| 摘要(Abstract in Chinese) | 第6-11页 |
| Abstract | 第11-12页 |
| Acknowledgements | 第13-20页 |
| Chapter 1 Introduction | 第20-39页 |
| 1.1 Introduction: Purpose of the study | 第20-22页 |
| 1.2 Previous cohesion studies from overseas | 第22-24页 |
| 1.3 Previous researches in China | 第24-36页 |
| 1.3.1 Ta and suoyi studies on Korean CFL learners | 第24-30页 |
| 1.3.2 Ta and suoyi studies on Foreign CFL learners | 第30-32页 |
| 1.3.3 Ta and suoyi in textbooks and teaching | 第32-36页 |
| 1.4 Limitations on ta and suoyi studies | 第36-39页 |
| Chapter 2 Literature Review | 第39-72页 |
| 2.1 The importance of cohesion | 第39-45页 |
| 2.1.1 Coherence and cohesion | 第39-40页 |
| 2.1.2 Halliday and Hasans' view on cohesion | 第40-42页 |
| 2.1.3 The criticism of Halliday and Hasans' view | 第42-44页 |
| 2.1.4 The scope of this thesis | 第44-45页 |
| 2.2 L2 Studies on L2 transer | 第45-50页 |
| 2.2.1 L2 transfer in L3 | 第46-47页 |
| 2.2.2 Factors influencing L3 | 第47-49页 |
| 2.2.3 Possible transfers related to the use of to and suoyi | 第49-50页 |
| 2.3 Contrastive Analysis and Error Analysis | 第50-59页 |
| 2.3.1 Contrastive analysis | 第50-52页 |
| 2.3.2 Error analysis | 第52-54页 |
| 2.3.3 Error analysis model | 第54-55页 |
| 2.3.4 Sources of errors | 第55-56页 |
| 2.3.5 Criticisms on error analysis | 第56-59页 |
| 2.4 Remediating: How does the teacher explicit errors? | 第59-61页 |
| 2.4.1 Pros and cons on direct and indirect feedback | 第59-60页 |
| 2.4.2 Untreated errors: direct feedback should be provided on untreated errors | 第60-61页 |
| 2.4.3 Learners' belief | 第61页 |
| 2.5 Comparative study among 3 languages | 第61-72页 |
| 2.5.1 Korena CFL learners' possible fossilization in Chinese writing | 第61-65页 |
| 2.5.2 Comparative study among 3 languages | 第65-72页 |
| 2.5.2.1 The comparison of the use of to | 第65-68页 |
| 2.5.2.2 The comparison of the use of suoyi | 第68-72页 |
| Chapter 3 Research Methodology | 第72-81页 |
| 3.1 Quantitative method: An analysis of the use of to and suoyi | 第73-78页 |
| 3.1.1 Collecting data | 第73-76页 |
| 3.1.2 Identifying and classifying errors | 第76页 |
| 3.1.3 Quantifying the errors | 第76-77页 |
| 3.1.4 Analyzing the errors | 第77-78页 |
| 3.2 Qualitative method: students' preference and teachers' feedback | 第78-81页 |
| 3.2.1 Data collection | 第78-79页 |
| 3.2.2 Data analysis | 第79-81页 |
| 3.2.2.1 Questionnaire:students' preference on teachers' feedback | 第79页 |
| 3.2.2.2 Interview: Teachers' feedback on to and suoyi errors | 第79-81页 |
| Chapter 4 Results and Analysis | 第81-134页 |
| 4.1 Pronoun ta | 第81-110页 |
| 4.1.1 The use of full-nouns and pronouns:What differences are there? | 第81-85页 |
| 4.1.2 The use of ta by characters: How different are they? | 第85-88页 |
| 4.1.2.1 The main character | 第85-86页 |
| 4.1.2.2 The second character | 第86-87页 |
| 4.1.2.3 The other second character | 第87-88页 |
| 4.1.2.4 The subsidiary character | 第88页 |
| 4.1.3 Discussion: L2 transfer and referent effect | 第88-90页 |
| 4.1.3.1 Language transfer | 第88-89页 |
| 4.1.3.2 Over-explicitness and teaching | 第89页 |
| 4.1.3.3 Referent effect in Chinese writing | 第89-90页 |
| 4.1.4 The use of ta by scene: when ta is used? | 第90-107页 |
| 4.1.5 Conclusion: the use of pronoun ta | 第107-110页 |
| 4.2 Conjunction suoyi | 第110-127页 |
| 4.2.1 The patterns of suoyi: how different are they? | 第110-112页 |
| 4.2.2 The use of suoyi by scene: when suoyi is used? | 第112-122页 |
| 4.2.3 Discussion | 第122-124页 |
| 4.2.3.1 Language transfer | 第122-124页 |
| 4.2.3.2 Over-generalization | 第124页 |
| 4.2.3.3 Lack of teaching | 第124页 |
| 4.2.4 Conclusion | 第124-127页 |
| 4.3 Students' preference and teachers' Feedback | 第127-134页 |
| 4.3.1 Students' preference on the feedback | 第127-128页 |
| 4.3.2 Teachers' interview on ta and suoyi errors | 第128-133页 |
| 4.3.3 Conclusion | 第133-134页 |
| Chapter 5 Implications | 第134-164页 |
| 5.1 Ta and suoyi in Chinese materials | 第134-146页 |
| 5.1.1 The present descriptions in Chinese materials | 第134-145页 |
| 5.1.2 Summary | 第145-146页 |
| 5.2 The suggestions for Chinese textbooks | 第146-150页 |
| 5.2.1 Learner targeted Chinese textbooks | 第147页 |
| 5.2.2 Grammar explanation | 第147-148页 |
| 5.2.3 Design of practice | 第148-150页 |
| 5.3 Practical implications: teaching model of ta and suoyi | 第150-164页 |
| Chapter 6 Conclusion | 第164-166页 |
| References | 第166-174页 |
| Appendix 1: Survey of students' preference on feedback | 第174-175页 |
| Appendix 2: Students' preference on feedback | 第175-176页 |
| Appendix 3: Teachers' feedback | 第176-177页 |
| Appendix 4: Teachers' interview | 第177-178页 |
| Appendix 5: Chinese translation task | 第178页 |
| Appendix 6: Korean translation task | 第178-179页 |
| Appendix 7: HSK Levels | 第179-180页 |
| Appendix 8: SPSS Descriptives results | 第180-188页 |
| 攻读博士学位期间所取得的主要科研成果 | 第188页 |
