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..... 32-34
        4.1.2 Relationship between L2 Proficiency and Comprehension.......... 34-37
        4.1.3 Reasons for Differences and Similarities.......... 37-42
    4.2 Within-Subject Comparisons ..........42-50
        4.2.1 Active vs. Passive Sentences.......... 43-45
        4.2.2 Plausible vs. Implausible Sentences.......... 45-47
        4.2.3 Difficulty to Comprehend Plausible and Passive Sentences.......... 47-50
Chapter Five Conclusion.......... 50-55
    5.1 Major Findings ..........50-51
    5.2 Implications ..........51-53
        5.2.1 Implications for Language Comprehension .......... 51-52
        5.2.2 Implications for English Teaching.......... 52-53
    5.3 Limitations and Suggestions for Further Study ..........53-55

Conclusion

First of all, it must be pointed out that the current study is limited in its breadth. On onehand, the number of subjects is relatively small, only 80 subjects with different levels of L2proficiency participated in the experiment. On the other hand, only English majors were chosenas the HP subjects, but the fact is that there exists a plenty of non-English majors who are alsovery good at English. As a result it is difficult to generalize the findings of the current study to abroader sense.
Secondly, the current study is also limited in its depth. The current thesis has studied theimpact of plausibility during the comprehension of English passives, but it did not say anythingabout the effect of animacy during the comprehension which may also influence thecomprehension. For example, in the sentence The player was hit by the ball, the ball is inanimate,while the player is animate. In our common sense, only the animate role can give some action on other things. The current study lacks enough evidence to rule out this type of influencing factor,which may result in some inappropriate observations. On the other side, only one type ofpassives, the full simple unambiguous passive, was dealt with, so there may not be enoughevidence to draw a supporting conclusion valid enough to reflect the real situation of thecomprehension of English passives by Chinese students.
Third, the thesis digs out two common heuristic strategies that people often use to processsentences, namely NVN strategy and plausibility strategy. However, it remains to be found whatother strategies people usually adopt to finish the processing task, and how the heuristic andalgorithmic systems are coordinated on earth.
Therefore, for further researches, it is suggested that the number of the subjects should beenlarged, the types of testing passive sentences enriched, and the relationship between syntacticalgorithms and simple heuristics deepened.

Bibliography
[1] Bencini, G. M. L., & Valian, V. V. Abstract www.51lunwen.org/dxyylwfd/ sentence representations in 3-year-olds: Evidencefrom language production and comprehension [J]. Journal of Memory and Language, 2008(1): 97-113.
[2] Bever, T. G. The cognitive basis for linguistic structure [M] // H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。