This paper is concerned with contrastive analysis of discourse connectives between English and Chinese while drawing two sets of pedagogical implications for Chinese English teachers. As a theoretical base, the contrastive analysis between languages has been defined at the beginning of this paper. Various claims have been made as to the potential role of contrastive analysis in language teaching. Seven major points of contrast between the coordinate and subordinate structures of Chinese and those of English have been studied. In each case we treat English as the norm and deal with the pedagogical implications only as they prove to be obstacles to the development of proficiency in English within the Chinese learner. The second set of pedagogical implications will be derived by comparing what a student must know in order to use appropriately the structure of coordination and subordination with what actually appears in the grammar and composition textbook published by NICT.