Research on the Dilemma of Cohesion and the Influencing Factors of Teaching in Senior High School Students’ English Writing after Reading

本研究以新疆地区新高考英语读后续写题型改革为背景，聚焦高中生衔接手段使用困境及其教学影响因素。通过编制《衔接手段使用现状调查问卷》对186名高中生进行量化调查，结合语篇衔接理论、二语写作能力发展理论及社会文化理论构建分析框架。研究发现学生普遍呈现显性衔接手段过度依赖与隐性衔接能力系统缺失的双重矛盾，教师侧重模板化训练与动态反馈不足是制约衔接能力发展的关键因素。基于此提出“双轨教学模式”，结合过程性评价体系改革，促进语篇连贯意识的深度培养旨在为边疆地区应对新高考改革、优化写作教学提供实证支持，也为核心素养导向的英语教学贡献了区域现状。This study investigates the challenges in cohesive device usage among senior high school students and the related teaching influencing factors, against the backdrop of the new college entrance examination reform in Xinjiang, China, which introduced the continuation writing task. By compiling the “Questionnaire on the Current Use of Cohesive Devices”, a quantitative survey was conducted among 186 high school students. An analytical framework was constructed by integrating discourse cohesion theory, second language writing proficiency development theory, and sociocultural theory. The findings reveal a dual contradiction: students exhibit over-reliance on explicit cohesive devices and systematic deficiencies in implicit cohesive competence. Pedagogical attribution analysis indicates that teachers’ overemphasis on formulaic training and insufficient dynamic feedback critically hinder cohesive skill development. Consequently, a “dual-track instructional model” is proposed, integrating process-oriented evaluation reforms to deepen discourse coherence awareness. This study provides empirical insights for optimizing writing pedagogy in frontier regions under the new examination reforms and contributes to the transformation of core literacy-oriented English teaching.