淮北煤炭师范学院.doc

淮北煤炭师范学院 2009届学士学位论文 Times New Roman，小二，加粗，居中The Use of Linking Adverbials by Chinese College English Learners 黑体，四号，居中，学院、专业 外国语学院、英语 研 究 方 向 学 生 姓 名 学 号 指导教师姓名 指导教师职称 年 月 日（此论文封面请从教务处网站下载）3全文每段首行缩进3-5个字符Times New Roman 三号 粗体 居中AcknowledgementsI would like to thank all those who have given me their generous helps, commitment and enthusiasm, which have been the major driving force to complete the current paper. Times New Roman，小四，1.5倍行距正文之前的页码用罗马数字编排编排页码Times New Roman，小三号，粗体，居中The Use of Linking Adverbials by Chinese College English Learners Abstract：The aim of this research is, through a general comparison between learners corpora and NSs corpora, to probe into the characteristics of Chinese EFL learners with regard to their use of linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations. Key Words: Linking Adverbials; Chinese EFL learners; Use; Teaching Times New Roman 小四，1.5倍行距Times New Roman 小四，粗体宋体，小三号，粗体居中 中国大学英语学习者连接副词的使用摘要：无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的，如母语迁移、教学引导、文体意识、语义理解以及语用知识等。宋体，小四号，1.5倍行距关键词：连接副词；大学英语学习者；使用；教学(内容仅供参考)宋体，小四号，粗体 ContentsTimes New Roman，三号，粗体，居中1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Times New Roman 小四，1.5倍行距1.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 2. The Theoretical Framework of Child Language Learning. . . . . . . . . . . 32.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 6 2.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3. Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . .83.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83.2 The Debate about the Inclusion of English in the Primary Curriculum. . . .93.3 The Contents of Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . 94. Research Design A Survey Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .104.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104.2 The Survey Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114.3 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115. Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 5.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .125.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .13 6. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .15References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Times New Roman，小三号，粗体，居中The Use of Linking Adverbials by Chinese College English Learners一级标题：与上面、下面内容之间各空一行。Times New Roman, 四号，粗体1. IntroductionTimes New Roman 小四号，1.5倍行距In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, 363). In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.二级标题：小四，粗体，与上面内容之间空一行，与下面内容之间不空行。1.1 Research Background1.1.1 Introduction（三级标题上下都不空行）正文部分用阿拉伯数字编排页码Times New Roman, 小四，粗体As an important part of cognitive linguistics, frame semantics holds that no concept exists autonomously: all are understood to fit into the conceptual structure in one way or another, and concepts are profile-frame organization. Therefore, the meaning of linguistic unit must specify both the profile and its frame.: paying attention to the role of frame in the teaching of English vocabulary, introducing students English cultural knowledge with respect to frames, and paying attention to the differences of frames presupposed by the same concept profile.参考文献格式1期刊论文 Bolinger, D. 1965. The atomization of word meaning J. Language 41 (4): 555-573.朱永生，2006，名词化、动词化与语法隐喻J，外语教学与研究（2）：83-90。2论文集论文 Bybee, J. 1994. The grammaticization of zero: Asymmetries in tense and aspect systems A. In W. Pagliuca (ed.). Perspectives on G rammaticalization C. Amsterdam: John Benjamins. 235-254.文秋芳，2003，英语学习者动机、观念、策略的变化规律与特点 A。载文秋芳、王立非（编），英语学习策略实证研究C。西安：陕西师范大学出版社。255-259。3网上文献王岳川，2004，当代传媒中的网络文化与电视批评OL， /new/display/58592.html/ （2005年11月18日读取）。4专著Bloomfield, L. 1933. Language M. New York: Holt.吕叔湘、朱德熙，1952，语法修辞讲话M，北京：中国青年出版社。5译著Saussure. F. de. 1983. Course in General Linguistics M, ed. C. Bally & A. Sechehaye, trans. R. Harris. London: Duckworth.赵元任，1968/1980，中国话的文法（A Grammar of Spoken Chinese）M，丁邦新译。香港：香港中文大学出版社。6编著/论文集Giacalone, A. & P. J. Hopper (eds.). 1998. The Limits of Grammaticalization C. Amsterdam: John Benjamins.北京语言学院语言教学研究所（编），1992，现代汉语补语研究资料C。北京：北京语言学院出版社。7学位论文Tabor, W. 1994. Syntactic Innovat