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摘要：本文是一篇英语教学法论文，本研究参照高考英语作文评分标准评定前测、后测及延后测作文；采用SPSS26.0分析受试作文及逻辑连接词的测试成绩；AntConc4.0.5对受试写作文本中的逻辑连接词进行分析归类，提取阅读材料及受试续写库中的逻辑连接词，检索其使用频率，观察其协同情况；用Excel2013分析强化组三名受试的逻辑连接词发展轨迹。

Chapter Three Research Methodology ........................ 24

3.1 Research Subjects ............................. 24

3.2 Research Questions ............................. 24

Chapter Four Results and Discussion ........................... 42

4.1 Results of the Pretest ........................... 42

4.1.1 The Pretest for EC and CC ................................. 42

4.1.2 The Pretest for Group A and Group B .................. 43

Chapter Five Conclusion .............................. 72

5.1 Major Findings .......................... 72

5.2 Implications .......................... 73

Chapter Four Results and Discussion

4.1 Results of the Pretest

As mentioned above,the pretest consists of two parts:writing and a test for LCs.The pretest is set up to ensure no significance in writing ability and mastery of LCsbetween EC and CC and between Group A and B.

4.1.1 The Pretest for EC and CC

(1)The pretest of writing

One hundred students from EC(n=50)and CC(n=50)took the pretest of Englishwriting and LCs in the first week.Table 4.1.1 below contains descriptive statisticsregarding the writing proficiency of the two classes.

英语教学法论文参考

The descriptive statistics of the pretest are presented in Table 4.1.1.The meanscore of writing proficiency is 4.2 and 4.06,respectively.The final score of thewriting must be subjected to an independent sample t-test to determine whether ECand CC have a statistically significant difference regarding their writing proficiency(See Table 4.1.2).

Chapter Five Conclusion

5.1 Major Findings

The purpose of this study is 1)to explore the differences in the types andfrequency of LCs used between EC and CC;2)to examine whether the comparativecontinuation can promote alignment with previous texts in logical connectives,whether the alignment can promote the learning of logical connectives if alignmentoccurs,and under which circumstance the learning effect lasts longer;and 3)to findthe individual characteristics using LCs in L2 written English under the reinforcedcomparative continuation tasks among Levels A,B,and C from Group A.Severalconclusions have been drawn from the research's findings.

(1)Finding to the first question

The number of logical connectives used in the comparative continuation wassignificantly higher when compared to conventional writing instruction.The averagenumber of uses was significantly higher in the experimental class than in the controlclass for post-test and delayed test.Although both EC and CC employed additionalLCs most frequently,EC preferred to use different kinds of additional LCs,and CCalways used single additional LCs.Briefly speaking,the CC's use of LCs wasinflexible and lacked diversity.In addition,casual,adversative,and sequentialaccounted for a small percentage in EC and CC.

(2)Finding to the second question

Comparative continuation promoted interaction between learners and the LCs ofthe previous text.According to Wang(2019,2021),the stronger the interaction is,thestronger the alignment will be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。