英语论文网

摘要：Over the recent years, many researchers have paid close attention to the discoursemarkers. Early researchers laid stress on some spoken DMs. They were fond to study thekind of words or phrases in oral English: you know, I mean, well, etc. By virtue of variousapproaches to discourse markers, many researchers both abroad and at home studieddiscourse markers in writings.

of the Study
In senior high school, it is important for students to develop the ability of writing inEnglish learning. Writing, as is known, is an indispensable language skill which is alsoregarded as a significant competence in communication. Recently considerable attentionhas been given to the teaching of English writing. The demand based upon the New CourseStandard indicates that the contents written by students should be distinct, coherent andlogical. Discourse markers play a significant role in writing, which can be used to connectsentences to help organize a composition and suggest certain logical relation. Englishwriting has been widely applied in different kinds of tests. National Matriculation EnglishTest (NMET), which is one of the most important tests for the Chinese senior high schoolstudents, makes writing as an independent and key part. And in this section, examinees whotake part in this examination (NMET) are supposed to write a passage of 100 words or soduring a limited time. The evaluation point of writing lays some stress on coherence andlogic of the composition.

Chapter Two Literature Review

2.1 Discourse Markers (DMs)In this section, there are three main concerns: the definitions, the classifications andfunctions of discourse markers according to different scholars or researchers.

2.1.1 Definitions of Discourse Markers
There are many studies on discourse markers. Most of the researchers acknowledgethat DMs are expressions that connect discourse segments. However, different researchersgave their different definitions and formulated the functions of their own based upon theirvarious researches from different angles. Apart from that, there are a host of terminologiesto describe discourse markers. Different scholars describe the same concept with differentterms. They are as follows: Quirk and others call them semantic conjuncts in his early study;Halliday, Hasan and Carlson name them as sentence connectives; Rouchota and Horneoffer them the name of cue words; Jefferson presents disjunct markers; Keller call themgambits; Van Dijk and Stubbs successively propose the term pragmatic connectives; Brownand Yule show their terms as rhetorical organizers, logical connectors or connectives fortheir studies; the term of discourse particle is given by Schourup; in 1987, Fraser putforward the term of pragmatic formatives; Schiffrin and Fraser, two famous researchers, inthis field are used to calling them pragmatic markers; discourse connectives are the namethat Blakemore and Unger offered; Redeker call them discourse operators; there are otherterms like pragmatic operators (Ariel,1993), cue phrases (Knott and Dale,1994),pragmatic particles (Ostman,1995). The different terms result from the researchers’different attitudes towards the disunity of DMs. Schourup drew the conclusion, as a matterof fact, a large number of terms of DMs used by different researchers have both similaritiesand differences (1999:228).

Chapter Three Research Design......... 27-30
    3.1 Research Questions........ 27
    3.2 Subjects.........27
    3.3 Instruments........ 27-29
    3.4 Procedures ........29
    3.5 Data Analysis ........29-30
Chapter Four Results of analysis and Discussions........ 30-51
    4.1 General S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。