Cohesion can be regarded as all the lexical and grammatical links that link one part of a text to another。 This includes the use of lexical sets, synonyms, pronouns, verb tenses, grammatical references, time references, etc。 Coherence can be regarded as how meanings and sequences of ideas relate to each other。 It is hard to separate the two。 But we can regard coherence as a text making sense as a whole at an idea level, and cohesion as more mechanical links at a language level。

In this paper, the author states discourse cohesion and coherence and the characteristics of the listening teaching, and talks about the discussions and researches of domestic and foreign scholars on discourse cohesion and coherence applied to listening teaching。 Then, the writer of this thesis analyzes the present situations and the problems of the high school English listening teaching, and find that schools pay no enough attention to listening teaching, teachers overuse Chinese, and the teachers themselves lack discourse theory knowledge。 To solve these problems, the writer of this thesis explains how to apply discourse cohesion and coherence theory to high school English listening teaching, which is the focus of this article。 

This paper shows that if teachers enable students to have some cohesion knowledge, to be familiar with relevant chapters’ structures, to pay attention to the use of textual cohesion knowledge to understand the comprehensive semantics, and to grasp the key words in the process of listening teaching, to a great extent, students’ listening level will greatly improve。 In terms of listeners, the discourse coherence refers to the pattern image of the speakers’ words or descriptions of things in listeners’ mind。 In the process of listening, the listeners contact the words they hear with the corresponding semantic organization to build a mutually connected image with complete semantics in the listeners’ mind。 Cohesion is generated on the basis of coherence and is one of the important means of establishment of coherent relationship。 As far as the relationship between coherence and cohesion, coherence is primary and the precondition of the listeners’ understanding discourse, while cohesion is the relationship signal the speakers intentionally or unintentionally leave。 To produce a coherent discourse, the speakers should take advantage of a series of regulation means and the listeners should use these means to help to forecast, judge and analyze the discourse, and then build schemata, so as to realize the understanding of the discourse coherence。 Through continuous training students in high school gradually improve the comprehension of the listening materials。 Finally, the writer of this thesis finds that the application of discourse cohesion and coherence theory to practical English listening teaching is greatly effective。 Through the research on this subject, the purpose of this paper is to cultivate the students’ listening skills in understanding the overall text and improve students’ listening ability to meet the requirements of a new round of the curriculum reform and the college entrance examination。

2。 Literature Review

Listening is a kind of language communication and a positive thinking activity, but is by no means negative recognition and acceptance of characters。 Listeners’ understanding of the literal meaning of materials is the lowest level of understanding。 But if listeners don’t have an ability to judge the logic relationship among all thoughts of the text, listeners will not be able to understand the speaker’s intentions and goals。 If we figure out the inner link among thoughts, we can better understand the intention of the speakers, and come into the deep understanding of the material。 Therefore, for the sake of success of listening comprehension, not only does it require the listeners to have a correct understanding of language knowledge such as grammar and vocabulary, but it is more important for listeners to have a logically reasoning and deducing ability。文献综述