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terms of the acquisition of logical connectivesbecause the development trajectory of individual learners is not the same as that of thegroup.Hence,averaging trend is not valid for individuals(Larsen-Freeman,2006a).Specifically,the following three questions will be addressed.

Chapter Two Literature Review

2.1 Related Concepts

2.1.1 Logical Connectives

(1)Definition of Logical Connectives

Logical connectives have numerous labels defined by different scholars,such asconjuncts(Quirk&Greenbaum,1973),conjunctions(Halliday&Hasan,1976),logicaldevices(Byrne,1982),linking adverbials(Biber,2000).This study uses logicalconnectives(LCs)to make it consistent.

The definition and terminology of logical connectives vary between China andthe rest of the world.The earliest researcher Quirk(1973)refers to them as“logicalconjunctions,”including conjunctions,conjunctive adverbs,prepositions,prepositional phrases,and other discourse connectives.Halliday&Hasan(1976)referto them as“internal conjunctions,”which connect words,phrases,and sentences.Adams(1989)sees them as signal words,which express a logical relationshipbetween semantics and do not create a relationship per se but make the relationshipexplicit.According to Hu(1994:139),connectives can indicate semantic relationshipsacross contexts and are essential for discourse formation.

Celce-Murcia&Larsen-Freeman(1983)refers to logical connectives as“typesof cohesive devices”that use conjunctions,adverbs,and phrases to connect words,sentences,and paragraphs,which indicate logical relationships.Logical connectivesare defined by Chinese scholars Zhang&Liu(2003:54)as“expressions typicallyemployed to connect phrases to reflect their logical-semantic relations andinterdependence.”

2.2 Related Theory

2.2.1 Interactive Alignment Model

The Input Hypothesis and the Output Hypothesis are two crucial theories ofsecond language acquisition(SLA).The“input”provides knowledge acquisition,andthe“output”allows for knowledge application.As a result,“input”and“output”areboth crucial to the SLA process.“Input Hypothesis,”first put forth by Krashen in the1980s,contends that in order to acquire a second language effectively,linguistic inputmust be based on the learner’s comprehension of the target language(Krashen,1984).At the same time,Krashen(1985)emphasized the“i+1”theory in his input hypothesis,i.e.,if a learner’s current language level is“i,”then the effective input is“i+1,”that ishigher than the learner’s current learning level,to ensure the actual language learningeffect.Based on Krashen’s Input Hypothesis,Swain(1993)proposed the“OutputHypothesis”theory and emphasized the importance of“comprehensible output”basedon“comprehensible input.”She argues that learners’fluency and accuracy inlanguage use can be improved when they produce language output.

Furthermore,she identifies three main functions of“output”:the noticingfunction,the hypothesis testing function,and the metalinguistic reflection function.The process of“output”is the same as completing the comparative continuation taskafter reading,compelling students to read back and imitate the language of theoriginal text.Also,learners will have the opportunity to check their comprehension ofthe reading material and their ability to recognize collocations and coherence withinthe phrases.

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