2011外语学院本科毕业论文写作模版

中图分类号 中图分类号 H313 学号 学号 00420210556 南阳师范学院 本科毕业论文 论文题目 中国大学英语学习者连接副词使用情况调查 作 者 张 三 丰 指导教师 李 无 忌 教授 学 院 外 国 语 学 院 专 业 英 语 班 级 2007 级 1 班 二 一一 年 四 月 中国大学英语学习者连接副词中国大学英语学习者连接副词 使用情况调查使用情况调查 南阳师范学院 外国语学院 英语专业 申请文学学士学位 毕业论文 作 者 指导教师 The Use of Linking Adverbials by Chinese College English Learners A Thesis Submitted to English Department School of Foreign Languages Nanyang Normal University in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts By Zhang Sanfeng Supervisor I Acknowledgements I would like to thank all those who have given me their generous help commitment and enthusiasm which have been the major driving force to complete the current paper II 摘摘 要要 本研究以连接副词为研究对象 主要目的是探讨中国大学英语学 习者在英语口语和笔语中使用连接副词的特点 并对其在连接副词的 使用上表现出的非母语性进行客观描述 研究发现 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 关键词 关键词 连接副词 大学英语学习者 使用 教学 III 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 IV Contents Acknowledgements I 摘要 II Abstract III Contents IV 1 Introduction 1 1 1 Research Background 1 1 2 Motivations and Objectives 2 2 The Theoretical Framework of Child Language Learning 5 2 1 Introduction 5 2 2 A Selective Review of Child Learning 5 2 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 19 2 4 Summary of Key Learning Principles 23 3 Some Critical Issues in Primary EFL Instruction in Chinese Context 25 3 1 Introduction 25 3 2 The Debate about the Inclusion of English in the Primary Curriculum 25 3 3 The Contents of Primary English Curriculum 27 3 4 Approaches to Primary Instruction 30 3 5 Assessment in Primary English Curriculum 34 4 Research Design A Survey Study 37 V 4 1 Introduction 37 4 2 The Survey Background 37 4 3 Subjects 37 4 5 Data Collection and Analysis 43 5 Results and Discussions 45 5 1 Introduction 45 5 2 The Overview of Primary EFL Program in Henan Province 45 5 3 The Current Situation of Primary English Classroom Instruction52 6 Conclusion 69 6 1 Major Findings and Contributions 69 6 2 Recommendations for Future Research 71 Appendixes 73 Bibliography 82 The Use of Linking Adverbials by Chinese College English Learners 1 1 Introduction 1 1 Research Background 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 1 363 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 Objectives Jackendoff s conceptual semantics is a decompositional theory of meaning The central principle of his approach is that describing meaning involves describing mental representations in Jackendoff 2 122 this is called the Mentalist Postulate Meaning in natural language is an information structure that is mentally encoded by human beings So the meaning of a sentence is a conceptual structure R Jackendoff s conceptual semantics is based on ontological philosophy He claims that the formal representation of every semantic component corresponds to a category in ontology He defines a set of basic semantic category or concept which includes Event State Material Thing or Object Path Place and Property Among these Event and State are the two basic conceptual situations 南阳师范学院本科毕业论文 2 Jackendoff 2 76 80 believes that the meaning of natural language is an information structure embedded in the depths of human mind The meaning of a sentence is a structure which is composed of concepts and sentence meaning is composed of the lexical meaning of its component Meaning in natural language is an information structure that is mentally encoded by human beings 2 122 But this is not a process of addition of each semantic components but rather a construction of semantic structures working in a whole That is to say the semantic structures in Jackendoff s theory reflect the word knowledge of human kind The conceptual structures may produce and introduce inference on the meaning integrity of a sentence on the one hand and provide constraints on the combination of syntactic constructions on the other hand and therefore to avoid the production of anomalous sentences 1 2 1 The Sub sub title The relationship of the lexical semantics and the syntactic components can be revealed through the following figure Figure 3 The mapping relationship of argument roles and thematic roles 2 235 Jackendoff s semantics structure theory is very useful in study of PredicateKick Argument RolesARG1 Ted ARG2 the ball Thematic RoleAgent Subject Theme Object The Use of Linking Adverbials by Chinese College English Learners 3 lexical semantics especially in the field of lexical representation As a semantic ontology it divides the domain of language into types of entities and every sentence component corresponds to a certain entity type This makes it possible to define the constraints in general on the mapping from the semantic entities to the syntactic constituents 3 114 This theory allows the representation of semantic entities in the form of functions which account for the manners by which the entities compose together semantically The functions are not predictable from the entities On the contrary they are determined through the process of language analysis in the attempt to obtain the possible formal representations of semantic The result of such a function is confined to a certain entity in the ontology In this way there are at least general constraints on the determination of which function is possible As ontology the semantic structure theory reflects the possible language representations of different entity types and what is more it provides a way to determine the constant and coherent interrelations between the entities 4 For example eg 1 Bill went into the house 5 78 The syntactic representation of this sentence is like the following eg 2 S NP Bill VP V Went PP P into NP the house But the representation in semantic structure theory is like this eg 3 Event GO Thing Bill Path TO Place IN Thing HOUSE In Jackendoff s terms this sentence tells about a motion event which is composed of three semantic categories One category is the act itself Go together with the other two categories which form such an action the 南阳师范学院本科毕业论文 4 Thing or Object and the Path projected by the Thing 1 3 The Path may have an end point that is to say a category of Place where the act stops In the above mentioned sentence the act is went the Thing is Bill the Path is into the house and the Place is the house On the other hand even when some lexical items are well analyzed and clear described in the componential analysis approach they cannot be interpreted according to the given analysis in the real world for examples see Chapter 3 That is to say the componential analysis cannot fulfill the task of representing the semantics of lexical items 6 7 The meanings of words in real use are more or less accompanied with the influence of the speaker s world knowledge and the particular culture reflected by the language The analysis and the representation of lexical semantic should not put aside these factors and ignore the gap between lexical meanings in theory and in real use 2 The Theoretical Framework of Child Language Learning This theory allows the representation of semantic entities in the form of functions which account for the manners by which the entities compose together semantically The functions are not predictable from the entities On the contrary they are determined through the process of language analysis in the attempt to obtain the possible formal representations of The Use of Linking Adverbials by Chinese College English Learners 5 semantic The result of such a function is confined to a certain entity in the ontology In this way there are at least general constraints on the determination of which function is possible As ontology the semantic structure theory reflects the possible language representations of different entity types and what is more it provides a way to determine the constant and coherent interrelations between the entities 4 2 1 Notes Decade is ten years 南阳师范学院本科毕业论文 6 Bibliography 1 dations of Cognitive Grammar Volume II M Stanford California Stanford UP 1991 1 2 3 4 为专著写法 2 Culicover P R Jackendoff Simpler Syntax M Oxford Oxford UP 2005 3 束定芳 现代语义学 M 上海 上海外语教育出版社 2000 Scott F S et al English Grammar A Linguis 4 Langacker R W Foun 5 tic Study of Its Classes and Structure M London Heinemann 1968 6 Verspoor C M Contextually Dependent Lexical Semantics D Ph D thesis the U of Edinburgh 1997 硕 博士论文写法 7 亚里士多德 修辞学 M 罗念生译 上海 生活 读书 新知三联书店 1991 中文译著写法 8 Aristotle Rhetoric M Trans by