届毕业生毕业论文图解模版Word文档下载推荐.docx
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专业：
英语
班级：
2010级专升本11班
二〇一三年三月
中国大学英语学习者连接副词
使用情况调查
外国语学院
英语专业
申请文学学士学位
毕业论文
TheUseofLinkingAdverbialsbyChineseCollegeEnglishLearners
AThesisSubmittedto
EnglishDepartment,
SchoolofForeignLanguages,
NanyangNormalUniversity
inPartialFulfillmentoftheRequirements
fortheDegreeofBachelorofArts
By
ZhangSanfeng
Supervisor：
Acknowledgements
Iwouldliketothankallthosewhohavegivenmetheirgeneroushelp,commitmentandenthusiasm,whichhavebeenthemajordrivingforcetocompletethecurrentpaper.…
摘要
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：
连接副词；
大学英语学习者；
使用；
教学
Abstract
Theaimofthisresearchis,throughageneralcomparisonbetweenlearners’corporaandNSs’corpora,toprobeintothecharacteristicsofChineseEFLlearnerswithregardtotheiruseoflinkingadverbialsinwritingandspeaking,andgiveanimpersonaldescriptionaboutthenon-nativenessthatthelearnersdemonstrateintheuseoflinkingadverbials.ItisfoundthatChineseEFLlearnershaveshownanoveralloverusingtendencyinusinglinkingadverbialsintheirspeakingandwriting.TheresultshaveshownthatthefactorswhichcontributingtoChineseEFLlearners’useoflinkingadverbialsaremultifold,suchasmothertonguetransfer,pedagogicalinstructions,stylisticawareness,semanticunderstanding,pragmaticconsiderations.
KeyWords:
linkingadverbials;
ChineseEFLlearners;
use;
teaching
Contents
AcknowledgementsI
摘要II
AbstractIII
ContentsIV
1.Introduction1
1.1ResearchBackground1
1.2MotivationsandObjectives2
2.TheTheoreticalFrameworkofChildLanguageLearning5
2.1Introduction5
2.2ASelectiveReviewofChildLearning5
2.3ChildLanguageLearning13
2.3.1ChildFirstLanguageDevelopment14
2.3.2ChildSecondLanguageDevelopment16
2.3.3ChildForeignLanguageLearning19
2.4SummaryofKeyLearningPrinciples23
3.SomeCriticalIssuesinPrimaryEFLInstructioninChineseContext25
3.1Introduction25
3.2TheDebateabouttheInclusionofEnglishinthePrimaryCurriculum25
3.3TheContentsofPrimaryEnglishCurriculum27
3.4ApproachestoPrimaryInstruction30
3.5AssessmentinPrimaryEnglishCurriculum34
4.ResearchDesign–ASurveyStudy37
4.1Introduction37
4.2TheSurveyBackground37
4.3Subjects37
4.5DataCollectionandAnalysis43
5.ResultsandDiscussions45
5.1Introduction45
5.2TheOverviewofPrimaryEFLPrograminHenanProvince45
5.3TheCurrentSituationofPrimaryEnglishClassroomInstruction52
6.Conclusion69
6.1MajorFindingsandContributions69
6.2RecommendationsforFutureResearch71
Appendixes73
Bibliography82
1.Introduction
1.1ResearchBackground
Inthefirstdecade①ortwoafterWorldWar
theintroductionofforeignlanguagesintheelementaryschoolintheU.S.A.,andofprimaryschoolFrenchinBritain,andsimilardevelopmentsinothercountrieswerepartofawidespreadsearchforwaysof“improvingtheeffectivenessoflanguageeducationbytakingintoaccountintotimetableoflanguagedevelopmentinchildhood”[1:
363].Thepastdecadehasseensignificantincreaseinforeignlanguageprogramsforyounglearners.InmanyAfricanandAsiancountries,primarychildrenhavelongbeentaughtFrenchorEnglishaspreparationfortheiruseasamediumofinstruction.
1.2MotivationsandObjectives
Jackendoff’sconceptualsemanticsisadecompositionaltheoryofmeaning.Thecentralprincipleofhisapproachisthatdescribingmeaninginvolvesdescribingmentalrepresentations;
inJackendoff[2:
122]thisiscalledtheMentalistPostulate:
Meaninginnaturallanguageisaninformationstructurethatismentallyencodedbyhumanbeings.
Sothemeaningofasentenceisaconceptualstructure.R.Jackendoff’sconceptualsemanticsisbasedonontologicalphilosophy.Heclaimsthattheformalrepresentationofeverysemanticcomponentcorrespondstoacategoryinontology.Hedefinesasetofbasicsemanticcategoryorconcept,whichincludes:
Event,State,MaterialThingorObject,Path,Place,andProperty.Amongthese,EventandStatearethetwobasicconceptualsituations.
Jackendoff[2:
76-80]believesthatthemeaningofnaturallanguageisaninformationstructureembeddedinthedepthsofhumanmind.Themeaningofasentenceisastructurewhichiscomposedofconcepts,andsentencemeaningiscomposedofthelexicalmeaningofitscomponent,“Meaninginnaturallanguageisaninformationstructurethatismentallyencodedbyhumanbeings”[2:
122].Butthisisnotaprocessofadditionofeachsemanticcomponentsbutratheraconstructionofsemanticstructuresworkinginawhole.Thatistosay,thesemanticstructuresinJackendoff’stheoryreflectthewordknowledgeofhumankind.Theconceptualstructuresmayproduceandintroduceinferenceonthemeaningintegrityofasentenceontheonehand;
andprovideconstraintsonthecombinationofsyntacticconstructionsontheotherhandandthereforetoavoidtheproductionofanomaloussentences.
……………………………………
1.2.1TheSub-sub-title
Therelationshipofthelexicalsemanticsandthesyntacticcomponentscanberevealedthroughthefollowingfigure.
Predicate
Kick
ArgumentRoles
ARG1（Ted）
ARG2（theball）
ThematicRole
Agent（Subject）
Theme（Object）
Figure3.Themappingrelationshipofargumentrolesandthematicroles[2:
235]
Jackendoff’ssemanticsstructuretheoryisveryusefulinstudyoflexicalsemantics,especiallyinthefieldoflexicalrepresentation.Asasemanticontology,itdividesthedomainoflanguageintotypesofentitiesandeverysentencecomponentcorrespondstoacertainentitytype.Thismakesitpossibletodefinetheconstraintsingeneralonthemappingfromthesemanticentitiestothesyntacticconstituents[3:
114].
Thistheoryallowstherepresentationofsemanticentitiesintheformoffunctions,whichaccountforthemannersbywhichtheentitiescomposestructuretheoryreflectsthepossiblelanguagerepresentationsofdifferententitytypes,andwhatismore,itprovidesawaytodeterminetheconstantandcoherentinterrelationsbetweentheentities[4].
Forexample,
[eg.1]Billwentintothehouse[5:
78].
Thesyntacticrepresentationofthissentenceislikethefollowing:
[eg.2]
[S[NPBill][VP[VWent][PP[Pinto][NPthehouse]]]]
Buttherepresentationinsemanticstructuretheoryislikethis:
[eg.3]
ahenonahotgirdle
热锅上的蚂蚁[15:
34]
InJackendoff’sterms,thissentencetellsaboutamotionevent,whichiscomposedofthreesemanticcategories.Onecategoryistheactitself:
Go,togetherwiththeothertwocategorieswhichformsuchanaction:
theThing（orObject）andthePathprojectedbytheThing[1][3].ThePathmayhaveanendpoint,thatistosay,acategoryofPlace,wheretheactstops.Intheabovementionedsentence,theactiswent,theThingisBill,thePathisintothehouse,andthePlaceisthehouse.
Ontheotherhand,evenwhensomelexicalitemsarewell-analyzedandclear-describedinthecomponentialanalysisapproach,theycannotbeinterpretedaccordingtothegivenanalysisintherealworld（forexamplesseeChapter3）.Thatistosay,thecomponentialanalysiscannotfulfillthetaskofrepresentingthesemanticsoflexicalitems[6][7].Theanalysisandtherepresentationoflexicalsemanticshouldnotputasidethesefactorsandignorethegapbetweenlexicalmeaningsintheoryandinrealuse.
……………………………………………………
…………
2.TheTheoreticalFrameworkofChildLanguageLearning
Thistheoryallowstherepresentationofsemanticentitiesintheformoffunctions,whichaccountforthemannersbywhichtheentitiescomposetogethersemantically…
Literaltranslationapproachisalsoappropriatefortranslationofsuchphrasemetaphorsas“rayofhope”（希望之光）,“sunnysmile”（灿烂的笑容）.Transferofcomplexmetaphorsislikewiseusuallypossible.Forexample,“Hislifehangsonathread”（他的生命系于一线）,“castashadowover”（笼罩上一层阴影）.…ontheotherhand,peoplewoulddressthemselvesinredonweddingceremony,anditiscalled“红事”.
Therefore,theChineseversionofthesecondsentenceshouldbechangedinto:
（这是英文输入法状态）再武装干涉别国事务，（这是汉字输入法状态下的逗号）吃苦头的也只会是侵略者自己.（英文的句号）Cohesionisoneofthemostinterestingaspectsoftotality,butitisoftenalltooeasilyoverlookedintranslationpractice.Inthefollowingdiscussion,effortsaremadetofindoutthereasonsbehindsometranslationerrorsandcorrespondingstrategiesaresuggestedtosolvetheproblems.
[eg.10]crocodiletears
[version1]鳄鱼的眼泪
[version2]猫哭耗子
…
[eg.11]crocodiletears
[originaltranslation]鳄鱼的眼泪
[suggestedrevision]猫哭耗子
2.1…………
……………………
Notes:
①Decadeistenyears.
②
说明：
本模版仅用于说明格式，内容关联与否可忽略。
Bibliography
[1]Langacker,R.W.FoundationsofCognitiveGrammar,VolumeII[M].Stanford,California:
StanfordUP,1991.【1、2、3、4为专著写法】
[2]Culicover,P.&
R.Jackendoff.SimplerSyntax[M].Oxford:
OxfordUP,2005.
[3]束定芳.现代语义学[M].上海:
上海外语教育出版社,2000.
[4]Scott,F.S.,etal.EnglishGrammar:
ALinguisticStudyofItsClassesandStructure[M].London:
Heinemann,1968.
[5]Verspoor,C.M.Contextually-DependentLexicalSemantics[D].Ph.Dthesis,theUofEdinbu
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