| Summary: | 碩士 === 國立新竹教育大學 === 中國語文學系語文教師碩士在職專班 === 104 === For elementary school students, the mastery of Chinese textbooks plays an important role in learning, which is highly relevant to the study and comprehension of other subjects. Textbook discourse is made up of sentences, which are composed of groups of words. Therefore, the mastery of textbooks relies on building a solid foundation of discourse that requires skills in sentences, and close study of words. In addition, cohesive barriers arise from semantic relationships between words. There are five general categories of cohesive devices which help to create cohesion: repetition, general word, similarity, relation and collocation (Hu, 1994). Based on Chinese textbooks (9 – 12 volumes) of elementary school Nan-I version used by senior pupils, the research examined and analyzed the actual use of these five cohesive devices and offered pedagogical suggestions.
The distribution of the five cohesive devices (among five modes of textbook discourse, including narration, verse, exposition, practical writing, and argumentation) showed that repetition occurred most often, followed by similarity, classification, collocation and general word respectively. The pedagogical sequence listed in order of priority is: repetition, similarity, classification, collocation and general word. The research aimed to facilitate effective teaching and learning in lexical cohesion, and improve students' writing skills in the surface structure of discourse.
Keywords: discourse, lexical cohesion, pedagogical sequence
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