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摘要：本文是一篇英语教学法论文，本论文主要研究ACs在高中英语问答语篇中的应用。首先，在调查了ACs在高中、国家示范班和实习学校口语语篇中的分布情况后，作者阐述了ACs在语篇衔接和连贯中的重要作用；2）培养学生的逻辑思维能力，在与教师的互动中提高他们对文本和语境的整体理解；3）鼓励教师反思自己的课堂话语，看看他们是否能为学习者提供互动空间。

ully on the total pattern. Language thus is seen as a social phenomenon involved in the negotiation and construction of meaning (Frances, 2002). Also, critical discourse analysts and systemic linguists have shown great interest in classroom discourse.

Chapter 3 Investigation of Adverbial Conjunctions in Spoken Discourse of Senior High School Demo Classes ........... 31

3.1 Investigation of Occurrence Frequency of ACs in the 10th High School English Classroom Observation Competition .......... 31

3.2 Case Studies of ACs in the 10th High School English Classroom Observation Competition .............. 34

Chapter 4 Research Design ......................... 41

4.1 Research Questions ........................... 41

4.2 Research Subjects .......................... 42

Chapter 5 Data Collection and Analysis .............................. 55

5.1 Data Analysis of the Questionnaire ............................. 55

5.1.1 Data Analysis of the Pre-questionnaire ....................... 55

5.1.2 Data Analysis of the Post-questionnaire ....................... 58

Chapter 5 Data Collection and Analysis

5.1 Data Analysis of the Questionnaire

In this section, the author will analyse the data collected from both pre-questionnaire and post-questionnaire to see the changes in learners’ understanding of ACs and attitudes towards ACs.

5.1.1 Data Analysis of the Pre-questionnaire

The pre-questionnaire is conducted before the experiment so as to find out learners’ awareness of ACs in classroom discourse and their attitudes towards the functions of ACs in helping them understand interlocutors more efficiently. Meanwhile, the questionnaire also helps to probe into learners’ self-awareness of their classroom interactional competence and their expectation to ACs’ learning. As has been mentioned in Chapter 4.3.2, the pre-questionnaire is composed of four parts and covers 12 items altogether. The first category contains item 1 to 3, aiming at identifying learners’ awareness of ACs in classroom discourse; the second category encloses item 4 to 7, intending to probe into learners’ attitudes towards the functions of ACs in helping them understand interlocutors more efficiently; the third category contains item 8 to 9, hoping to know learners’ self-awareness of their classroom interactional competence; the fourth category is item 10 to 12, concerning learners’ attitudes towards the significance of&n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。