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pants ........ 20
3.3 Research Instrument..... 20
3.3.1 Preliminary questionnaire .... 21
3.3.2 Post questionnaire ...... 22
3.3.3 Teacher logs...... 22
3.4 Procedure of the Action Research .... 22
Part 4 Results..... 25
4.1 Introduction ........ 25
4.2 Results and Findings of the Pre-test...... 27
4.3 Implementation of Action Research...... 32
4.4 Results and Findings of the Post-test .... 41
4.5 Summary ....... 45
Part 5 Discussion .... 46
5.1 Introduction ........ 46
5.2 Evaluation of the Project........ 46
5.3 Theoretical Implication ..... 47
5.4 Reflection on the Action Research and Teacher’s...... 50

Part 5 Discussion

5.1 Introduction
After a period of experiment, the author took a test or evaluation again about thestudents’ writing level. After getting the result of the evaluation and postquestionnaire of the students, as well as the record of these months’ teacher’s log, theauthor found out whether the students’ writing competence or the textual cohesionawareness has been strengthened. The thesis discusses many problems such as: Aftergetting students’ feedback, teachers had an idea about which aspects of writingcohesion problems they have difficulty to overcome, what the teacher should do andhow the students should coordinate with their teacher; what theoretical and practicalimplications we got from the experiment of action research. Through the comparative analysis about the statistics data form the preliminaryquestionnaire and post questionnaire we knew the situation of students’ applicationabout textual cohesion methods. In the using frequency of all the cohesion methods,the author found out that Reference appeared the most, which the score of the items isabove 4, followed by conjunction. The application of lexical cohesion is better thanbefore and it basically got the same level of the frequency of conjunction. However,the application frequency of substitution and ellipsis is the lowest and the score ofthem in the item is below 3. After the second evaluation about the writings which arepeer assessed by students, the teacher got the conclusion: although the usingfrequency of reference is the highest, the error rate is also the highest.

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Conclusion

This part concludes the whole thesis. Firstly, it summarizes some major findings ofthe action research. Secondly, it explains the validity and reliability of the actionresearch about textual cohesion theory. It analyzes the pedagogical implications forChinese teachers to apply the textual cohesion writing teaching method in EFLwriting class. At last, it explains the limitations and gives some suggestions forfurther research.SummaryAs for the methods of the action research, the author sums up the following questionsfrom the plan, design and implement.Before the implement of action research, the teacher found out that the students fromClass 2 and Class 3 of electrical engineering majors in Grade 2012 are all first levelcollege students and their English levels are in the first-class. However, their Englishwriting level is jagged. Some students have the writing thinking, but are not good atorganizing the language. And some other students’ writing level is poor and writingthinking is weak. And most students’ writing本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。