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 NC,  therefore  are  excluded  in  the  present  study.  Thus,  the  list  of  CDMs  in  this study include 20 CDMs: but, however, though, although, despite, in spite of, nevertheless, nonetheless, whereas, still, yet, on the other hand, instead of, rather, in fact, in contrast, in comparison, on the contrary, contrary to and conversely. 

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Conclusion  

In  this  section,  the  major  findings  will  be  summarized.  Besides,  implications, limitations as well as suggestions of this study will be discussed.The present study compared the usage of CDMs used by Chinese English-major postgraduates  in  their  master  theses  writing  and  by  native  English  speakers  in  their academic writing. Although both native English speakers and Chinese postgraduates are aware of using CDMs in their academic writing to indicate the relations between discourse units and facilitate successful communication between writers and readers, and  both  of  them  show  similar  tendency  in  the  choice  of  some  specific  CDMs, findings  demonstrated  some  differences  in  the  use  of  CDMs  between  Chinese English learners and native speakers.   For  instance,  English  majors  do  not  use  CDMs  as  frequently  as  native  English speakers  do.  Specifically,  the  total  standardized  frequency  of  CDMs  used  by  native speakers  in  their  master  theses  is  65.77,  while  that  used  by  Chinese  English-major postgraduates  is  just  55.66,  which  means  Chinese  learners  use  about  10  less  CDMs per 10,000 words than native speakers.  Besides,  Chinese  learners  do  not  use  CDMs  as  diversely  as  native  English speakers. To be more specific, about half of the CDMs in NC is composed of three CDMs,  namely,  but,  however  and  although,  while  in  LC,  only  two  CDMs  but  and however  account  for  more  than  50  percent  of  the  total  number  of  the  CDMs  and more  than  65  percent  of  CDMs  used  by  Chinese  learners  are  made  up  of  but, however  and  although,  which  means  the  Chinese  English  majors  rely  heavily  on these three CDMs. And  in  terms  of  some  CDMs  that  can  be  put  in  various  positions,  Chinese students  cannot  use  them  as  flexibly  as  native  speakers  because  they  tend  to  use them only in the initial and (or) medial position. 
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The reference (omitted)
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