英语论文网

CHAPTER THREE RESEARCH DESIGN........... 33-40
    3.1 RESEARCH QUESTIONS ..........33
    3.2 INSTRUMENTS.......... 33-36
        3.2.1 Corpus.......... 33-34
        3.2.2 AntConc 3.2.1.......... 34-36
    3.3 PROCEDURES.......... 36-40
CHAPTER FOUR RESULTS AND DISCUSSION ..........40-49
    4.1 DISCOURSE MARKERS & WRITING QUALITY.......... 40-41
    4.2 THE FEATURES OF DISCOURSE MARKERS USED BY CHINESE COLLEGE..........41-43
    4.3 THE MOST AND LEAST FREQUENTLY USED DISCOURSE MARKERS..........43-46
    4.4 THE USE OF DISCOURSE MARKERS IN THE ARGUMENTATIVE ..........46-49
CHAPTER FIVE CONCLUSIONS.......... 49-52
    5.1 MAJOR FINDINGS.......... 49-50
    5.2 PEDAGOGICAL IMPLICATIONS ..........50-51
5.3 LIMITATIONS AND RECOMMENDATION FOR..........51-52

Conclusion

It must be pointed out that there still some limitations in this study which leave aspace for the further research.First of all, the study is only limited to the DMs used in argumentative andexpository compositions, without taking other writing styles into consideration.Secondly, due to the author’s limited time and energy, the data collected is not largeenough to be representative, which might influence the reliability and validity of thestudy. Thirdly, the subject of the thesis is only focused on the non-English majorundergraduate, the frame is limited. Fourthly, some of the sampled writings arecompleted in the final-exam, and some are completed in the class, which may causesome variances of their writing proficiency.
Based on the above limitations, the author puts forward the future research in thisarea which may be conducted. The study of DMs in other genres can be conducted, suchas: narrative, descriptive. The amount of the sampled data can be expanded, and thestudy can be replicated with other experimental subjects, such as, high school students,non-English major postgraduates etc. in the same research circumstance.

References
[1] Aijmer, K. (1996). Conversational routines in www.51lunwen.org/languagethesis/ English: Convention and creativity. London:Longman.
[2] Aijmer, K. (2002). English discourse particles: Evidence from a corpus. Amsterdam: JohnBenjamins.
[3] Alireza, J. (2008). Discourse markers in composition writings: The case of Iranian learners ofEnglish as a foreign language. English Language Teaching. Vol.1, No.2. 114-122.
[4] Andersen, G. (1998). The pragmatic marker like from a relevance-theoretic perspective. InJucker, A. H. & Ziv, Y. (Eds.), Discourse markers: description and theory. Amsterdam: JohnBenjamins.
[5] Anderson, G. (2001). Pragmatic markers and sociolinguistic variation: A relevance-theoreticapproach to the language of adolescents. Amsterdam: John Benjamins
[6] Ariel, M. (1994). Pragmatic operators. In Asher, R. E. (Ed.), The encyclopedia of languageand linguistics. Oxford: Pergamon Press.
[7] Bell, D. M. (1998). Cancellative discourse markers: a core/periphery approach. Pragmatics, 8,515–541.
[8] Blakemore, D. (1987). Semantic constraints on relevance.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。