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fewerand uneven patterns,making the pre-test essays monotonous and not tight enoughbetween sentences.After learning TP patterns and using them in the continuationtasks,they are able to use various patterns more flexibly to enhance the logic and hierarchy between sentences and paragraphs,thus improving the coherence of theessay.Through the questionnaires and the interview,we have also learned that eventhough there are some difficulties in using them,the participants would use themconsciously in their writing.They have a deeper understanding of the patterns and aremore proficient in using them.But at the same time,it also can be noticed that thereare some participants who lack a certain understanding of the patterns,contributing totheir unskilled and rigid use.For this group of participants,their understanding of theTP patterns needs to be further improved.

Chapter Seven Conclusion

7.1 Research Findings

As an important tool for discourse analysis,TP patterns can effectively promotethe coherence of L2 argumentative writing,and the continuation task has also beenshown to have a significant effect on promoting learning.Based on previous research,this study conducts a 12-week experiment using a writing teaching method combiningthe continuation task with TP patterns to verify the effect of the teaching method onthe coherence of L2 argumentative writing among non-English majors.The researchquestions include the following three:(1)What is the effect of the continuation taskon the use of TP patterns in L2 argumentative writing?(2)What is the effect of theteaching method combining the continuation task and TP patterns on the coherence ofL2 argumentative writing?(3)How should the teaching method be implemented inorder to achieve a better teaching effect?The main findings of this study are asfollows.

(1)The continuation task can improve the use of TP patterns in participants’L2argumentative writing.After the experiment,the participants can use the themes andTP patterns more frequently,in more types,and with more flexibility.Compared tothe pre-test,which contains a large number of simple themes and TP withcontinuation themes,the proportion of using multiple themes and clausal themes hasbeen increased in the post-test.Besides,the post-test also shows an increase in usinglinear TP and TP with continuation rhemes,TP with crossing themes and TP withderived themes.Secondly,it is also evident that the number of sentences in thepost-test is also higher,indicating that the teaching method is effective to improve theparticipants’creativity in writing.It is also found that the participants are more clearabout the structure and organization of argumentative writing.In addition,theirknowledge and understanding of TP patterns and the continuation task are deeper.

(2)The teaching method combining the continuation task and TP patterns iseffective in improving the coherence of L2 argumentative writing.According to theresearch data,it can be found that there are significant differences in the relevantindicators of referential cohesion,LSA and conjunctions.The participants havelearned to focus on the topic in the paragraphs by overlapping nouns.Besides,theadjacent sentences and paragraphs share more compact and similar semantics,whichresults in more natural and smooth transitions between sentences and paragraphs,making the writing more co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。