的词汇衔接手段，但重复词和一般词的使用频率较高，而同义词、反义词和下义词的使用频率较低。在接触到词汇衔接手段之前，他们在写作中不知不觉地运用了词汇衔接手段，只是不知道这就是词汇衔接手段。大多数学生渴望学习词汇衔接知识，以提高他们的写作能力。

Chapter I Introduction

1.1 Background of the Study

As one of the four basic skills of listening, speaking, reading and writing,English writing plays an essential role for English learners. It can effectively promotethe internalization of language knowledge. Swain (1985) proposed the hypothesis of“comprehensible output”. The hypothesis argues that the output of language,including writing, can help second language learners to test the sentence structure oftarget language and the usage of words. It can also promote the automation oflanguage use and effectively achieve the goal of language acquisition. Throughwriting, English knowledge is constantly consolidated and internalized, which isconducive to the comprehensive development of English skills. However, Englishwriting is one of the most troublesome problems for most English learners, and it iseasy to be ignored by teachers.

Recent researches on writing show that one of the biggest problems in students’writing is that the whole quality of the text is not high or the coherence is not enough.(Du & Zhang, 2001). The reason is that traditional English teaching puts the languageknowledge in the first place and ignores the text structure and paragraphs of the article.Therefore, students are often lack of information in writing content. The logic is poorand and there are few topic sentences in writings. Most students think that’s all right ifthey try to write as much as possible. With the occasional topic sentence, thesupporting details below can not explain the topic sentence. The overall content of thearticle lacks consistency and coherence, and there is no clear distinction betweenprimary and secondary content. So many researchers did studies on how to write acoherent composition.

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1.2 Significance of the Study

Significance of the study can be summarized both in theory and in practice.

In terms of theory, the English writing teaching based on cohesion theory injunior middle school undoubtedly enriches both the cohesion theory and theory ofEnglish writing teaching. Many scholars have conducted relevant study on applyingcohesion theory to English teaching, including English reading teaching and Englishwriting teaching in college and senior high school. However, the subjects are rarely focused on junior middle school students. Therefore, the study on English writingteaching based on cohesion theory in junior middle school will enrich the relevanttheory.

In terms of practice, owing to the current situation of English writing teaching injunior middle school, a feasible and efficient writing teaching method is in urgentneed. The study aims at finding out the writing teaching method. It presents acohesion-based writing teaching method that is different from the conventionalwriting teaching method and provides students with a systematic teaching of cohesivedevices. Let them have the awareness of using cohesive devices in writing to maketheir compositions coherent. In addition relations among writing teaching based oncohesion theory, writing interests and writing competence are studied in the thesis.

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