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The Results and Discussion of Corpus Analysis.......... 41-50
        4.1.2 The Results and Discussion of Translation Task.......... 50-51
        4.1.3 A Conclusion on the Results.......... 51
    4.2 The Possible Reasons for the results.......... 51-53
Chapter 5 Conclusion.......... 53-57
    5.1 Major Findings.......... 53-54
    5.2 Implications ..........54-55
    5.3 Limitations of the Study ..........55
5.4 Suggestions for Further Research.......... 55-57

Conclusion

Limitations of this thesis lie in the following aspects:Firstly, the sampling is not sufficient or complete. Further investigation with moredata ought to be launched into well-founded and effective research findings.Secondly, participants we choose in the experiment need to be expandedquantitatively with more research findings probing into a wider range of the linguisticdomain.Thirdly, all the writing and translation tests can be designed better and helpfulfeedback on the case study needs to be given timely, which helps improve students'authentic language proficiency.
That is to say, the more awareness of modal adjuncts onthe thematic structure Chinese college EFL learners have, the more logic and coherenttheir writing will realize. However, the analysis has not yet solved all the problemssatisfactorily. More passionate commitment should be devoted to future research on thisissue.Firstly, conjunctive adjuncts and circumstantial adjuncts should be furtherinvestigated to gain more insights into the research of adjuncts in thematic structurethan this paper has done.Secondly, extended analysis should be given to proper thematic progressionpatterns that are chosen in organizing clauses of an essay from the perspective oftheme-rheme theory.Thirdly, it is rewarding to introduce Systemic-Functional Grammar into the realmof English teaching and research in China. The application of modal adjuncts in thethematic structure has been proven as an effective approach to enhance cohesion andproficiency in English writing. Therefore, Chinese EFL learners should spare no effortsto launch further and persistent investigation into Systemic-Functional Grammar.

References
1Bybee & S. Fleischman (ed.). Modality in www.51lunwen.org/dxyylwfd/ Grammar and Discourse. Amsterdam:John Benjamins
2.Cook, V. J. (2000). Linguistics and Second Language Acquisition. Beijing: ForeignLanguage Teaching and Research Press.
3Cook, V. J. (1988). Chomsky s universal grammar: An introduction. Oxford, UK: BasilBlackwell.
4David Nunan. (1993). Introducing Discourse Analysis. London: Pengun Group.
5David, W. Carroll. (1999). Psychology of Language. University of Wisconsin: Superior
6CengageDowning & Locke. (1992). A University Course in English Grammar. London: PrenticeHall
7Ehrman, M. E. (1996). The meanings of the modals in present-day English. The Hague:Mouton.
8Ellis, R. (1984). The study of second language acquisition. Oxford: Oxford University
9Ellis, R. (1994). Understanding Second Language Acquisition. Oxford: Oxford
10Fries, P. (1983). On the Status of Theme in English, in Janos S. P. & E. Sazer (eds).Micro and Macro Connexity of Discourse. Hamburg: Buske.

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