语言学类毕业论文格式.doc

.外国语学院本科生英语专业毕业论文装订顺序（APA格式）（注：此格式用于文学、文化和翻译方向之外的所有论文）1. 毕业论文封面（汉语）2. 毕业论文首页 （英语）3. 致谢（英文）4. 毕业论文英文摘要及关键词5. 毕业论文中文摘要及关键词6. 目录7. 正文8. 尾注（可选）9. 参考文献（英语文献在前，汉语文献在后）10. 附录（可选）附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）其它不明事项请查看临沂大学外国语学院英语专业本科生学位论文格式规定;.2012届 分类号：H0 单位代码 ：10452临沂大学毕业论文（设计）中国大学英语学习者连接副词中文题目，小三号宋体加粗使用情况调查姓 名 李四 (四号楷体GB-2312加粗，以下同) 学 号 200804140813 年 级 2008级8班 专 业 英语 系（院） 外国语学院 指导教师 张三 2012年 4 月 20 日The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submittedto Foreign Languages School of Linyi Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByXXXXXXSupervisor：XXXXXXApril 20, 2012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 小四号，1.5倍行距罗马数字编排页码Abstract全文每段首行缩进3-5个字符Times New Roman，三号，粗体，居中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 小四号，1.5倍行距Times New Roman 小四号 粗体宋体，小二号，粗体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;.Table of ContentsTimes New Roman，三号，粗体，居中Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iAbstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii 摘要. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii宋体，小四号Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ivChapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Chapter Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 5Times New Roman 小四号，1.5倍行距2.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82.3倍行距全文每段首行缩进3-5个字符Times New Roman 三号，粗体，居中Chapter One IntroductionTimes New Roman, 四号，粗体1.1 Research BackgroundIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A. U.S.A. is the abbreviation of The United States of America. , 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, p.363). The past decade has seen significant increase in foreign language programs for young learners. 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.1.2 Motivations and ObjectivesTimes New Roman 小四号，1.5倍行距姓，年，p.+页码 Times New Roman，小五号，正文中数字上标，此部分可选正文部分用阿拉伯数字编排页码Times New Roman，小四号，粗体Note: （此部分可选）1. Decade is ten years. New Roman，五号，正文中数字上标2. ReferencesTimes New Roman, 三号Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 , 20-69.Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar. Chicago: University of Chicago Press.Halliday, M. A. K., & Husan, R. (1970). Lang