| Abstract | 第3-4页 |
| 摘要 | 第5-9页 |
| Chapter 1 Introduction | 第9-16页 |
| 1.1 Research Background | 第9-12页 |
| 1.1.1 Current Situation of English Textbooks | 第9-10页 |
| 1.1.2 The Necessity of Application of Adverbial Conjunctions in English Textbooks | 第10-12页 |
| 1.2 Research Objectives | 第12-13页 |
| 1.3 Research Significance | 第13-14页 |
| 1.4 The Structure of the Thesis | 第14-16页 |
| Chapter2 Literature Review and Theoretical Foundation | 第16-40页 |
| 2.1 Adverbial Conjunctions | 第16-29页 |
| 2.1.1 Definition and Judging Benchmarks of Adverbial Conjunctions | 第19-23页 |
| 2.1.2 The Range of Adverbial Conjunctions | 第23-26页 |
| 2.1.3 Classification of Adverbial Conjunctions | 第26-29页 |
| 2.2 Theoretical Bases | 第29-40页 |
| 2.2.1 The Theory of Cohesion | 第29-31页 |
| 2.2.2 Krashen’s Input Hypothesis | 第31-37页 |
| 2.2.3 The Requirement of English Curriculum Standard | 第37-40页 |
| Chapter 3 Investigation of Adverbial Conjunctions in New CenturyEnglish and Oxford Shanghai Edition | 第40-58页 |
| 3.1 Statistics of Occurrence Frequency of ACs in New Century English andOxford Shanghai Edition | 第40-50页 |
| 3.1.1 A Case Study of the Appearance of Occurrence Frequency betweenNew Century English and Oxford Shanghai Edition | 第43-46页 |
| 3.1.2 An Analysis of the Reason for Different Occurrence FrequencyBetween New Century English and Oxford Shanghai Edition English | 第46-50页 |
| 3.2 Statistics of Different Types of AC’s Distribution in New Century English andOxford Shanghai Edition | 第50-58页 |
| 3.2.1 A Case Study of the Appearance of different types of ACs in NewCentury English and Oxford Shanghai Edition | 第50-55页 |
| 3.2.2 An Analysis of the Reason for the Appearance of Different Types ofAC’s Distribution in New Century English and Oxford English | 第55-58页 |
| Chapter 4 Research Design | 第58-63页 |
| 4.1 Research Questions | 第58-59页 |
| 4.2 Research Subjects | 第59页 |
| 4.3 Research Tool | 第59页 |
| 4.4 Research Objectives | 第59-60页 |
| 4.5 Research Methods | 第60-63页 |
| 4.5.1 Literature Research Method | 第60-61页 |
| 4.5.2 Text Analysis Method | 第61页 |
| 4.5.3 Data Statistics | 第61页 |
| 4.5.4 Questionnaire | 第61-62页 |
| 4.5.5 Interview Survey | 第62-63页 |
| Chapter 5 Data Collection and Analysis | 第63-76页 |
| 5.1 Date Analysis of Questionnaire | 第63-73页 |
| 5.1.1 Analysis of Students’ Questionnaire | 第63-69页 |
| 5.1.2 Analysis of Teachers’ Questionnaire | 第69-73页 |
| 5.2 The Analysis of Interview Survey | 第73-76页 |
| 5.2.1 The Interview Survey of Students | 第73-75页 |
| 5.2.2 The Interview Survey of Teachers | 第75-76页 |
| Chapter 6 Conclusion | 第76-87页 |
| 6.1 Major Findings | 第76-82页 |
| 6.1.1 Those ACs that Have Pretty High Occurrence Make Students Use ThemFrequently in Writing | 第76-77页 |
| 6.1.2 Students who Use the Textbooks that Have More ACs Have StrongerConsciousness of Using ACs in Writing | 第77-78页 |
| 6.1.3 Students who Use the Textbooks that Have More Various ACs HaveStronger Consciousness of Using Multiple ACs in Writing | 第78-80页 |
| 6.1.4 ACs Used in Students’ Writing Can Help Them Construct SemanticRelationship and Logic Relationship among Complex Sentences | 第80-81页 |
| 6.1.5 ACs Used in Students’ Writing Can Help Them Organize the Structureof the Whole Text | 第81-82页 |
| 6.1.6 Students who Use ACs Properly and Multiply in their Writing CanWrite More Logical, Consistent, Persuasive Composition | 第82页 |
| 6.2 Some Suggestions | 第82-84页 |
| 6.2.1 Some Suggestions to Students | 第82-83页 |
| 6.2.2 Some Suggestions for Teachers | 第83-84页 |
| 6.2.3 Some Suggestions for Textbook Compilation | 第84页 |
| 6.3 Limitations of Present Study | 第84-87页 |
| Bibliography | 第87-93页 |
| Appendices | 第93-115页 |
| Appendix I: List of Abbreviations | 第93-94页 |
| Appendix Ⅱ：The Statistics Tables of ACs in Corpus Sources | 第94-111页 |
| Appendix Ⅲ : Questionnaires | 第111-114页 |
| Appendix Ⅳ: Interview Outline | 第114-115页 |
| Acknowledgements | 第115-116页 |
| 攻读学位期间研究成果 | 第116-118页 |
| 附件 | 第118页 |
