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本文是一篇英语论文格式范文，本研究主要得出以下结论：第一，在衔接方面，孤独症儿童使用不同衔接手段的能力不均衡。在所有的衔接手段中，孤独症儿童在时间连词及完成体助词“了”的使用上表现最佳，却在使用省略、替代和指称词时最容易出现错误。省略和替代的不足主要体现在他们难以对冗长及重复的内容进行有效省略及替代，而指称衔接上最突出的问题是指称模糊。在因果及转折这两类逻辑衔接词的使用上他们趋向于采取回避策略。

Chapter One  Introduction

1.1 Research Background

Autism Spectrum Disorder (ASD) is defined as a complicated neurodevelopmental disorder with a prominent feature of impairments in social communication and interaction, along with restricted interests and repetitive patterns of behaviors (American Psychiatric Association, 2013). Previous studies have also indicated that almost all ASD children exhibit delayed development in language acquisition and communication, and the impairments in these domains are the key diagnostic features of autism (Su & Naigles, 2020). Moreover, it is proved that nearly 50 percent of autistic children can never acquire functional language throughout their whole life (Bryson, 1996), and even those who acquire functional language also show abnormality in language at clinical level (Li & Zhou, 2006). 

In modern society, the number of autistic children is huge, and it has become a special group that can’t be ignored. According to a recent survey released by the Centers for Disease Control and Prevention (CDC) (2021), the prevalence of autism is as high as 2.3%, which means one in forty-four is diagnosed with ASD. And based on the Report on the Development of Autism Education and Rehabilitation Industry in China (Ⅳ) (2022), with a prevalence of 1%, ASD has been diagnosed in more than ten million people in China, including about two million children under the age of 12. In the face of the growing number of autistic children, scientifically evaluating their language ability and providing them with effective intervention programs so as to promote their linguistics ability and social integration is the frontier and hot issue in the current language research field of autistic children on an international scale (Naigles, 2017).

1.2 Research Objectives

The current study is designed to explore the oral narrative competence of ASD children from the ages of 8 to 11 years by storytelling. For this purpose, the characteristics related to cohesion and coherence within the narrative samples are examined to present their narrative competence. The current study, by its nature, is descriptive. Specifically, there are three primary objectives of this study. The first aim is to investigate the characteristics of ASD children’s ability in narrative cohesion, which is assessed from reference, ellipsis, substitution, tense and aspect and conjunctive tie. Referential tie consists of personal and demonstrative reference, and conjunctive tie contains additive, adversative, causal and temporal. The second aim is to find out the characteristics of ASD children’s ability in narrative coherence, which covers character, setting, initiating event, process and consequence based on story grammar. The third aim is to put forward some feasible suggestions for ASD children’s later narrative development and social integration. 

For these objectives, wordless picture book Frog, where are you? and Monitoring Indicators of Scholarly Language (MISL) are involved as instruments in data collection and narrative coherence evaluation. The frequency and adequacy of cohesive ties 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。