Author(s)

Wenjie Zeng ¹

Affiliation(s)

¹ Foreign Languages College, Jiangxi Normal University, 99 Ziyang Road, Nanchang, Jiangxi, 330022, China

Corresponding Author

Wenjie Zeng

ABSTRACT

Cloze test, a standard language test, can comprehensively reflect one’s language proficiency. However, many students report that cloze filling is more complicated than other question types. Comparing the College Entrance Examination (CEE) in the past decade, discourse analysis ability and understanding of cohesion theory are highly stressed. However, in normal teaching activities, the application of the cohesion theory is unsatisfactory for various reasons. Therefore, appropriate integration of cohesion theory into English cloze teaching in high school has become a significant problem that needs to be solved. This thesis primarily utilizes questionnaires, interviews, and teaching experiments, discussing how to apply cohesion theory in cloze test teaching by analyzing the data using SPSS. The author draws the following conclusions: Most senior high school students lack a sense of cohesion and discourse analysis when solving problems. The application of cohesion theory does effectively strengthen students’ ability to answer cloze filling. This article also provides the following enlightenment for teachers: they should consciously integrate cohesion theory with practice, and guide students to apply theoretical knowledge to solve problems. Moreover, teachers should transform teaching philosophy and methods by keeping up with the times.

KEYWORDS

High School English teaching, Cloze test, Cohesion theory

CITE THIS PAPER

Wenjie Zeng, The Application of Cohesion Theory in English Cloze Teaching in Senior High School—A Case Study of Ganzhou Middle School. Advances in Educational Technology and Psychology (2020) 4: 156-162. DOI: http://dx.doi.org/10.23977/aetp.2020.41023.

REFERENCES

[1] Alderson, J. (1980) Native and Non-native Speaker Performance on Cloze tests. Language Learning (30),1980:59-76 
[2] Brown, G. and G. Yule. (1983) Discourse Analysis. Cambridge: Cambridge University Press.
[3] Halliday, M.A.K. and R. Hason. (1976) Cohesion in English. London: Longman. 
[4] Halliday, M.A.K. and R. Hason. (1985) Language, Context and Text: Aspects of Language in a social semiotic Perspective. Victoria: Deakin University Press.
[5] Michael McCarthy, Discourse Analysis for Language Teachers: Cambridge University Press,1991.
[6] Michaela Mahlberg, Corpus Linguistic Theory and Its Application in English Language Teaching. International Journal of Corpus Linguistics,2006(11):363-383
[7] Oller, John W. Jr. Language Tests at School. London: Longman Group Limited, 1976.
[8] Taylor, Wilson. Cloze Procedure: A New Tool for Measuring Readability in Journalism quarterly. Vol. 30, 1953:414-438
[9] Winddowson, H.G. (1978) Teaching Reading as Communication. Oxford: Oxford University Press.

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