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ACs,  arguably,  have  paved  a  split-new  way  for  learners  to  improve  their logical thinking ability in interaction with more competent interlocutors, namely, their teachers. The present study intends to help both teachers and learners cultivate a  deeper  understanding  of  ACs  through  plenty  of  research  work,  such  as  the investigation  of  ACs  which  have  appeared  in  the  tenth  national  demo  classes. Through such in-depth and detailed investigations, the present study really hopes to demonstrate the frequent occurrence of ACs in terms of spoken discourse in EFL classroom question-answer interaction, and also in accordance with some rationales behind its unique functions.

After the investigation of the distribution of ACs in spoken discourse in senior high schools, both national demo classes and the internship school, the author also shows how those ACs 1) play a pivotal role in discourse cohesion and coherence; 2) foster learners’ logical thinking ability and improve their holistic understanding of  text  and  context  in  interaction  with  teachers;  3)  encourage  teachers  to  reflect upon  their  own  classroom  discourse  and  see  whether  there  is  interactional  space they  can  provide  for  learners.  In  addition,  questionnaires  and  interviews  will  be given to teachers and learners to probe into their attitudes towards ACs as well as the degree to which they have mastered ACs respectively. Furthermore, in order to verify the effectiveness of ACs, empirical study will be conducted, aiming to prove whether  ACs  can  improve  learners’  logical  thinking  ability  in  terms  in  spoken discourse or not.

Chapter 2 Literature Review

2.1 Adverbial Conjunctions

The  presence  of ACs  in  English  has  been  spotted  and  recognised  by  many scholars at home and abroad. Still, the terminologies they name for ACs differ in form  on  the  basis  of respective  understanding,  including  “Conjunctive Adverbs”, “Correlative Adverbs”,  “Linking Adverbials”,  “Conjuncts”  and  so  on. Yet,  all  of them echo with each other in terms of meaning. And in the present study, the author adopts the technical term “Adverbial Conjunctions”.

Halliday and Hasan (1976: 230) originally illustrate the cohesive function of ACs in their works Cohesion in English. Despite they coin “Conjunctive Adverbs”. Specifically,  there  is  no  difference  from ACs  with  regard  to  function-  they  both partake  in  cohesive  function  and  manage  to  disclose  special  semantic  relations. Both of them define this set of linking devices as “a kind of semantic relation which functions a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。