<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">ECE</journal-id><journal-title-group><journal-title>Educational Continuity and Enhancement</journal-title></journal-title-group><issn>3066-845X</issn><eissn>3066-8476</eissn><publisher><publisher-name>Art and Design</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/ECE.2025140005</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>衔接连贯理论在初中英语写作教学中的应用初探</title><url>https://artdesignp.com/journal/ECE/1/14/10.61369/ECE.2025140005</url><author>李镇</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>1</volume><issue>14</issue><history><date date-type="pub"><published-time>2025-12-14</published-time></date></history><abstract>新课程标准对不同阶段的学生英语写作表达能力做出了明确的评价目标，具体来讲能围绕相关主题话题用比较连贯的语言表达情感、态度、观点、意图等，并能够使用一些常见的连接词来表达句子间与段落间的内部逻辑关系。本文意在探索衔接连贯理论在初中生的英语写作的使用可行性。</abstract><keywords>衔接连贯理论,初中英语,写作教学</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>&amp;nbsp;[1]Connor, U. A study of cohesion and coherence in English as a second language students&amp;rsquo; writing[J]. Linguistics: International Journal of Human Communication, 1984(3), 301-316.&amp;nbsp;[2]Halliday, M. A. K. &amp;amp; Hasan, R. Cohesion in English[M].London: Longman.1976.&amp;nbsp;[3]McCulley, G. A. Writing quality, coherence and cohesion[J]. Research in the Teaching of English, 1985(19), 269-282.&amp;nbsp;[4]Ramasawmy, N. Conjunctive cohesion and relational coherence in students&amp;rsquo; compositions[J]. Doctoral Dissertation: The University of South Africa.2004.&amp;nbsp;[5]Widdowson, H. G. Teaching language as communication [M].Oxford: Oxford University Press.1978.&amp;nbsp;[6]Zhang, Meisuo.Cohesive features in the expository writing of undergraduates in two Chinese Universities. RELC Journal, 2000(31), 61-93.&amp;nbsp;[7] 陈玫.英语写作中衔接语作用的实证研究[J].闽江学院学报, 2005(25).&amp;nbsp;&amp;nbsp;[8] 程晓堂. 基于功能语言学的语篇连贯研究[M]..北京: 外语教学与研究出版社.2005.&amp;nbsp;&amp;nbsp;[9] 胡壮麟. 语篇的衔接与连贯[M]. 上海: 上海外语教育出版社.1994.&amp;nbsp;&amp;nbsp;[10] 胡壮麟, 朱永生, 张德禄.系统功能语法概论[M]. 长沙: 湖南教育出版社.1989.&amp;nbsp;&amp;nbsp;[11] 徐伟成. 英语作文中的衔接、连贯与质量[J]. 广州大学学报, 第5期.&amp;nbsp;[12] 义务教育英语课程标准(2022年版) [M] .北京: 北京师范大学出版社. 2022.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
