pedagogical_Pedagogical,Implications,of,the,Research,on,the,Application,of,Lexical,Cohesion,in,the,Teaching,of,English,Writing.docx

pedagogical_Pedagogical,Implications,of,the,Research,on,the,Application,of,Lexical,Cohesion,in,the,Teaching,of,English,Writing【摘要】本文以韩礼德和哈桑的词汇衔接理论为基础，同时采用霍伊的部分观点，在大学英语写作教学当中引入词汇衔接理论关键词】教学启示；词汇衔接；写作教学Writingisoneofthemostdifficulttasksalearnermayencounterandonethatfewpeoplecanfullymaster.Hence，theteachingofEnglishwritinghasarousedastronginterestamongresearchersandteachers；andvarioustheoriesandfindingsrelatedtothisfieldhavebeengraduallyintroducedintotheteachingofEnglishwriting.Inordertoconveyideaseffectively，thewritersneedtomakeuseofallsortsofwritingskillstoorganizestructuresanddevelopideas，andtheyalsoneedtospendtimeselectingappropriatewordsanduseproperdevicestokeepthetextcoherent.Hoeysaysthatwriterswhofailtoconnectwhattheyaresayinginanyparticularsentencetowhattheyhavesaidearlierarelikelytobeopentothechargeofdriftingfromtopictotopic.Accordingtohim，thefunctionsoflexicalcohesionare，inthefirstplace，toconnectsentences，nomatterwhethertheyarenearorawayfromeachother.Inthesecondplace，lexicalcohesioncanhelptointroducenewinformation.Andinthethirdplace，itcanhelptodeveloptopics.Sothewritersneedtolinkwhattheyaresayingwithwhattheyhavesaidandwhattheyaregoingtosay.HallidayandHasanalsostatethatwhenarelationofcohesionissetup，andthetwoelements，thepresupposingandthepresupposed，aretherebyatleastpotentiallyintegratedintoatext.Therefore，theroleoflexicalcohesioninEnglishwritingdeservesfurtherexploration.Thegraspoflexicalcohesioncanhelpwriterstoavoiddriftingfromtopictotopic.Keepinglexicalcohesioninmind，thewritercanconnectwhattheyaresayingtowhattheyhavealreadysaidpreviouslyandwhattheyaregoingtosay，thenhe/sheisabletoproduceacoherentcompositionandmaintainthetopic.JustasWitteandFaigleysaythatskillfulwritersarecapableofmakinguseofchainstointerweavetopicswithinthetext.Actually，theroleoflexicalcohesionismorethancohesion.Thereisnoquestionthattoexpressthesameideabymeansofvariouscohesivedevicescanenhancethevividnessoflanguageandtheimpressionofthetext.However，thefunctionsoflexicalcohesionarealwaysignoredandhaven’treceivedenoughattention.WiththepurposeofhelpingEnglishlearnersandteacherstobetterunderstandlexicalcohesionsoastoimprovewritingachievement，itprovidessomepedagogicalimplicationsfortheteachingofEnglishwriting.　　Firstofall，theteachers’awarenessoflexicalcohesiontheoryshouldbearoused.Theapproachofimprovingwritingachievementthroughlexicalcohesiontheoryisquitedifferentfromthetraditionaloneanditisnotveryeasyfornon-Englishmajorstomastersuchatheory.Onlywhentheteachersunderstandthetheoryabsolutely，couldtheymaketheirstudentsclearaboutit.Thentheimprovementinwritingachievementcouldberealized.Second，thedifferencesbetweenEnglishandChineselanguagesshouldbestressed.SinceEnglishisaninflectionalandderivativelanguagewhileChineseseldomhassuchchanges，somestudentsusuallygetconfusedormakemistakeswhenitcomestousingsimplelexicalrepetitionandcomplexlexicalrepetition.Meanwhiletherearealsosomedifferentexpressionsbetweenthetwolanguages，suchasacquireknowledgeratherthanlearnknowledge.Therefore，thecontrastivestudyofthesetwolanguagesisquitenecessary.Third，readingandwritingshouldbecombinedtogether.Whilereading，studentstrytofindoutthelexicalcohesivedevicesusedandhowtheyrelateeachothertoformacoherenttext.Duringreading，studentscouldnotonlyacquiremanynewwordsandexpressions，butalsotheusageofthemtoavoidnegativeL1transfer.Fourth，somestudentsfindthatitishardtoexpressthemselvessincetheydon’tknowwhattosaythentheycouldonlyrepeatthesamewordorthesamethingagainandagain，asaresult，thecontentofthetextissoemptyandboring.Tosolvesuchproblem，studentsshouldbetrainedtowritediaries.Ontheonehand，writingdiariescouldhelpstudentsdeveloptheiranalysisability.Ontheotherhand，itcouldhelpthemmemorizewhattheyhavelearned.Orelse，theycouldhavediscussionsondifferenttopicsregularly.Theymayexpresstheirideasorevenjustafewwords，expressionsrelevanttothetopicunderdiscussion.Fifth，sometimesthestudents’self-correctionsoftheirowncompositionsortheircorrectionsofclassmates’compositionsmayhaveadeeperimpressionintheirmindsthantheteacher’scorrections.Bydoingso，theymaynotmakethesamemistakesagain.Finally，students’Englishlevelsshouldalsobetakenintoaccount.DifferentlevelsofstudentsshowdifferentcapacitiesintheacceptanceofEnglishteaching.ThosewhoareproficientinEnglishcaneasilymasterthetheoryandapplyittotheirwritingscorrectlyandeffectively，whilethosewhoseEnglishisnotgoodmaybeslowmasteringthistheory.Consequently，differentteachingplansshouldbemadeaccordingtostudents’differentEnglishlevels.。