ࡱ> z|y[ RYbjbjemΐΐYA;^  W a dl ~N"///MMMMMMM$~P SrMi/+L///Mmm 8N:::/mM:/M::Kc&MP69LMNN0~NMLS6S(MSM//://///MM90///~N////S/////////  : YVf[b,gyuNNkNeňz^APA\lS Se.s틇e.s(WMR Il틇e.s(WT DU_S De!jg!jgQ[NOS kNuS9hnc[E`QkXQ  f[S0305114000   -NV'Yf[f[`NޏcoR͋ O(u`Qg  f[ b T y Y V f[ b N N T y Ye t^ ~ s +R 2002 ~ 5 s Y T R wm m c [ Ye ^ Ng ^ N t^ g The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submitted to Faculty of International Studies of Henan Normal University in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts ByLiu HiataoSupervisorLi Qingdonget^ge Acknowledgements I would like to thank all those who have given me their generous helps, commitment and enthusiasm, which have been the major driving force to complete the current paper. &   Xd e(WS؏/f(WQ\O-N -NV'Yf[f[`N(WޏcoR͋vO(u N gǏYO(uv>PT0q_T-NV'Yf[f[`NO(uޏcoR͋vV }/fYebv Yky0Yef[_[0eSOaƋ0INtNS(uwƋI{0& sQ.͋ޏcoR͋'Yf[f[`NO(uYef[ (Q[NOS)  Abstract The aim of this research is, through a general comparison between learners corpora and NSs corpora, to probe into the characteristics of Chinese EFL learners with regard to their use of linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations. Key Words: linking adverbials; Chinese EFL learners; use; teaching   Table of Contents RꁨRub Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I Xd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. II Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..III Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. IV Chapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Research Objective and Significance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Organization of the Thesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Chapter Two Literature Review. . . . . . . . . . . ... . . . . . . . . . . . . . . . 5 2.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 2.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Chapter Three Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . .12 3.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 3.2 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.3 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Chapter Four Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 4.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 4.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .19 4.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .30 Chapter Five Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 5.1 Major Findings . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 5.2 Limitations of the Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .32 5.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Chapter One Introduction Research Background  In the first decade1 or two after World War  = 2 \* ROMAN II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of improving the effectiveness of language education by taking into account into timetable of language development in childhood (Stern, 1983: 363). The past decade has seen significant increase in foreign language programs for young learners(Feng Qinghua, 2002). In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction. 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Decade is ten years. 2. Bibliography  Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica (38)20-69. Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar. Edward: Arnorld. Hatch, E. (1992). Discourse and Language Education. London: Cambridge University Press. Quirk, R. et al. (1972). A Grammar of Contemporary English. London: Longman. Q^NS. (2002). [(uыYe z. Nwm: NwmYYeQHr>y. W^tt. (2002). `NыYef[. VnWS^'Yf[Yeyf[f[b(3)16-18. _vQ;u0sCNe. (1989). [(uыIlYe z. Nwm: NwmYYeQHr>y. hgga-N(;N). (2002). 틙e^f[[. Nwm NwmYYeQHr>y0 _WWI{. (1983). IlыYe z. Nwm: NwmYYeQHr>y.  (N NTTTTTTTUU,U.ULUNUUUUUUUUUUVV V \WD8^`\ .WD^`. WD^`WDd` VVV8V:VlVnVVVVVWWWWHWJWhWjWWWWWX XNXPXnXpX .WD^`.JWhWjWWWWWWWWWWX X*XLXPXnXpXXXXXXXXXXYYYYY hpCJo(h AhpOJQJo(hp hpo( pXXXXXXXHYYYYYd 3 0182P. A!"#$%S 3 0182P. A!"#$%S 3 0182P. A!"#$%S @00P182P. A!"#$%S Dp@ 00P182P. A!"#$%S Dp@ 00P182P. 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