摘 要 语篇构建中的一个重要的特征就是它的衔接，这也是实现语篇连贯的重要手段。许多研究者对语篇衔接手段与写作教学的关系进行了应用研究与实证研究，但是由于各种各样的原因，这些结论都缺乏系统的验证，因为它们都局限在对衔接手法的统计和描述上面，尤其大部分研究都是针对大学生开展的，以高中生作为对象的研究并不是很多。所以，为了进一步验证衔接理论的作用，对其在高中生英语作文中使用情况的分析就显得尤为必要。 在这样的研究背景下，此次研究通过分析Hasan和Halliday的衔接理论，将高中英语写作作为研究样本，掌握衔接手段在写作中的实际使用情况，探究其与学生写作水平之间的相关性。本研究以延安某中学高二学生完成的60篇英语习作为研究对象，根据作文成绩分布，分为高分组（High-scored Group）和低分组（Low-scored Group），通过定性分析和定量分析相结合的实证性研究方法，分析各组中所出现的衔接手段的使用情况，从而探讨衔接手段与学生写作水平之间存在什么样的联系。 经过数据统计发现，词汇衔接、连接和指称是高中英语写作中最常用的手段。就频率而言，在指称衔接中，高分组比低分组运用了更多不同形式的指称方式，但是频率却低于低分组；在连接中，高分组使用的连接词更多更丰富；在词汇衔接中，高分组词汇搭配的应用较多，但是低分组比高分组使用了较多的词汇复现；在所有衔接手段的应用中，低分组的使用正确率没有高分组那么高。由此可见，作文中连接衔接和搭配衔接的使用频率和使用质量与学生的写作水平呈正比。 因此，衔接手段的正确灵活的使用是衔接教学中的重点，学生可以通过学习和练习在作文中使用衔接手段来提高写作能力，进而提高学生的英语综合学习能力。

As the most important feature of discourse, cohesion is an efficient strategy to realize the coherence of the discourse. Therefore, many researchers have made different kinds of application and empirical studies on the relationship between cohesive devices and English writing teaching. However, many of them are just focused on the statistics or description instead of systematical analysis. Moreover, the research subjects are mainly college students but not senior high students. Thus, it is necessary to analyse the use of cohesive devices in senior high students writing in a high profounder way. Because of the above reasons, this thesis is based on the cohesion theory of Halliday & Hasan, aiming to investigate the actual use of cohesive devices and the relationship between it and students writing standard by analyzing a sample of 60 compositions from Senior 2 students in a middle School of Yan’an. The 60 sample writings are divided into 2 groups according to the scores, which are High-scored group (HG) and Low-scored group (LG). Conducted by combining the quantitative and qualitative methods, the study is mainly to find out the use of cohesive devices in the samples and the relationship between them. Based on the analysis, the major findings are drawn as follows. Firstly, senior high students use many reference, conjunction and lexical cohesion. In terms of frequency, students in HG tend to use more types of reference and repetition, but the number is not bigger than that of LG. As for conjunction, students in HG have used more and richer conjunction words. Besides, students in HG have used more repetitions but fewer collocations. What’s more, among all the use of different devices, students in HG have made fewer mistakes. In this way, it can be concluded that the number and frequency of conjunction and collocation used in students composition is strongly correlated with students writing quality. Therefore, the right application of cohesion theory in English writing teaching is necessary, which can not only provide more advice for English teachers to adjust their teaching methods, but also definitely help improve students’ learning strategy.