-
The Use of Linking
Adverbials by
Chinese College English
Learners
A
Thesis Submitted
to Faculty of
International Studies of
Henan Normal University
in
Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts
By
Liu Hiatao
Supervisor
：
Li
Qingdong
May 5,
2008
Acknowledgement
I would like
to thank all those who
me
their generous
the major
driving force
to complete the current
paper.
…
Abstract
The
aim
of
this
research
is,
through
a
general
comparison
between
learners
’
corpora and NSs
’
corpora, to probe into the characteristics of
Chinese EFL learners
with
regard
to
their
use
of
linking
adverbials
in
writing
and
speaking,
and
give
an
impersonal description about the non-
nativeness that the learners demonstrate in the
use of linking adverbials. It is found
that Chinese EFL learners
an overall overusing
tendency in using linking adverbials in
their speaking and writing. The results
that
the factors
which contributing to Chinese EFL
learners
’
use of linking
adverbials are
multifold,
such
as
mother
tongue
transfer,
pedagogical
instructions,
stylistic
awareness,
semantic understanding, and pragmatic
considerations.
Key Words:
Linking Adverbials; Chinese EFL learners; Use;
Teaching
Table of
Contents
Acknowledgement. .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .
. . . . .I
摘
要
. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .
. .. II
Abstract. . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .
. . . ..III
Table
of
Contents. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .. IV
Chapter One Introduction. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .1
1.1
Research
Background. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .1
1.2
Motivations
and Objectives. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .2
Chapter Two The Theoretical
Framework of Child Language Learning. . . . . . .
. . . . 5
2.1 Introduction. . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 5
2.2 A Selective Review of Child
Learning. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . .5
2.3 Child Language
Learning. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 13
2.3.1 Child First Language
Development. . . . . . . . . . . . . . . . . . . .
. . . . . . . 14
2.3.2 Child Second Language
Development. . . . . . . . . . . . . . . . . . . .
. . . . 16
2.3.3 Child Foreign Language Learning.
. . . . . . . . . . . . . . . . . . . . . . . . .
. . 19
2.4 Summary of Key Learning
Principles. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 23
Chapter
Three
Some
Critical
Issues
in
Primary
EFL
Instruction
in
Chinese
Context. . . . . . . . . . .25
3.1 Introduction. . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 25
3.2
The
Debate
about
the
Inclusion
of
English
in
the
Primary