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60s and ithas attracted many scholars' attention afterwards. Error analysis has been done atdifferent linguistic levels and in different approaches. Summaira Sarfraz's Error Analysis of the Written English essays of PakistaniUndergraduate Students: A Case Study (2011) examined the errors in a corpus of 50English essays written by 50 participants (undergraduate Pakistani students). Hefollowed Rod Ellis" s (1994) procedural analysis of errors. He collected the sample oflearner language, identified the errors, described the errors, explained the errors, andevaluated ttie errors in 50 English essays. The occurrences of two types of errors;Interlanguage errors and mother tongue (MT) interference errors have been comparedand the results show that the percentage of the occurrences of Interlanguage errors ishigher than those of errors resulting from the interference of mother tongue. DonaldJR. (1982:16) disabused the oral reading error analysis from a critical aspect ofresearch and application. He pointed out that oral reading error analysis contains thepotential for generating important clues to our understanding of the reading process.
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1.2 Studies of Cohesion at Home and Abroad
As for the studies abroad，Halliday and Hasan's Cohesion in English haveoffered us a great many of points on the cohesive devices. They consider that the textmust be cohesive. After the publication of the book Cohesion in English (1976),Halliday and Hasan further developed their theory of cohesion in their subsequentworks. For instance, in his book An Introduction to Functional Grammar (1994),Halliday gave up the original classification of conjunction and adopted logic-semanticrelations to divide conjunctive elements into elaboration, extension and enhancement.Besides, he regarded substitution and ellipsis as "variants of the same type ofcohesive relation，，and put them into one category, Hasan (1984，1985) enlarged theconcept of cohesion and classified cohesion into structural one and non-structural one.In the field of language teaching; many scholars have investigated cohesion inteaching (e.g. McCarthy, 1991; McCarliiy & Carter, 1994). In the field ofpsycholinguistics, many scholars studied the use of cohesion in discourse productionand comprehension (e.g. Garrod & Sanford, 1994; Sanford & Garrod, 1994; McCabe,1998; Carroll, 2000).
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Chapter Three Research Methodology........... 23
3.1 Error Analysis Approach........... 23
3.2 Subjects ...........26
3.2 Instruments........... 27
3.4 Data Collation........... 27
Chapter Four Results and Discussions........... 28
4.1 Data Analysis ...........   28
4.2 Discussion of the Distribution of Cohesion Errors........... 31
4.3. Causes of Cohesion Errors........... 39
4.4 Correction of Errors 40Conclusions........... 42
5.1 Significant Findings of the Present Study........... 42
5.2 Implications for the Future Teaching of Writing...........43
5.3 Limitations of the Study........... 45

Chapter Four Results and Discussions

4.1 Data Analysis
This part analyzed what cohesive devises the subjects often turn to and whichkind of cohesive devises they ignore. In order to show the descriptio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。