湖南科技大学

湖南科技大学毕业设计（论文）题目（中文书写）作者学院外国语学院专业英语专业学号指导教师最终定稿时，需要在学校统一发放的封面上手工填写。最终定稿时，需要在学校统一发放的封面上手工填写。二〇二〇年六月日OntheFunctionofCooperativePrinciplesinTranslation小二号加粗，首字母大写小二号加粗，首字母大写 AThesisSubmittedtoSchoolofForeignStudiesHunanUniversityofScienceandTechnologyInPartialFulfillmentofTheRequirementsforTheDegreeofBachelorofArtsByXXX(四号字)姓名拼音姓名拼音UndertheSupervisionofProf./AssociateProf./LecturerXXX(选一)June,2020湖南科技大学毕业设计（论文）任务书外国语学院英语系系主任:（签名）年月日不填不填学生姓名:学号:专业:学生填写学生填写1设计（论文）题目及专题：中文书写2学生设计（论文）时间：自2019年11月18日开始至2020年6月20日止学院统一学院统一3设计（论文）所用资源和参考资料：[1]Ellis,R.UnderstandingSecondLanguageAcquisition[M].Oxford:OxfordUniversityPress,2005.[2]Grant,L.Usingcomputer-taggedlinguisticsfeaturestodescribeL2writingdifferences[J].JournalofSecondLanguageWriting,2000,(2):123-145.[3]Zamel.V.Respondingtostudentwriting[J].TESOLQuarterly1985,(1):79-101.[4]纪小凌.外语教学研究中的定量分析[M].武汉：华中科技大学出版社.2000.[5]文秋芳,丁言人,王文宇.中国英语学习者产出性词汇发展研究[J].外语教学与研究2002,(3):202-207.5号字体，1.25倍行距，3个英文，2个中文文献4设计（论文）应完成的主要内容：5号字体，1.25倍行距，3个英文，2个中文文献在高中英语听力教学中存在很多弊病，导致学生在听力学习中存在着种种的障碍。论文拟对高中生存在的听力理解的若干问题，从语速、语音，背景知识、心理障碍等方面进行详细分析，借助相关理论基础进行研究，并提出解决方案，旨在为读者提供参考。5号字体，1.25倍行距。5号字体，1.25倍行距。5提交设计（论文）形式（设计说明与图纸或论文等）及要求：1）要求学生认真、独立完成毕业论文的写作2）要求按照学校规定的论文格式撰写论文3）要求及时同指导老师进行沟通，按步骤完成论文的写作和答辩工作。6发题时间：2019年11月29日学院统一学院统一指导教师：（签名）学生：（签名）手工填写手工填写湖南科技大学毕业设计（论文）指导人评语[主要对学生毕业设计（论文）的工作态度，研究内容与方法，工作量，文献应用，创新性，实用性，科学性，文本（图纸）规范程度，存在的不足等进行综合评价]指导人：（签名）年月日指导人评定成绩：只记成绩只记成绩湖南科技大学毕业设计（论文）评阅人评语[主要对学生毕业设计（论文）的文本格式、图纸规范程度，工作量，研究内容与方法，实用性与科学性，结论和存在的不足等进行综合评价]评阅人：（签名）年月日评阅人评定成绩：只记成绩只记成绩湖南科技大学毕业设计（论文）答辩记录日期：学生：学号：班级：题目：提交毕业设计（论文）答辩委员会下列材料：1设计（论文）说明书 共 页2设计（论文）图纸 共 页3指导人、评阅人评语 共 页由学生手工填写由学生手工填写毕业设计（论文）答辩委员会评语：[主要对学生毕业设计（论文）的研究思路，设计（论文）质量，文本图纸规范程度和对设计（论文）的介绍，回答问题情况等进行综合评价]答辩委员会主任：（签名）委员：（签名）（签名）（签名）（签名）答辩成绩：只记成绩只记成绩总评成绩：（等级）成绩（等级）成绩（等级）--i-Abstract小二号加粗，短后空0.5行距小二号加粗，短后空0.5行距Listening,speaking,readingandwritingarethefouressentialskillsoflanguagecompetence.Themasteryofalanguagerequiresbalanceddevelopmentinthesefourareas.However,inChina,Englishlisteningabilityhaslongbeenneglected.ThereremainmanydrawbacksintheEnglishlisteningteachinginseniorhighschool,whichhaveformedbarrierstostudents.Listeningcomprehensionbecomesstudents’headache.Thisthesisgivesanalysistolisteningcomprehensionproblemsamongseniorhighschoolstudentsbasedonrelevanttheoreticalfoundations,includingspeechspeed,phoneme,backgroundknowledge,psychologyandvocabularybarriers.Basedontheanalysis,constructivesolutionstothesebarriersareputforwardforteacherstoreferandtoadopt.150左右英文单词，小四号，1.25倍行距150左右英文单词，小四号，1.25倍行距KeyWords:seniorhighschoolteaching;listeningcomprehensionbarriers;solutions3-5个，中间用分号隔开3-5个，中间用分号隔开注意：摘要页页码用小罗马数字“-i-”、“-ii-”、“-iii-,五号，居中-ii--ii-摘要小二号字，宋体，段后空0.5行。小二号字，宋体，段后空0.5行。听说读写是语言的四项基本技能。要想掌握一门外语，需要这四种能力协调发展。但在我国，英语听力教学长期被忽视。在高中英语听力教学中存在很多弊病，导致学生在听力学习中存在着种种的障碍,听力理解成为很多学生的难题。本论文对高中生存在的听力理解的若干问题，从语速、语音，背景知识、心理障碍，以及词汇障碍等方面进行了详细分析，借助相关理论基础进行研究，在此基础上，针对每种情况提出了解决方案，旨在为教师们提供参考，使学生们能有效地提高听力理解水平。关键词顶格。小四号宋体，加粗:高中英语教学；听力理解障碍；解决方案顶格。小四号宋体，加粗湖南科技大学本科生毕业设计（论文）Contents一级标题字体：TimesNewRoman、小二号、加粗；段前段后各空0.5行。下同。本页开始标记页眉一级标题字体：TimesNewRoman、小二号、加粗；段前段后各空0.5行。下同。本页开始标记页眉Abstract……………..….……..……………..…………….…i摘要………..…….……………….………………..…….iiIntroduction……..………………..…… 1I. TheoriesRelatingtoListeningComprehension…..……………..……21.1 ImportanceofListeningComprehension………... 31.2 EssenceofListeningComprehension…………….…………………4=2\*ROMANII. ProblemsinEnglishComprehensionwithSeniorHighSchoolStudents………… 42.1 ImpedimentsinSpeechSpeed……………………52.2 PhonemeBarriers……………………52.3 UndesirableListeningHabits………..52.4 BackgroundKnowledgeDeficiency……………..….62.5 PsychologicalObstacles………………..……………6=3\*ROMANIII. SolutionsofHelpingStudentsOvercomeBarriers…………….…11 3.1 ReinforcementofSkillsinDistinguishingPronunciation……..113.1.1SpecializedTraininginDistinguishingPronunciation…….………..…..…113.1.2RepetitiveImitatingPronunciation……………….………….123.2 SubsidiaryBackgroundKnowledgeTeaching………..………….12Conclusion……………13Bibliography…………….……….….…………………19(Appendix)…文字用小四号，1.25倍行距，一级标题加粗……………...…20文字用小四号，1.25倍行距，一级标题加粗*（可用Tab键定空格）.文学类论文用WorksCited，其他类用Bibliography*正文至少为两章，首字母大写，标题全部用名词性词组*Appendix视需要而定Introduction和Conclusion没有章节标号，本页也没有页码号*目录页没有页码。但本页开始需要页眉：湖南科技大学本科生毕业设计（论文）(五号字体)-3-Introduction一级标题字体：TimesNewRoman、小二号、加粗；段前段后各空0.5行。下同。一级标题字体：TimesNewRoman、小二号、加粗；段前段后各空0.5行。下同。AlthoughlisteningcomprehensionplayssoimportantapartinEnglishstudy,howeverlisteningteachinghasalwaysbeenoverlooked.InChina,onlywhenlisteningtestcameintoCollegeEntranceExaminationdidlisteningteachingbegan.Priortothistime,Englishteachingfocusedonreadingandwritingskills,whilelisteningclassesremainedinsignificant.Duetoinsufficientattentionwhichhadpaidtothisarea,listeningteachingsufferedalotofdrawbacks.Studentsbecamevictimofpoorlisteningeducation.Thishastobechangedinordertomeettheneedofinternationalcommunication.Thepresentstudyattemptstofindsomesolutionstohelpteachersandstudentstoimprovingthelisteningcomprehension.Inordertoachievetheaim,weneedto,firstofall,investigatetheexistingproblems.Inotherwords,weneedtofindoutthebarriersthathinderstudentsintheirunderstandingwhattheyarelisteningtoandanalyzethetruenatureoflisteningcomprehension.Thenweareabletoofferhelpfulsuggestions. …………Thethesisconsistsofthreechapters.AftertheIntroduction,ChapterOnegivesabriefaccountoftheroleoflisteningabilityintheEnglishlearningandtheessenceoflistening.ChapterTwoisadetailedanalysisoftheexistingproblemsinlisteningtoEnglishofourseniorhighschoolstudents.ChapterThreeputsforwardsomesolutionstotheproblemscorrespondingly.Thenwecometothelastpart,Conclusion.(从该页起，页码用-1-，五号，居中)I TheoriesRelatingtoListeningComprehension各章题序及标题：加粗，小二号，段前段后各空0.5行,序号后用1个空格键。各章题序及标题：加粗，小二号，段前段后各空0.5行,序号后用1个空格键。Listeningcomprehensionisakindofinputprocessofalanguage.BeforegoingtoproblemsandsolutionstolisteningcomprehensioneducationinseniorhighschoolsinChina,importanceandessenceoflisteningcomprehensionarediscussedfirst.ImportanceofListeningComprehension2级的题序及标题：加粗，四号，段前段后各空0.5行，序号后用1个空格键。2级的题序及标题：加粗，四号，段前段后各空0.5行，序号后用1个空格键。ResearchesperformedinrecentyearsprovedlisteningcomprehensionmoreandmorevitaltoEnglishstudy.Accordingtostatistics,everyadultspendsapproximatelyfortytofiftypercent全文汉字用宋体，小四号，英文用TimesNewRoman,段前段后不空行，1.25倍行距，首行缩进2字符oftheirdaytimelistening,whiletwentytothirtypercentspeaking,andeleventosixteenpercentreading,finally,only9percentwriting(Rivers2006).Fromthis,wecanseethatlisteningisthemostprominentabilitywhenabsorbingknowledge.Gary(2004)pointedoutthatlisteninghadtocomefirstinforeign-languageteaching.Therearefouradvantagesoflistening:recognition,efficiency,emotionandpracticality.全文汉字用宋体，小四号，英文用TimesNewRoman,段前段后不空行，1.25倍行距，首行缩进2字符EssenceofListeningComprehensionWhatistheprocessoflisteningcomprehensionandwhathappenedintheprocess?MaryUnderwood(1990:16)thinksitcanbedividedintothreesteps:Thefirststage:phoneticsignalcomeintoasensepool(oftenknownasmemorypool)andformingmeaningfulunits(wordsorphrases)accordingtolistener’sownknowledge.Thesecondstage:processinginformationinashorttime,ourbrainchecksthesewordsandphrasesbycomparingtolong-termmemoryinordertoretrievethemeaningofthesewordsandphrases.Oncebrainfinishedtheretrieving,wordsandphraseswillbeforgotten.Thethirdstage:oncealistenerunderstandthemeaningofthesentencebyhearing,heorshewillstorethemeaningofthesentencetolong-termmemory.Listenerseemstocopiedtheinformationandstoredonmindinashortform.段落引文五号字，单倍行距，前面段落引文五号字，单倍行距，前面空8个英文字符，4个tab键Thesethreeprocessesareconductedinseveralseconds.Howeveraforeign-languagestudystudentmaynotcatchupwiththespeed,therefore,failtogiverelativemeaningonhisorhermind.1.2.1SpecializedTraininginDistinguishingPronunciation3级题序及标题：加粗，小四号，段前段后各空0.5行3级题序及标题：加粗，小四号，段前段后各空0.5行Teachershavetoimpartstress,rhythm,andtoneinordertobuildacorrespondingpatternonmind.Atthesametime,toimprovestudents’pronunciationandintonationinordertomake Accordingtothestatementabove,wecanseethatasuccessfullistenerhastomakeconnectionsbetweensoundsandmeaningonmindandtocorrectlydistinguishdifferentsounds.Onlywhenbraincantellthesoundsandcorrespondingmeaningcanmakeasuccessfullisteningcomprehension.Otherwise,itcannotperformsmoothly.Andthisrequireslistenertomakestrongconnectionbetweensoundsonmindandthemeaningofaword.Joeywenttochurchtopray,andhetoldfatherthathisfathercannotbeheretoday.例句连续标号。五号字，段前段后各空一行例句连续标号。五号字，段前段后各空一行Therearetwofathersinthesentence,oneofthemrelatestogodfather,andtheotherfathermeanstherealfather.Ifastudentfailstorealizetheparticularfatherinthechurch,thestudentwillconfused.Heorshemaywonderifthesentenceiswrong,orwhichfatheristherealfather.However,ifthestudentknowsthegodfather,andconsideringtheplacewherethisconversationtakeplace,hecouldunderstandthesentencewithoutanytrouble.Fromthisexample,wecanseethathowcrucialbackgroundknowledgeiswhencomestolisteningcomprehension.Conclusion加粗，小二号，段前段后各空0.5行,序号后用1个空格键。加粗，小二号，段前段后各空0.5行,序号后用1个空格键。 Inthethesis,wehavegivenacarefulanalysistothebarriersexistinginthelisteningcomprehensionoftheseniorhighschoolstudents,suchasspeechspeed,phonemebarriers,badlisteninghabits,shortageofbackgroundknowledge,psychologicalobstacles,limitationofvocabularyandofgrammarknowledge.Thebestwaysofhelpingthemtoimprovetheirlisteningaresuchthatwetrainstudentsintheskillofdistinguishingpronunciation,imitatingspeechspeed,andthatwehelpstudentstobroadentheirhorizonofknowledge,andfinallyhelpstudentstoobtaingoodlisteninghabits. Listeningbecomesvitalindailycommunicationandhowtomakelisteningcomprehensioneducationmoreeffectivebecomeparamount.Listeningbeginswithfeelingofsounds,afterreceivingwords,phrasesandsentences,ourbrainbeginstoprocessthemeaning.Therefore,wehavetoenhanceourabilitytosensedifferentsounds.Throughrepetitivelisteningpractice,wearenotonlyabletogetusedtopronunciationsandtones,butalsototelltheslightdifferencesindifferentsounds.Asecondlanguageunquestionablydifferfrommothertongue,thereforemajorimpedimentsinlisteningcomprehensionaregenerated.Bibliography(WorksCited)[1] Benveniste,E.Subjectivityinlanguage[A].ProblemsinGeneralLinguistics[C].Trans.M.E.Meck.Miami:UniversityofMiamiPress,1971.223–230.文献条目连续标号，用tab键空格，五号字体，1.25倍行距。钱英文后中文。文献条目连续标号，用tab键空格，五号字体，1.25倍行距。钱英文后中文。[2] Black,J.Conservingthehistoricalandculturallandscape[R].ProceedingsoftheConferenceoftheNationalTrustforHistoricPreservation.Washington,D.C.:PreservationPress,1975.[3] Borthen,K.Onhowweinterpretpluralpronouns[J].JournalofPragmatics,2010,42:1799–1815.[4] Burchert,F.,etal.TenseandagreementdiscussionsinGermanargummaticspeakers:Underspecificationvs.hierarchy[J].BrainandLanguage,2005,(2):188-199.[5] Carroll,D.W.PsychologyofLanguage[M].3rded.USA:Brooks/ColeCompany,1999,rpt.Beijing:ForeignLanguageTeachingandResearchPress,2000.[6] Carston,R.Informativeness,relevance,andscalarimplicature[A].R.Carston&S.Uchida.RelevanceTheory:Applications[C].Amsterdam:JohnBenjamins,1998.179–236.[7] Feminism.[EB/OL]./wiki/Feminism.2014-12-14.

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