A Study on Teaching Strategies for High School English Continuation Tasks Based on Cohesion Theory

Li Tang; Lihua Tang

doi:10.63313/EH.9024

Authors

Li Tang China West Normal University, Nanchong 637000, China Author
Lihua Tang China West Normal University, Nanchong 637000, China Author

DOI:

https://doi.org/10.63313/EH.9024

Keywords:

Cohesion Theory, Continuation Task, Senior High School English Teaching, Teaching Strategies

Abstract

Professor Wang Chuming proposed the continuation task in 2012, and it has gradually become a significant question type in the new English college entrance examination. Against the backdrop of new college entrance examination reform in Sichuan, teaching continuation task in senior high school English is both a priority and a challenge. Cohesion Theory, proposed by Halliday and Hasan in their 1976 work Cohesion in English, holds profound significance and application value for teaching continuation task in senior high school English. However, current teaching practices applying Cohesion Theory to continuation task tasks still face issues such as students’ insufficient continuation task abilities and teachers’ lack of targeted instructional approaches. This paper addresses these problems by proposing solutions based on Cohesion Theory. These strategies can enhance students’ reading and writing abilities, improve discourse construction skills, elevate teaching quality, and synergize language proficiency with subject core competencies. They are expected to drive a future shift in teaching from teaching writing to cultivating core competencies.

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