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4.5 Connectors Misused in Chinese Senior English Majors’ Writing....... 51
4.5.1 What’s/is more and Moreover........ 51
4.5.2 On the Contrary ..... 53
Chapter 5 Conclusion ......... 56
5.1 Major Findings ..... 56
5.2 Pedagogical Implications........ 58
5.3 Limitations of the Research and Future Research Direction ........ 59

Chapter 4 Research Findings and Discussions

As the chapter’s title indicates, this part makes a deep analysis in presenting theresearch findings and comparing them with the previous findings relating to the fieldof corpus – based connector research. In order to obtain the valid and reliable reasonsunderlying Chinese senior English majors’ characteristics of connector use inargumentative writing, the author of the thesis describes research findings in thefollowing four parts----the overall frequency of connectors, the frequency of eachsemantic category, the frequency of some individual connectors and comparison withprevious related research, from two angles, that is, upper – level senior English majorsvia comparison between HSG and NC, and average – level senior English majors viacomparison between LSG and NC.
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Conclusion

CEM is divided in accordance with writing scores into two groups – HSG andLSG as so to distinguish connector use feature of upper-level students from that ofaverage-level ones. Only in this way, can effective implications be provided to helpEnglish learners to improve their writing competence reasonably and scientifically.MICUSP is taken as native corpus acting as a benchmark in the research. It should bepointed out that MICUSP is only a benchmark but not the norm of connector use.There is still mixed use of formal and informal connectors, such as therefore and so,in NC. It is selected because it is the collection of native peer students suitable forCIA and can show the extent to which Chinese students overuse or underuse someconnectors.The overall frequency comparison indicates that upper-level students tend to usemore connectors with higher vocabulary richness than native counterparts, whileaverage-level students use less connectors with less variety confined to the limitedvocabulary.
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Reference (omitted)

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