Abstract
摘要
Contents
List of Figures and Tables
Chapter 1 Introduction
1.1 Research Background
1.1.2 The Necessity of Application of Adverbial Conjunctions in English Textbooks
1.2 Research Objectives and Significance
1.3 Layout of the Thesis
Chapter 2 Literature Review
2.1 Adverbial Conjunctions
2.1.1 Definition and Judging Benchmarks of Adverbial Conjunctions
2.1.2 The Range of Adverbial Conjunctions
2.1.3 Classification of Adverbial Conjunctions
2.1.4 Cohesive Functions of Adverbial Conjunctions
2.2 Related Theories on Reading Comprehension
2.2.1 Definition of Reading Comprehension
2.2.2 Classification of Reading Comprehension
2.2.3 The Current Reading Models in Reading Comprehension
2.3 Theoretical Bases
2.3.1 The Theory of Cohesion
2.3.2 Krashen’s Input Hypothesis
2.3.3 The Requirement of English Curriculum Standard
2.4 The Inspirations from the Previous Study
Chapter 3 The Investigation of Adverbial Conjunctions in New Standard English for Senior High School Students (Shandong Edit.)
3.1 Statistics of Occurrence Frequency of ACs in Reading Discourses of New Standard English for Senior High School Students (Shandong Edit.)
3.1.1 The Occurrence Frequency of ACs in Reading Discourses in Different Volumes of New Standard English for Senior High School Students (Shandong Edit.)
3.1.2 The Analysis of the Occurrence Frequency of ACs in Reading Discourses of New Standard English for Senior High School Students (Shandong Edit.)
3.2 Statistics of Different Types of ACs’ Distribution in Reading Discourses in New Standard English for Senior High School Students (Shandong Edit.)
Chapter 4 The Application Experiment of ACs to New Standard English for Senior High School Students (Shandong Edit.)
4.1 Research Questions
4.2 Research Subjects
4.3 Research Methodology
4.3.1 Literature Research Method
4.3.2 Data Statistics
4.3.3 Questionnaire
4.3.4 Experiment
4.4 Research Process
4.4.1 Collecting Questionnaires
4.4.2 Teaching Experiment Process
4.5 Data Analysis of Questionnaires
4.5.1 Data Analysis of the Students’ Questionnaire 1
4.5.2 Data Analysis of the Teachers’ Questionnaire
4.5.3 Data Analysis of the Students’ Questionnaire 2
4.6 Data Analysis of Tests
4.6.1 Data Analysis of Pre-test
4.6.2 Data Analysis of Post-test
4.6.3 Data Analysis of Pre-test and Post-test in EC
4.6.4 Data Analysis of Pre-test and Post-test in CC
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogic Implications
5.3 Limitations of the Present Study
5.4 Suggestions for Future Study
Bibliography
Appendices
攻读学位期间研究成果
Acknowledgement
声明