APA语言学文档格式.docx

1、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）其它不明事项请查看临沂大学外国语学院英语专业本科生学位论文格式规定12届 分类号： 单位代码 ：10452临沂大学毕业论文（设计）中国大学英语学习者连接副词使用情况调查姓 名 李四 学 号 200504140813 年 级 2005级8班 专 业 英语 系（院） 外国语学院 指导教师 张三 2012年 6 月 10 日The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submi

2、ttedto Foreign Languages School of Linyi Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByXXXXXXSupervisor：June 10, 2012AcknowledgementsI would like to thank all those who have given me their generous helps, commitment and enthusiasm, which have been the major

3、driving force to complete the current paper. AbstractThe 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 imper

4、sonal 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 contribut

5、ing 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 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

6、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（内容仅供参考）Table of ContentsAcknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iAbstract. . . . . . . . . . . . . . . . . . . . .

7、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii 摘要. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iiiTable of Contents. . . . . . . . . . . . . . . . . . .

8、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ivChapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9、 . . . . . .11.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Chapter Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 52.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10、 . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.3.1 Child First Language Development. . . . . . . . . . . . . . .

11、. . . . . . . . . . . . 14 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . .

12、. . . . 23 Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.2 The Overview of Primary EFL Program in Henan Province. .

13、. . . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . .

14、. . . . . . . . . . .69 6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73References. . . . . . . . . . . . . . . . . . . . . .

15、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823倍行距Chapter One Introduction1.1 Research BackgroundIn the first decade or two after World War, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Brit

16、ain, 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, 1983, p.363）. The past decade has seen significant increase in foreign

17、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 ObjectivesNote: （此部分可选）1. Decade is ten years. 2. ReferencesAltenberg, B. （1984）. Causal Lin

18、king in Spoken and Written English. Studia Linguistica, 38 , 20-69.Halliday, M. A. K., & Husan, R. （1988）. An Introduction to Functional Grammar. Chicago: University of Chicago Press. Husan, R. （1970）. Language Structure and Language Function. In Lyons （Ed.）, Peguin Books, 221-224.Hatch, E. （1992）.

19、Discourse and Language Education. London: Cambridge University Press.Quirk, R. et al. （1972）. A Grammar of Contemporary English. London: Longman.冯庆华. （2002）. 实用翻译教程. 上海: 上海外语教育出版社.罗瑞球. （2002）. 英语习语翻译教学. 湖南师范大学教育科学学报（3）: 2326.徐其画 & 王乃文. （1989）. 实用英译汉教程. 上海:杨慧中（主编）. （2002）.语料库语言学导论. 上海：上海外语教育出版社。张培基等. （1983）. 英汉翻译教程. 上海:（以上格式分别为“期刊文章”、“两位作者”、“编集著作”、“单一作者”、“多个作者”等的英文书目格式，及“期刊文章”、“两位作者”、“编集著作”、“单一作者”、“多个作者”等的中文书目格式）封底（此部分不编入页码，且不写入任何内容）