写作，作为一项英语学习技能，体现了中学生的认知能力、思想水平以及语言功底。国家教委颁布的普通高中英语课程标准（实验）(2003)对中小学生的英语写作能力提出了九级的标准。然而，前人研究表明，我国高中英语写作教学为较薄弱环节，很多教师甚至忽视这一重要环节的教学。首先，传统教学的导向是重视理论和应试教育，限制了学生的各方面能力发展，很大程度上阻碍了学生写作能力的发展。其次，教师缺乏对于英语写作教学的研究和培训，写作评价中过于注重语言的形式，即句子语法或单词拼写的正确性，要点的全面性，忽视了对学生写作中语篇衔接连贯以及语篇语义结构合理等方面的训练。（蔡基刚，2001）此外，从笔者的问卷调查和写作分析中发现，学生普遍存在写作时语篇意识淡薄、语篇结构杂乱、语用意识不强、从句表达欠缺等问题。而语篇语法教学作为一种有前景的教学方法，被认为应当广泛运用到英语课堂教学的各个方面。（胡壮麟，1994）因此，如何把语篇语法教学结合于高中英语写作教学，以弥补传统写作教学的缺憾，提高学生的英语书面表达能力，是一个值得探究的问题。本次研究以语篇语法教学理论为指导，结合高一教材和高一相关重要语法项，力求帮助学生解决写作中语法运用上的困难。同时，希望通过一个学期的行动研究，使学生能够增强写作中语法正确运用的意识和信心，提高学生写作中语法运用的能力，使学生写作中的四个维度（准确度、复杂度、丰富度和连贯度）得到提升；同时为教师如何更有效地进行语法教学和最终提高学生写作水平提供一些启示和建议。本次研究采用的是行动研究的方法，教师对学生采取两次集中问卷调查，系统地分析学生各类相关题型正确率形式，在一个学期的课堂语法教学和写作教学中，按照行动方案实施研究，并定期根据观察和调查对计划进行相应调整，以不同的形式实践于课堂语法教学中，不断改进教学手段。在行动研究结束后笔者还通过问卷调查及写作的测试比较来检验行动的效果，结果发现语篇语法教学对提升高中生书面表达能力有着积极的促进作用，能够提高学生们的语篇语法能力及写作能力。不仅如此，笔者还发现在学生们的写作中，准确度和连贯度的提升要比复杂度和丰富度的提升更加迅速明显，且在写作程度较好和较薄弱的学生的写作对比中，四个维度的提升上也存在着一定的差异。本研究即促进了笔者的专业化发展，又在高一阶段及时解决了学生们的语法问题和写作问题，实现了双重目的，达到了较客观的行动研究效果。关键词：语篇 语篇语法 语法运用 写作能力 写作评价

ABSTRACT Writing, as one of the English language learning skills, reflects senior high students in the aspects of recognition ability, level of thinking and even the ability of using languages. The English Curriculum Standards for Senior Middle Schools (Experimental edition) (2003) published by the government put forward 9 levels of standards of writing. However, the former researchers showed that Students’ writing ability are always the weakest point all the time, the reasons can be listed as follow: first ,the traditional teaching emphasizes more on the theory but not the practice of language. Besides, our teaching for the purpose of exam has limited the creativity of students’ writing ability. For another, teachers lack the research on the theory of teaching writing, and during the process of teaching ,teachers prefer to teach the form of language, that is to say ,they paid more attention to the accuracy of grammar, the fluency of the sentences or whether the points are complete ,while they ignored the training of the linking , context and discourse patterns. In addition, according to the researcher’s survey, lacking the sense of writing and the awareness of using language in discourse is commonly existed among students. Even more, they all have the problems of unclear structures in writing, the low ability to use the grammar properly, and low ability to use sentence patterns. However, discourse grammar teaching, as a booming method of teaching grammar, is considered to be supposed to be used in a wide range of English language teaching in class. Therefore, how to put the discourse grammar teaching into practice of English teaching of writing in senior high school to improve students’ writing ability and make up the drawbacks of traditional teaching is worth further research.This action research is mainly guided by the theory of discourse grammar teaching, which combines the teaching material of senior 1 and relative key grammar items , and is aimed to lead students to solve the difficulty in the ability to properly use grammar in writing. Meanwhile, the writer hopes that it can raise the awareness and confidence of students’ properly usage of grammar in writing, and improve their writing ability in terms of accuracy, complexity, variety and cohesion of writing through the research. Meanwhile, it is hoped that this study can provide some practical and operational suggestions for more effective methods of teaching writing and grammar. During the action research process, the writer designed and conducted an action plan in order to implement the discourse grammar in the teaching of writing. Two questionnaires were conducted and students’ writings were collected and analyzed. The writer also made adjustment to the plan regularly according to the data analysis in order to obtain more desirable results. The major findings of this research is that discourse grammar teaching has an positive effect on improving the writing ability in terms of accuracy, complexity, variety and cohesion among the senior students. What’s more, the improvement of accuracy and cohesion in students’ writing is even more obvious and faster than that of complexity and variety. Meanwhile, the differences of the improvement of accuracy, complexity, variety and cohesion among the different levels of students are existed.This research not only has promoted the professional development of the writer herself, but also has found out a solution to the problems of grammar and writing ability among students in senior one in time, of which the both aims has reached a good research effect for teaching.KEY WORDS: discourse discourse grammar the usage of grammar writing ability assessment of writing