摘 要韩礼德和哈桑系统地阐明了英语衔接的基本概念和衔接手段，衔接手段分为两类：语法衔接和词汇衔接。语篇衔接的研究对语言教学有着直接的指导意义，衔接手段对提高学生的阅读理解能力有积极作用，学生较好地掌握了衔接理论的知识就能更好地理解文章的结构。本文在韩礼德和哈桑的衔接理论的基础上，通过分析初中英语阅读教学中存在的问题，尝试应用衔接手段指导初三英语阅读教学，对这一方法的有效性进行比较验证。 本研究用了4个月的时间在英语阅读教学中，讲解衔接的相关理论知识，帮助学生认识衔接手段，并在阅读实践中运用衔接手段指导阅读。通过对比实验班和对照班在实验前后的成绩，实验班同学在实验前后做的问卷调查以及实验后老师对不同水平的学生进行的访谈分析，可以得出如下结论：1. 衔接手段的应用使学生的阅读变容易，更有效。学生对英语阅读的兴趣浓厚，自信心加强。2. 学生认识了多种衔接手段，衔接意识加强，并能借助这些手段理解文章。3. 学生的阅读能力有了显著提高，阅读速度加快。获取大意，做出推断，猜测词义，理解作者意图的阅读能力得到了发展，整体上学生语言水平有所提高。基于以上结论，本文对在中学运用衔接手段指导下的教学模式有积极意义，并且对进一步的研究提出了一些教学建议。关键词：衔接理论， 衔接手段，教学方法，阅读能力

ABSTRACTHalliday and Hasan (1976) systematically illustrated the basic concept of cohesion and cohesive devices in English, which are classified into two kinds: grammatical cohesion and lexical cohesion. The study of discourse cohesion has a directive instructive meaning for language teaching. Cohesive devices have a positive impact on the improvement of students’ ability of reading comprehension and readers’ better knowledge of cohesion theory can enable them to have a better prediction about the text structure. On the basis of cohesion theory, the research analyzes existing problems in current reading classes, and attempts to apply cohesive devices in the teaching of junior English reading, in order to compare and verify if this kind of method is effective. The research spends four months teaching knowledge of cohesion theory, helping students identify cohesive devices and use them to understand the texts. Data are collected by pre and post tests, the questionnaire and the interview, and analyzed by SPSS. We can draw conclusions as the following: 1. The application of cohesive devices to the teaching of English reading enables students to read easily and efficiently. Students are more interested and confident in English reading classes.2. Students get to know various cohesive devices. Students’ awareness of cohesion has strengthened a lot. They learn to work out the meaning of the text by using cohesive devices in the reading passages.3. This kind of teaching method can greatly improve students’ reading ability. Students develop their reading abilities such as getting main ideas, making inferences, reasoning, guessing the word meaning, understanding the writer’s attitude, etc. And students’ reading speed is developed as well. In summary, the research has a practical significance in applying cohesive devices in middle school reading class. It also gives some suggestions for further study.KEY WORDS：cohesion theory, cohesive devices, teaching method, reading ability