纯英语毕业论文范文

1、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、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. 毕业论文中文摘要及关键词5. 毕业论文英文摘要及关键词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）山东教育学院本科毕业论文 学号：0305114000四号黑体20磅字号，华文中宋，加粗，居中中国大学英语学习者连接副词使用情况调查 黑体，小三，居中系 名 称： 外 语 系 专 业 名 称： 年 级： 姓 名

2、： 指 导 教 师： 2008 年 5 月 日 The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submittedto Faculty of International Studies of Henan Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByLiu HiataoSupervisor：Li QingdongMay 5, 2008全文每段首行缩进3-

3、5个字符Times New Roman 三号 粗体 居中AcknowledgementI 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 五号，1.5倍行距罗马数字编排页码宋体，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

4、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AbstractTimes New Roman，三号，粗体，居中全文每段首行缩进3-5个字符The aim of this research is, through a general comparison between learners corpora and NSs corpora, to probe into the characteristics of Chinese EFL le

5、arners 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 a

6、dverbials 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 Wo

7、rds: Linking Adverbials; Chinese EFL learners; Use; Teaching Times New Roman 五号，1.5倍行距Times New Roman 五号 粗体Table of ContentsTimes New Roman，三号，粗体，居中Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I摘要. . . . .

8、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II 宋体，5号Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .IIITable

9、 of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IVChapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . .

10、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Chapter Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 5Times New Roman 五号，1.5倍行距2.1 Introducti

11、on. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12、. . . 13 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.4 Summary of Key Learning P

13、rinciples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . .25 3.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253.2 The De

14、bate about the Inclusion of English in the Primary Curriculum. . . .25 3.3 The Contents of Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . 273.4 Approaches to Primary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 3.5 Assessment in Primary Englis

15、h Curriculum. . . . . . . . . . . . . . . . . . . . . . . . 34Chapter Four Research Design A Survey Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .374.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.2 The Survey Backgro

16、und. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .374.3 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17、 . . .43Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.2 The Overview of Primary EFL Program in Henan Province. . . .

18、 . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . .

19、 . . . . . . . . .69 6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Bibliography. . . . . . . . . . . . . . . . . . . . . .

20、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82全文每段首行缩进3-5个字符Times New Roman 三号，粗体，居中Chapter One Introduction1.1 Research BackgroundTimes New Roman 五号，1.5倍行距Times New Roman, 小四号，粗体In the first decade1 or two after World War II U.S.A. is the abbreviation of

21、 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, 19

22、83, 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. BibliographyTimes New Roman, 三号Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 (pp. 20-69).Halliday