外国语学院论文模板

1、注意：套用本模本时需要各部分分别粘贴在相应的开始位置（正文部分各章节可以作为整体进行粘贴）阅后删除该标注框晋 中 学 院 本科毕业论文（设计）中文题目题 目_院 系_专 业_指导老师姓名 空格 副教授/讲师/助教（选其一，删掉其他）阅后删除该标注框姓 名_学 号_学习年限 年 月至 年 月指导教师 申请学位 文学学士学位 年 月 日晋中学院本科生毕业论文（设计）（三号、Times New Roman字体、首字母大写，加粗、居中）阅后删除该标注框按宋体三号格式空一行，阅后删除）Acknowledgements（按宋体三号格式空一行，阅后删除）Throughout all stages of th

2、e thesis writing, I have received a great deal of supports and assistances. I would like to extend my appreciation to all those who have helped me.First and foremost, my sincere and heartfelt gratitude goes to , my dear supervisor. It is Mrs. who has provided lots of invaluable guidance and suggesti

3、ons on my thesis writing, and has devoted her precious time to revising my thesis with great patience.内容部分为：小四号、Times New Roman、首行缩进4个字符阅后删除该标注框题目：三号、Times New Roman字体、实词首字母大写，加粗、居中阅后删除该标注框（按宋体三号格式空一行，阅后删除）副标题：小三号，Times New Roman字体、实词首字母大写，加粗、居中阅后删除该标注框阅后删除该标注框Research on Pragmatic Failure of Senior

4、 High School小三号、Times New Roman字体、加粗，居中，两者间空两格阅后删除该标注框Students and the Countermeasures-A Case Study of Yuci No.2 Senior High SchoolAuthors Name: ×××Tutor: ×××（按宋体三号格式空一行，阅后删除）内容：小四号、Times New Roman字体阅后删除该标注框小三号、Times New Roman字体、 首字母大写、加粗、顶格阅后删除该标注框Abstract: Pragmatic f

5、ailure is one language phenomenon resulting in communication interruption or failure in language use. Different countries have different cultural backgrounds, values and ways of thinking, so it is inevitable to cause pragmatic failure in the cross-cultural communication. The paper attempts to test t

6、he current situation of pragmatic competence of senior high school students and to explore the pragmatic failure they are prone to make in cross-cultural communication by presenting data obtained from the questionnaire of Yuci No.2 senior high school, and to point out four pedagogical measures to en

7、hance senior high school students pragmatic competence and to lessen or avoid pragmatic failure. The concrete research contents are as follows: (1) Senior high school students pragmatic competence is still at a poor level. (2) Senior high school students commit pragmatic failures in greeting, refusa

8、l, thank and its response, apology and its response, request and its response, and the response of compliment. (3) Senior high school students have a higher pragmatic competence in greeting, refusal and the response of compliment. According to the analysis of pragmatic failure, the paper proposes fo

9、ur pedagogical countermeasures to enhance their pragmatic competence and avoid pragmatic failure, which include arousing cultural awareness of teachers and students, arousing （按宋体三号格式空一行，阅后删除）小三号、Times New Roman字体、首字母大写、加粗、顶格阅后删除该标注框Keywords：pragmatic failure; pragmatic competence; questionnaire 小四号

10、、Times New Roman字体、关键词之间用分号，空一格阅后删除该标注框题目：二号黑体、居中阅后删除该标注框（按宋体三号格式空一行，阅后删除）副标题：三号楷体、居中阅后删除该标注框高中生英语语用失误及对策研究以榆次二中为例（按宋体三号格式空一行，阅后删除）三号楷体、居中阅后删除该标注框学生姓名：×××指导教师：×××（按宋体三号格式空一行，阅后删除）内容：小四号、宋体阅后删除该标注框四号、黑体、顶格，两字间空一格阅后删除该标注框摘 要： 语用失误即语言语用中使交际行为中断或失败的错误。不同的国家有不同的文化背景、价值体系及思维方

11、式，所以，在跨文化交际时难免出现语用失误。本文以榆次二中为例通过问卷调查来了解高中生的语用能力，并分析了高中生在跨文化交际中易犯的语用失误类型，指出了提高高中生语用能力、减少或避免语用失误的教学策略,并运用数据来支持此研究。本文具体研究内容如下：（1）高中生跨文化语用能力普遍较差。（2）高中生在问候语、拒绝语、感谢语及其答语、道歉语及其答语、请求与答语以及恭维语的答语等方面都会出现语用失误。（3）高中生在问候、拒绝以及赞美的应答语这三方面的语用能力较强。基于这些结论，本文就如何提高高中生的语用能力避免语用失误，提出了如下四方面的建议：唤醒教师和学生的文化意识；唤醒教师和学生的语用意识；开发利用

12、多种教学资源；以及注重教师自身的发展。本研究有利于提高高中生的语用能力避免语用失误。（按宋体三号格式空一行，阅后删除）关键词： 语用失误； 语用能力； 问卷调查； 教学对策 四号黑体、顶格、阅后删除该标注框内容：小四号、宋体、用分号隔开，空一格阅后删除该标注框中文摘要和英文摘要内容要相对应，并分别独立成页阅后删除该标注框i晋中学院本科生毕业论文（设计）首字母大写，三号、Times New Roman、加粗、居中阅后删除该标注框（按宋体三号格式空一行，阅后删除）Contents（按宋体三号格式空一行，阅后删除）AcknowledgementsiAbstract in EnglishiiAbstr

13、act in Chineseiii（按宋体三号格式空一行，阅后删除） Introduction1 Literature Review1 2.1 Definitions of relevant concepts1 2.1.1 Definitions of pragmatic failure1 2.1.2 Definitions of pragmatic competence2 2.2 The studies of pragmatic failure at home and abroad2 Pragmatic Competence of Senior High School Students2 3

14、.1 Current situation of pragmatic competence of senior high school2 students2 3.1.1 Research on senior high school students pragmatic competence2 3.1.2 The results of the research3 3.2 Types of pragmatic failure of senior high students3 3.2.1 Greeting3 3.2.2 Refusal3 Pedagogical Countermeasures4 4.1

15、 Arousing cultural awareness of teachers and students4 4.2 Arousing pragmatic awareness of teachers and students4 4.3 Developing and making use of various teaching resources4 Conclusion5Bibliography6Appendix7自动生成目录套用本模板的步骤：1 将论文正文中（包括致谢、中英文摘要）需要放入目录中的各级标题要进行大纲级别的设置（目录按三级标题编写，即 I， 1.1，1.1.1; 等）。具体为：选

16、中要设置大纲级别的各级标题，点击“格式”中的“段落”，在“大纲级别”选项框中选择1级、2级、3级的设置，点击确定完成设置。（注意：鉴于我院论文模板要求中“Abstract”及“摘要”两个标题是与正文内容放在同一段落的，会影响设置效果，建议大家在操作自动生成目录时先将“Abstract”及“摘要”与其后的“冒号及正文内容”分段（点下回车键即可），然后进行大纲级别设置及目录的生成，完成目录生成之后再还原原形式。）2 返回到当前模板的目录部分，在其区域中任一部分右键单击后选择“更新域”，再选择“更新整个目录”前的“小圆圈”即可完成。3 按照以下要求对所生成的目录内容继续进行格式、字体等的设置整个目录

17、区域中的内容（标题和页码）都设置为小四号、Times New Roman字体。(注意：生成页码前面三页的罗马数字不是斜体的话，手动设置为斜体)将原来的“Abstract”及“摘要”分别改写为“Abstract in English” 和 “Abstract in Chinese” 一级标题、“Bibliography” 和 “Appendix or Appendices”：加粗，序号与题目之间空一格二级标题：序号与题目之间空一格，序号与上级题目对齐三级标题：题目斜体，数字序号不用斜体，序号与题目之间空一格，序号与上级题目对齐 目录中中英摘要与正文第一章的条目之间，宋体三号格式空一行晋中学院本科

18、生毕业论文（设计）一级标题（三号、Times New Roman字体、加粗、每个实词首字母大写）阅后删除该标注框（按宋体三号格式空一行，阅后删除）论文正文采用小四号Times New Roman字体，论文正文段首缩进4个英语字符。打印行间距固定值22磅。每个一级标题前空一行，其余段落间距不变，与行间距相同。标点符号后空一格。阅后删除该标注框 Introduction一级标题（三号、Times New Roman字体、加粗、每个实词首字母大写）阅后删除该标注框English, one of the most widely used languages, has become an importa

19、nt tool for international and cultural exchanges in science and technology. Learning a foreign language well means more than merely mastering the pronunciation, grammar, words and idioms. To communicate with people from different cultures smoothly and successfully, non-native speakers should be able

20、 to use language appropriately in different situations. The reason is that sometimes a non-native speaker can not make himself understood or can not correctly and properly figure out what people from different cultures really mean though he has a good command of the linguistic system of the target l

21、anguage. According to a British linguist, Jenny Thomas (1983), this phenomenon is called pragmatic failure. If used improperly, it is easy to cause pragmatic failure.（按宋体三号格式空一行，阅后删除） Literature Review二级标题（四号、Times New Roman字体、加粗，序号后空一个字符，只是标题首字母大写）阅后删除该标注框Pragmatic failure is caused by expressing i

22、n inappropriate time, ways or manners. In recent years, there has been an increasing interest in the study of pragmatic failure, which has attained rich achievements. In this chapter, the author will introduce the definitions of pragmatic failure and pragmatic competence, and some related studies bo

23、th at home and abroad of pragmatic failure.2.1 Definitions of relevant concepts三级标题（小四号、Times New Roman字体、加粗，只是标题首字母大写，同时该标题斜体打印（数字序号不斜体），序号与题目之间空1格。）阅后删除该标注框As we know, if we want to communicate with native speakers effectively, we should not only depend on linguistic competence but also equip with

24、 pragmatic competence to refrain from pragmatic failure. Since pragmatic competence is so important and indispensable to successful communication, whats pragmatic competence? And whats pragmatic failure? The following will discuss the definitions of these two concepts.2.1.1 Definitions of pragmatic

25、failurePragmatic failure was first proposed by Jenny Thomas (1983) to refer to “the inability to understand what is meant by what is said.” Thomas notes that pragmatic failure has occurred on any occasion (1983) on which H (the hearer) perceives the force of Ss (the speakers) utterance as other than

26、 S intended he or she should perceive it.2.1.2 Definitions of pragmatic competencePragmatic competence is one of most important terms and concepts proposed after linguistic competence and communicative competence, which has grown rapidly in pragmatics. But what is pragmatic competence? Different def

27、initions are proposed from different perceptions by different scholars.2.2 The studies of pragmatic failure at home and abroad一级标题（三号、Times New Roman字体、加粗、每个实词首字母大写）阅后删除该标注框There are many researches about pragmatic failure both at home and abroad. Leech (1983) and Levinson (1983) pointed out that po

28、liteness principle and cooperative principle as the theoretical basis of pragmatic failure could be generally used in all languages across the world. Gumperz (1982) made a detailed study of conflicts and misunderstanding in bicultural and bilinguistic communication in terms （按宋体三号格式空一行，阅后删除） Pragmat

29、ic Competence of Senior High School StudentsThe pragmatic competence test is used to find out how much pragmatic competence high school students have acquired, as well as what pragmatic failures high school students are prone to commit in cross-cultural communication. Therefore, the following intend

30、s to answer the following questions:(1) What is the current situation of senior high school students pragmatic competence?(2) In what aspects do senior high school students prone to commit pragmatic failure in cross-cultural communication and how about rate of these aspects?3.1 Current situation of

31、pragmatic competence of senior high school studentsThis study attempts to explore the current situation of high school students pragmatic competence, with the expectation that this study will in a very modest way contribute to the further exploration of this topic. As a result, the following will de

32、al with the presentation of investigation of Yuci No.2 senior high school students pragmatic competence and display the result with concrete numbers.3.1.1 Research on senior high school students pragmatic competenceBefore explaining the current situation of pragmatic competence of senior high school

33、 students, the following would like to explain the research methodology.3.1.2 The results of the researchThe author has introduced the research subjects, instruments, procedure and data collection in the previous section. Then the next section will discuss the status quo of senior high school studen

34、ts pragmatic competence. The level of students pragmatic competence is judged by their scores in the questionnaire. The higher the score is, the better the pragmatic competence is, vice verse.3.2 Types of pragmatic failure of senior high studentsThe following will give a specific description of the

35、data from the pragmatic competence test and answer the question: what pragmatic failures are high school students prone to commit in cross-cultural communication. According to the research on pragmatic competence of senior high school students, the pragmatic failure is divided into six types. They a

36、re greeting and, refusal, thank and response, apology and response, request and response and compliment and response.3.2.1 Greeting Greetings are common in both English and Chinese. When people meet, they usually greet one another. The objective of the greeting is to maintain a close relationship or

37、 prepare for a further talk, but not give information. The ways of greetings vary from culture to culture. The Chinese expressions of greeting are different from English ones. In English, the following formulaic expressions are often used:“Good morning/ afternoon/ evening.” “How are you? How are thi

38、ngs going?” “How is everything?” “Nice to meet you. Hello/Hi.”3.2.2 RefusalRefusal is an act in nature when we deal with invitation, request and so on. Cultural differences exist in the way of declination. The contrastive studies on pragmatic strategies of refusal by non-native speakers and English

39、native speakers have showed that both of them use indirect ways such as expressing appreciation or offering a specific excuse when refusing ones invitation, offer, request or suggestion and so on. The main difference is that the native speakers employ direct refusal strategies more frequently, that

40、is to say, they are prone to say “no” directly. Questions 8 and 11 in the test are planned to test high school students pragmatic competence in refusal. Table 2 illustrates the percentage of each choice by high school students.一级标题 （三号、Times New Roman字体、加粗、每个实词首字母大写）阅后删除该标注框（按宋体三号格式空一行，阅后删除） Pedagog

41、ical CountermeasuresFrom the above analysis, we find several unfavorable factors which lead to the pragmatic failure of senior high school students. Therefore, measures must be taken to improve their pragmatic competence so as to avoid pragmatic failure. The following concerns about four pedagogical

42、 countermeasures: arousing cultural awareness of teachers and students, arousing pragmatic awareness of teachers and students, developing and making use of various teaching resources, and encouraging teachers self-improvement.4.1 Arousing cultural awareness of teachers and studentsOnly by combining

43、linguistic knowledge with cultural knowledge, can the learners achieve the goal of learning a language. In English teaching courses, teachers need to incorporate social and cultural content into listening, reading and writing. As a result, students can not only learn linguistic knowledge, train the

44、linguistic ability, but also they can learn social and cultural knowledge, and gain cross-cultural communicative competence in English. Learning and understanding western cultural differences, cultivating intercultural communicative competence is a time-consuming progress. English teachers should co

45、mbine the text with cross-cultural knowledge, so as to cultivate the students cultural awareness, and to promote their intercultural communication ability.4.2 Arousing pragmatic awareness of teachers and studentsTeachers pragmatic consciousness directly determines the success of training students pr

46、agmatic competence because the teacher bear the classroom teaching. Therefore, to improve teachers pragmatic awareness is particularly crucial. However English teachers in China have Chinese cultural roots, and the teaching environment is also in China.4.3 Developing and making use of various teachi

47、ng resourcesDeveloping and utilizing the teaching resources, which can be audio and video material, foreign teachers and so on provide students with an opportunity to use the language. We should adjust course facilities appropriately, historical literature and cross-cultural communication in the EFL

48、 classroom, incorporate the teaching 一级标题（三号、Times New Roman字体、加粗、每个实词首字母大写）阅后删除该标注框（按宋体三号格式空一行，阅后删除） ConclusionPragmatic failure is easily found among senior high school students. It is very common. Therefore, this paper presents the current situation of pragmatic competence of senior high school s

49、tudents and provides the result of the research based on questionnaire with 40 students from Yuci No.2 senior high school as the subjects. And then through quantitative analysis, the paper identifies the pragmatic failures which students are more prone to make. Whats more, the thesis also provides s

50、ome pedagogical countermeasures in ELT to enhance the learners pragmatic competence and lessen or avoid pragmatic failure. The findings of the research include the following aspects:First of all, the current situation of senior high school students pragmatic competence is far from satisfaction. Seni

51、or high school students pragmatic competence does not necessarily develop together with their linguistic competence unless they are taught pragmatic knowledge purposely.Secondly, senior high school students tend to make pragmatic failure in greeting, refusal, thank and its response, apology and its

52、response, request, and the response of compliment.Last, according to the analysis of pragmatic failure, four pedagogical countermeasures in ELT are provided to improve learners culture awareness and enhance their pragmatic competence.The contributions of this thesis include the following aspects: Fi

53、rst, different from previous studies based on college students or the junior high school students in general, the present thesis analyzes the current situation of learners pragmatic competence in senior high school. Second, the results of the pragmatic test show that it is necessary to teach some pr

54、agmatic knowledge besides linguistic knowledge in ELT to enhance the learners pragmatic competence and communicative ability in cross-cultural communication. Third, there are some pedagogical countermeasures provided which will clarify English teaching in senior high school.三号、Times New Roman字体、加粗、顶

55、格阅后删除该标注框参考文献页单独另起页（按宋体三号格式空一行，阅后删除）BibliographyBialystok, E. 1993. Symbolic representation and attentional control in pragmatic competence. In Kasper, G. & Blum-Kulka(eds). Interlanguage Prgmatics. Oxford: Oxford University Press. Chomsky, N. 1980. Rules and Representations.Oxford: Basil Blackw

56、ell.Dai, W & H, Zhang. 2000. Culture Transfer in Foreign Language Communication and Its Implication on Foreign Language Teaching Reform. Foreign Language World, 6(2): 2-8.（戴炜栋、张红玲，外语交流中的文化迁移及其对外语教改的启示，外语界2000 年第2期。）Gumperz, J. 1982. Language and Social Identity. New York: Cambridge University Press.参考文献目录中的每个条目的第一行不缩进，一行不够另起一行时缩进5个空格，参考文献内容字体同正文字体，中文文献翻译成英文之后，与其他英文文献一起按字母顺序排列，且中文的专著后加（In Chinese），中文期刊不需要加。阅后删除该标注框He, Z. 1997. Pragmatics and English Learning (In Chinese). Shanghai: Shanghai Foreign Language Education Press. （何自然，语