The Investigation And Application Research Of Adverbial Conjunctions In English Reading Instruction In Senior High School

English reading has always been an essential part of English teaching in senior high school, and it also plays a very important role in improving students’ test scores.Whatever in the classroom teaching or in the College Entrance Examination(abbreviated as CEE) oriented training, both teachers and students pay more attention to the reading part. However, the investigation shows that there are some problems in English Reading Instruction(abbreviated as RI) in senior high school, it’s mainly reflected in the process of reading teaching. More specifically, most of the students barely attach attention to the Adverbial Conjunctions(abbreviated as ACs), and they even don’t know the concept of ACs, the reason lies in the teachers’ ignorance of ACs in the process of reading teaching. Most of the teachers do not aware of the roles of ACs or the introduction and implementation of ACs’ teaching in the process of teaching reading, which directly leads to students’ blindness and unconsciousness in cognition degree of such kind of words in the process of reading training. And such kind of words can not only show the logical semantic relationship of language elements, but also play the role of connecting context and expressing the author’s intention, which is worthy of the extensive attention of teachers and students.Therefore, the study narrows the scope, and focuses on the investigation and application of ACs in English RI in senior high school, so that we can solve the above problems, then puts forward some teaching suggestions, in accordance with the aims to improve the students’ reading ability.The thesis introduces the research background as well as the research significance, then it talks about the theoretical foundations on which the research is based and relevant researches about ACs at home and abroad. What’s more, in accordance with the existing mode and problems in the teaching of reading in senior high school, then the concept, classification, judging benchmarks and the functions of the ACs are introduced. Besides, this research adopts several methods and with some pedagogical implications following: 1. ACs are widely used in the teaching of readingthrough plenty of investigations, the number of ACs cannot be overlooked, whether in the Chinese reading or in the English reading, and most of the ACs have differences in syntax and functions. 2. By means of a large number of application of Chinese and English ACs, which are conducted by comparative analysis with a clear aim to further strengthen students’ familiarity and mastery of ACs. 3. In order to verify the effectiveness of ACs in English RI, some experiments conducted by the author, and the experimental results from SPSS 16.0 software show that there is an obviously significant difference between pre-test and post-test, which indicates that ACs play an extremely important role in enhancing students’ reading comprehension ability. Last but not least, expounding the major findings and pedagogic implications that based on experimental investigations; meanwhile, the limitations of present study are pointed out and some suggestions for further study are made by the author, so as to provide constructive guidance for future research.