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本文是一篇英语教学法论文，本研究发现：（1）与常规写作教学相比，对比续写能显著提高学生使用逻辑连接词的数量。实验班后测及延后测的平均使用数量都显著高于对照班，且使用类型更丰富。实验班和对照班使用频率最高的为附加类连接词，而转折类、因果类和顺序类占比较少。

Chapter One Introduction

1.1 Research Background

The English course in secondary vocational schools(SVSS)is a compulsorypublic introductory course for secondary vocational school learners(SVSLS),bothinstrumental and humanistic.The New English Curriculum Standards for SecondaryVocational School(2020)(hereafter“the New Curriculum Standards”)emphasizesthat it is significant for teachers to cultivate the ability to communicate with languageamong SVSLS.English teaching should focus on the development of students,payattention to the real needs of all students,and respect students’individual differences.In English teaching,teachers should select the proper teaching methods and providestudents with diversified learning choices according to the students’learning style,learning experience,learning motivation,learning interest,language level,andlearning ability,which enable different levels of students to enjoy the fun of Englishlearning,make every student learn something,and then promote the development ofstudents.

As is known to all,the SVSLS are a particular group.They are mainly juniorhigh school graduates who choose SVSS because of their relatively poorer academicperformances.Most students are not very interested in learning,especially in English.Among the four skills(listening,speaking,reading,and writing),English writing canreflect students’comprehensive ability to use language,which is also the mostdifficult for SVSLS.English writing is not only about piling up the words intosentences or sentences into paragraphs but also about students’ability to constructdiscourse and think logically,i.e.,the cohesion between sentences and the coherenceof an essay.It is not easy to make an essay a coherent and organic whole.Thecoherence depends not only on the implicit logical relationship consistent with thestructure of human thinking but also on the explicit and various means of cohesion.

1.2 Research Purpose and Significance

1.2.1 Research Purpose

“Comparative continuation”is particularly suitable for learning new words andexpressions because they make it easier to use the previous text’s linguistic structuresand absorb expressions from the original work,including text coherence and sentencepatterns(Wang,2016,2019).The main advantage in promoting learning is that thestructure of the given text and language expressions can be used for continuationbecause the contrast is the content.The way to express the content(including thelanguage)can be directly applied to the continuation through imitation.Thisadvantage not only helps to improve language use but also helps to learn the coherentand cohesion techniques in the discourse.Although many studies have examined theuse of logical connectives in English writing(Chen&Jiang,2015;Chu&Zhao,2011;Jin,2004;Pan&Feng,2004;Shi&Cui,2015;Wan&WU,2006;Wang&Yang,2014;Yan,2009;Zhang,2012;Zhao,2013),no research has yet examined how CCTSaffect the learners’acquisition of logical connectives.Therefore,the study takesSVSLS as the research participants and aims to reveal how CCTS affects the learners’use of logical connectives in English writing.In addition,this study will also revealthe individual characteristics in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。