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theyhave also focused on the effect of tasks combining reading and writing on promotinglearning.Flood&Lapp(1987)argued that there can be a positive effect betweenreading and writing,and that people who are experienced in reading are better atwriting.Tsang(1996)experimentally compared the effects of the reading-to-writingtask and the writing-only task,finding that the reading-to-writing task was moreeffective in promoting students’descriptive writing skills and improving students’ability to use language.Similarly,Aminzadeh and Bouyeh(2015)studied 68intermediate English learners to investigate the effect of the reading-to-writing taskand the writing-only task on their writing ability.The study showed that the reading-to-writing task can improve learners’writing ability more.

Chapter Three Theoretical Framework ........................ 11

3.1 Thematic Progression Patterns ....................... 11

3.1.1 Definition of Theme ........................... 11

3.1.2 Classification of Theme .......................... 12

Chapter Four Methodology .............................. 19

4.1 Research Questions ............................... 19

4.2 Research Participants ............................ 19

4.3 Research Method ................................ 19

Chapter Five Research Results ....................... 27

5.1 Results of Experiment ................................ 27

5.1.1 Results of Using Thematic Progression Patterns ....................... 27

5.1.2 Results of Coherence ............................... 30

Chapter Six Discussion

6.1 Discussion on the Use of Thematic Progression Patterns

This part discusses the participants’use of themes as well as TP patterns in theirpre-test and post-test writings in order to answer the first research question of how thecontinuation task influences the participants’use of TP patterns in their L2argumentative writing.

In terms of the use of themes,after the teaching experiment,the frequency ofusing simple themes decreases,and the frequency of using multiple themes andclausal themes increases significantly,which is consistent with Zhao’s(2015)findingsthat the participants are able to use all three types of themes more flexibly.Thisindicates that in the continuation task,the participants learn and imitate the linguisticknowledge in the original text,and thus reducing the use of simple themes andincreasing the use of the other two types to make the sentences more complex in thepost-test.In addition,the total number of themes in the post-test is more than that inthe pretest,which indicates that the participants’creativity is somewhat developed andimproved after conducting continuation tasks,and they can write as many sentencesas possible.

In terms of the use of TP patterns,after performing continuation tasks,theparticipants’frequency of using TP patterns increases significantly and they are ableto use several types of patterns more proficiently,which is consistent with Zhao’s(2015)findings that the types of TP patterns used in the participants’writings havebecome richer after the teaching experiment.In the pre-test,the participants use本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。