| Acknowledgements | 第4-6页 |
| Contents | 第6-10页 |
| List of Figures | 第10-12页 |
| List of Tables | 第12-20页 |
| Abstract | 第20-22页 |
| 摘要 | 第23-25页 |
| Chapter 1 Introduction | 第25-32页 |
| 1.1 Purpose of the study and research questions | 第28-29页 |
| 1.2 Significance of the study | 第29-30页 |
| 1.3 Organization of the study | 第30-31页 |
| 1.4 A note on terminology | 第31-32页 |
| Chapter 2 Literature review | 第32-51页 |
| 2.1 T/TP and coherence in English writing | 第32-35页 |
| 2.1.1 Defining coherence | 第32-33页 |
| 2.1.2 T/TP as means to realize coherence | 第33-35页 |
| 2.2 T/TP in EFL/ESL writing | 第35-42页 |
| 2.2.1 T/TP and coherence in EFL/ESL writing | 第35-37页 |
| 2.2.2 T/TP in EFL/ESL writing as compared to NS writing | 第37-42页 |
| 2.3 T/TP in English research articles by EFL/ESL scholars | 第42-44页 |
| 2.4 The factors that influence T/TP in EFL/ESL writing | 第44-47页 |
| 2.5 Training in T/TP | 第47-49页 |
| 2.6 Summary | 第49-51页 |
| Chapter 3 Theoretical background | 第51-70页 |
| 3.1 Systemic Functional Grammar | 第51-55页 |
| 3.1.1 Five dimensions of language as a semiotic system | 第51-53页 |
| 3.1.2 Three metafunctions of language as a functional system | 第53-54页 |
| 3.1.3 Three lines of meaning from metafunctions | 第54-55页 |
| 3.2 Theme and thematic progression | 第55-70页 |
| 3.2.1 Theme | 第56-62页 |
| 3.2.2 Thematic progression | 第62-70页 |
| Chapter 4 Research Design | 第70-88页 |
| 4.1 The participants and the educational context | 第70-73页 |
| 4.1.1 Background of the participants and the participating school | 第70页 |
| 4.1.2 The allocation of participants to the training | 第70-71页 |
| 4.1.3 The sample sizes | 第71-72页 |
| 4.1.4 The pilot study | 第72-73页 |
| 4.2 The interventional procedures | 第73-74页 |
| 4.3 The questionnaire | 第74-75页 |
| 4.4 The training | 第75-80页 |
| 4.4.1 Considerations behind the training | 第75-76页 |
| 4.4.2 The training material | 第76-79页 |
| 4.4.3 The role of the researcher as the trainer | 第79-80页 |
| 4.5 Data analysis | 第80-86页 |
| 4.5.1 Analysis of the writing | 第80-86页 |
| 4.5.2 Analysis of the questionnaire | 第86页 |
| 4.6 Ethical considerations | 第86-88页 |
| 4.6.1 Informed consent | 第86-87页 |
| 4.6.2 Anonymity | 第87页 |
| 4.6.3 Harm | 第87-88页 |
| Chapter 5 Results and analysis of pre-training writing | 第88-115页 |
| 5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing | 第88-102页 |
| 5.1.1 Topical,textual and interpersonal Themes | 第88-91页 |
| 5.1.2 Topical Themes:marked and unmarked Themes | 第91-95页 |
| 5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts | 第95-100页 |
| 5.1.4 Interpersonal Themes | 第100-102页 |
| 5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing | 第102-110页 |
| 5.2.1 Linear,constant,summative and split progressions | 第102-107页 |
| 5.2.2 Back,contextual and new Themes | 第107-110页 |
| 5.3 Summary | 第110-115页 |
| Chapter 6 Results and analysis of post-training writing | 第115-137页 |
| 6.1 Comparison of Themes in EEL post-training writing and CEL post-writing | 第115-129页 |
| 6.1.1 Topical,textual and interpersonal Themes | 第115-117页 |
| 6.1.2 Topical Themes:marked and unmarked Themes | 第117-121页 |
| 6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts | 第121-126页 |
| 6.1.4 Interpersonal Themes | 第126-129页 |
| 6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing | 第129-132页 |
| 6.2.1 Linear,constant,summative and split progressions | 第129-131页 |
| 6.2.2 Back,contextual and new Themes | 第131-132页 |
| 6.3 Summary | 第132-137页 |
| Chapter 7 Results and analysis of pre- and post- training writing | 第137-155页 |
| 7.1 Comparison of Themes in pre- and post- training writing | 第137-147页 |
| 7.1.1 Topical,textual and interpersonal Themes | 第137-139页 |
| 7.1.2 Topical Themes:marked and unmarked Themes | 第139-142页 |
| 7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts | 第142-145页 |
| 7.1.4 Interpersonal Themes | 第145-147页 |
| 7.2 Comparison of thematic progression in pre- and post- training writing | 第147-150页 |
| 7.2.1 Linear,constant,summative and split progressions | 第147-149页 |
| 7.2.2 Back,contextual and new Themes | 第149-150页 |
| 7.3 Summary | 第150-155页 |
| Chapter 8 Results and analysis of the questionnaire | 第155-165页 |
| 8.1 Findings from closed questions | 第155-160页 |
| 8.1.1 EEL participants' general attitude to training on T/TP | 第155-157页 |
| 8.1.2 EEL participants' perception of the usefulness of the training on T/TP | 第157-158页 |
| 8.1.3 EEL participants' perception of the learnability of T/TP | 第158-159页 |
| 8.1.4 EEL participants' perception of the applicability of T/TP in writing | 第159-160页 |
| 8.2 Findings from open questions | 第160-164页 |
| 8.2.1 The changes that occurred | 第161-162页 |
| 8.2.2 The perceived difficulty of applying the theory of T/TP in writing | 第162-163页 |
| 8.2.3 The reasons for the perceived difficulty in learning | 第163页 |
| 8.2.4 EEL participants' suggestions for future training | 第163-164页 |
| 8.3 Summary | 第164-165页 |
| Chapter 9 Discussion | 第165-195页 |
| 9.1 Findings with regard to research questions | 第165-187页 |
| 9.1.1 Chinese college students' use of T/TP in pre-training writing | 第165-172页 |
| 9.1.2 Chinese college students' use of T/TP in post-training writing | 第172-181页 |
| 9.1.3 Effects of the training on T/TP in Chinese college students' English writing | 第181-187页 |
| 9.2 Positioning the study within the literature | 第187-190页 |
| 9.2.1 T/TP in Chinese college students' English writing | 第187-189页 |
| 9.2.2 Effects of training on Chinese college students' use of T/TP | 第189-190页 |
| 9.3 Implications | 第190-194页 |
| 9.3.1 Pedagogical implication | 第190-193页 |
| 9.3.2 Methodological implication | 第193-194页 |
| 9.4 Limitations | 第194-195页 |
| Chapter 10 Conclusion | 第195-200页 |
| 10.1 Summary | 第195-197页 |
| 10.2 Putting everything together | 第197-199页 |
| 10.3 Suggestions for future work | 第199-200页 |
| Notes | 第200-202页 |
| References | 第202-214页 |
| Appendix 1: Plan for the interventional procedures | 第214-215页 |
| Appendix 2: The post-training questionnaire | 第215-217页 |
| Appendix 3: Training material | 第217-229页 |
| Appendix 4: Teachers' guide to the training | 第229-237页 |
| Appendix 5: Consent form for EEL group | 第237-238页 |
| Appendix 6: Consent form for CEL group | 第238-239页 |
| Appendix 7: Consent form for NS group | 第239页 |
