| The thesis aims to study the application of discourse markers in Senior 2 students'writing and carry out a small-scale experiment based on it. It tries to answer the following research questions:1. How is the application of discourse markers in Senior 2 students' composition? 2. To what extent can the systematic study of discourse markers influence Senior 2 students' awareness of discourse? 3. What implication can we get in senior English teaching after the systematic study of discourse markers? Based on the above research questions, this study chooses two classes from a middle school in Nanjing as the subject. In this study, the systematic study of discourse markers serves as the only variable while other factors are kept unchanged. The pre-test is carried out before the experiment to get a primary idea of students'use of discourse markers. The results show that students make some grammatical and pragmatical mistakes on some frequent words in their writings. Besides, students are in lack of diversity in the choice of discourse markers. Given these, the author designs a program in which the experimental class students are guided to learn discourse markers systematically in 3 months while the controlled class follows the normal schedule. After the experiment, two classes are required to write composition on the same topic at the set time. Followed this is the analysis of the statistics which includes the quality and the appropriateness of the discourse markers. Then a comparison is made between the pre-test and post-test on the two above mentioned dimensions. The findings show that students improve a lot after the study in the quality and appropriateness. And it also shows that teachers'lecturing of discourse markers can enhance students'awareness in discourse. |
PDF Full Text Request