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1、专 业： 英 语 班 级： 2010级专升本11班 二一三 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 The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submitted toEnglish Department,School of Foreign Languages,Nanyang Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bach

2、elor of ArtsByZhang SanfengSupervisor：AcknowledgementsI would like to thank all those who have given me their generous help, commitment and enthusiasm, which have been the major driving force to complete the current paper. 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

3、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 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 regar

4、d 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 adverbials in thei

5、r 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 Words: linking adve

6、rbials; Chinese EFL learners; use; teaching ContentsAcknowledgements I摘要 IIAbstract IIIContents IV1. Introduction 11.1 Research Background 11.2 Motivations and Objectives 22. The Theoretical Framework of Child Language Learning 52.1 Introduction 52.2 A Selective Review of Child Learning 52.3 Child L

7、anguage Learning 132.3.1 Child First Language Development 142.3.2 Child Second Language Development 162.3.3 Child Foreign Language Learning 192.4 Summary of Key Learning Principles 233. Some Critical Issues in Primary EFL Instruction in Chinese Context 25 3.1 Introduction 253.2 The Debate about the

8、Inclusion of English in the Primary Curriculum 253.3 The Contents of Primary English Curriculum 273.4 Approaches to Primary Instruction 303.5 Assessment in Primary English Curriculum 344. Research Design A Survey Study 374.1 Introduction 374.2 The Survey Background 374.3 Subjects 374.5 Data Collecti

9、on and Analysis 435. Results and Discussions 455.1 Introduction 455.2 The Overview of Primary EFL Program in Henan Province 455.3 The Current Situation of Primary English Classroom Instruction 526. Conclusion 696.1 Major Findings and Contributions 696.2 Recommendations for Future Research 71Appendix

10、es 73Bibliography 821. 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 Britain, and similar developments in other countries were part of a widespread search fo

11、r ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” 1:363. The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have lo

12、ng been taught French or English as preparation for their use as a medium of instruction.1.2 Motivations and ObjectivesJackendoffs conceptual semantics is a decompositional theory of meaning. The central principle of his approach is that describing meaning involves describing mental representations;

13、 in Jackendoff 2:122 this is called the Mentalist Postulate:Meaning in natural language is an information structure that is mentally encoded by human beings.So the meaning of a sentence is a conceptual structure. R. Jackendoffs conceptual semantics is based on ontological philosophy. He claims that

14、the formal representation of every semantic component corresponds to a category in ontology. He defines a set of basic semantic category or concept, which includes: Event, State, Material Thing or Object, Path, Place, and Property. Among these, Event and State are the two basic conceptual situations

15、. Jackendoff 2:76-80 believes that the meaning of natural language is an information structure embedded in the depths of human mind. The meaning of a sentence is a structure which is composed of concepts, and sentence meaning is composed of the lexical meaning of its component, “Meaning in natural l

16、anguage is an information structure that is mentally encoded by human beings” 2:122. But this is not a process of addition of each semantic components but rather a construction of semantic structures working in a whole. That is to say, the semantic structures in Jackendoffs theory reflect the word k

17、nowledge of human kind. The conceptual structures may produce and introduce inference on the meaning integrity of a sentence on the one hand; and provide constraints on the combination of syntactic constructions on the other hand and therefore to avoid the production of anomalous sentences. 1.2.1 Th

18、e Sub-sub-titleThe relationship of the lexical semantics and the syntactic components can be revealed through the following figure. PredicateKickArgument RolesARG1 （Ted）ARG2 （the ball）Thematic RoleAgent （Subject）Theme（Object）Figure 3. The mapping relationship of argument roles and thematic roles 2:2

19、35Jackendoffs semantics structure theory is very useful in study of lexical semantics, especially in the field of lexical representation. As a semantic ontology, it divides the domain of language into types of entities and every sentence component corresponds to a certain entity type. This makes it

20、possible to define the constraints in general on the mapping from the semantic entities to the syntactic constituents 3:114. This theory allows the representation of semantic entities in the form of functions, which account for the manners by which the entities compose structure theory reflects the

21、possible language representations of different entity types, and what is more, it provides a way to determine the constant and coherent interrelations between the entities 4.For example, eg. 1 Bill went into the house 5:78. The syntactic representation of this sentence is like the following:eg. 2 S

22、NP BillVP V WentPP P intoNP the houseBut the representation in semantic structure theory is like this:eg. 3 a hen on a hot girdle热锅上的蚂蚁15:34In Jackendoffs terms, this sentence tells about a motion event, which is composed of three semantic categories. One category is the act itself: Go, together wit

23、h the other two categories which form such an action: the Thing （or Object） and the Path projected by the Thing 1 3. The Path may have an end point, that is to say, a category of Place, where the act stops. In the above mentioned sentence, the act is went, the Thing is Bill, the Path is into the hou

24、se, and the Place is the house.On the other hand, even when some lexical items are well-analyzed and clear-described in the componential analysis approach, they cannot be interpreted according to the given analysis in the real world （for examples see Chapter 3）. That is to say, the componential anal

25、ysis cannot fulfill the task of representing the semantics of lexical items 6 7. The analysis and the representation of lexical semantic should not put aside these factors and ignore the gap between lexical meanings in theory and in real use. 2. The Theoretical Framework of Child Language LearningTh

26、is theory allows the representation of semantic entities in the form of functions, which account for the manners by which the entities compose together semanticallyLiteral translation approach is also appropriate for translation of such phrase metaphors as “ray of hope”（希望之光）,“sunny smile” （灿烂的笑容）.

27、Transfer of complex metaphors is likewise usually possible. For example, “His life hangs on a thread” （他的生命系于一线）, “cast a shadow over” （笼罩上一层阴影）. on the other hand, people would dress themselves in red on wedding ceremony, and it is called “红事”.Therefore, the Chinese version of the second sentence s

28、hould be changed into: （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） Cohesion is one of the most interesting aspects of totality, but it is often all too easily overlooked in translation practice. In the following discussion, efforts are made to find out the reasons behind some translat

29、ion errors and corresponding strategies are suggested to solve the problems.eg. 10 crocodile tearsversion 1 鳄鱼的眼泪version 2 猫哭耗子eg. 11 crocodile tears original translation 鳄鱼的眼泪 suggested revision 猫哭耗子2.1 Notes: Decade is ten years. 说明：本模版仅用于说明格式，内容关联与否可忽略。Bibliography1 Langacker, R. W. Foundations o

30、f Cognitive Grammar, Volume II M. Stanford, California: Stanford UP, 1991. 【1、2、3、4为专著写法】2 Culicover, P. & R. Jackendoff. Simpler Syntax M. Oxford: Oxford UP, 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. , et al. English Grammar: A Linguistic Study of Its Classes and Structure M. London: Heinemann, 1968.5 Verspoor, C. M. Contextually-Dependent Lexical Semantics D. Ph. D thesis, the U of Edinbu