淮北煤炭師范學院

PAGEPAGE3淮北煤炭師范學院2009屆學士學位論文TimesTimesNewRoman，小二，加粗，居中TheUseofLinkingAdverbialsbyChineseCollege黑體，四號，居中，黑體，四號，居中，學院、專業(yè)經管學院、英語研究方向學生姓名學號指導教師姓名指導教師職稱年月日（此論文封面請從教務處網站下載）全文每段首行縮進3-5個字符TimesNewRoman三號粗體居中Acknowledge全文每段首行縮進3-5個字符TimesNewRoman三號粗體居中Iwouldliketothankallthosewhohavegivenmetheirgeneroushelps,commitmentandenthusiasm,whichhavebeenthemajordrivingforcetocompletethecurrentpaper.…TimesNewRomanTimesNewRoman，小四，1.5倍行距正文之前的頁碼用羅馬數字編排正文之前的頁碼用羅馬數字編排編排頁碼TimesNewRoman，小三號，粗體，居中TheUseofLinkingAdverbialsbyChineseTimesNewRoman，小三號，粗體，居中Abstract：Theaimofthisresearchis,throughageneralcomparisonbetweenlearners’corporaandNSs’corpora,toprobeintothecharacteristicsofChineseEFLlearnerswithregardtotheiruseoflinkingadverbialsinwritingandspeaking,andgiveanimpersonaldescriptionaboutthenon-nativenessthatthelearnersdemonstrateintheuseoflinkingadverbials.ItisfoundthatChineseEFLlearnershaveshownanoveralloverusingtendencyinusinglinkingadverbialsintheirspeakingandwriting.TheresultshaveshownthatthefactorswhichcontributingtoChineseEFLlearners’useoflinkingadverbialsaremultifold,suchasmothertonguetransfer,pedagogicalinstructions,stylisticawareness,semanticunderstanding,pragmaticconsiderations.KeyWords:LinkingAdverbials;ChineseEFLlearners;Use;TeachingTimesNewRomanTimesNewRoman小四，1.5倍行距TimesNewRomanTimesNewRoman小四，粗體宋體，小三號，粗體居中中國大學英語學習者連接副詞的使用宋體，小三號，粗體居中摘要：無論在口語還是在寫作中，中國大學英語學習者在連接副詞的使用上都有過多使用的傾向。影響中國大學英語學習者使用連接副詞的因素是多方面的，如母語遷移、教學引導、文體意識、語義理解以及語用知識等?！误w，小四號，1.5倍行距關鍵詞：連接副詞；大學英語學習者；使用；教學宋體，小四號，1.5倍行距(內容僅供參考)宋體，小四號，粗體

宋體，小四號，粗體TimesNewRoman，三號，粗體，居中1.Introduction.......................................TimesNewRoman，三號，粗體，居中TimesNewRoman小四，1.5倍行距TimesNewRoman小四，1.5倍行距MotivationsandObjectives.......................................22.TheTheoreticalFrameworkofChildLanguageLearning...........32.1Introduction..................................................32.2ASelectiveReviewofChildLearning..............................42.3ChildLanguageLearning......................................52.3.1ChildFirstLanguageDevelopment...........................52.3.2ChildSecondLanguageDevelopment........................62.4SummaryofKeyLearningPrinciples.............................73.SomeCriticalIssuesinPrimaryEFLInstructioninChineseContext..........………...83.1Introduction.................................................83.2TheDebateabouttheInclusionofEnglishinthePrimaryCurriculum....93.3TheContentsofPrimaryEnglishCurriculum.......................94.ResearchDesign–ASurveyStudy............................104.1Introduction.................................................104.2TheSurveyBackground........................................114.3DataCollectionandAnalysis....................................115.ResultsandDiscussions.....................................125.1Introduction.................................................125.2TheOverviewofPrimaryEFLPrograminHenanProvince5.3TheCurrentSituationofPrimaryEnglishClassroomInstruction........136.Conclusion...............................................146.1MajorFindingsandContributions................................146.2RecommendationsforFutureResearch............................15References...........................................................16TimesNewRoman，小三號，粗體，居中TheUseofLinkingAdverbialsbyChineseTimesNewRoman，小三號，粗體，居中一級標題：與上面、下面內容之間各空一行。一級標題：與上面、下面內容之間各空一行。TimesNewRoman,TimesNewRoman,四號，粗體TimesNewRoman小四號，1.5倍行距InthefirstdecadeortwoafterWorldWar=2\*ROMANII,theintroductionofforeignlanguagesintheelementaryschoolintheU.S.A.,andofprimaryschoolFrenchinBritain,andsimilardevelopmentsinothercountrieswerepartofawidespreadsearchforwaysof“improvingtheeffectivenessoflanguageeducationbytakingintoaccountintotimetableoflanguagedevelopmentinchildhood”(Stern,1983,363).InmanyAfricanandAsiancountries,primarychildrenhavelongbeentaughtFrenchorEnglishaspreparationfortheiruseasamediumofinstruction.TimesNewRoman小四號，1.5倍行距二級標題：小四，粗體，與上面內容之間空一行，與下面內容之間不空行。二級標題：小四，粗體，與上面內容之間空一行，與下面內容之間不空行。1.1ResearchBackground1.1.1Introduction正文部分用阿拉伯數字編排頁碼TimesNewRoman,小四，粗體Asanimportantpartofcognitivelinguistics,framesemanticsholdsthatnoconceptexistsautonomously:allareunderstoodtofitintotheconceptualstructureinonewayoranother,andconceptsareprofile-frameorganization.Therefore,themeaningoflinguisticunitmustspecifyboththeprofileanditsframe.:payingattentiontotheroleofframeintheteachingofEnglishvocabulary,introducingstudentsEnglish正文部分用阿拉伯數字編排頁碼TimesNewRoman,小四，粗體參考文獻格式1．期刊論文Bolinger,D.1965.Theatomizationofwordmeaning[J].Language41(4):555-573.朱永生，2006，名詞化、動詞化與語法隱喻[J]，《外語教學與研究》（2）：83-90。2．論文集論文Bybee,J.1994.Thegrammaticizationofzero:Asymmetriesintenseandaspectsystems[A].InW.Pagliuca(ed.).PerspectivesonGrammaticalization[C].Amsterdam:JohnBenjamins.235-254.文秋芳，2003，英語學習者動機、觀念、策略的變化規(guī)律與特點[A]。載文秋芳、王立非（編），《英語學習策略實證研究》[C]。西安：陜西師范大學出版社。255-259。3．網上文獻王岳川，2004，當代傳媒中的網絡文化與電視批評[OL]，/new/display/58592.html/（2005年11月18日讀?。?．專著Bloomfield,L.1933.Language[M].NewYork:Holt.呂叔湘、朱德熙，1952，《語法修辭講話》[M]，北京：中國青年出版社。5．譯著Saussure.F.de.1983.CourseinGeneralLinguistics[M],ed.C.Bally&A.Sechehaye,trans.R.Harris.London:Duckworth.趙元任，1968/1980，《中國話的文法》（AGrammarofSpokenChinese）[M]，丁邦新譯。香港：香港中文大學出版社。6．編著/論文集Giacalone,A.&P.J.Hopper(eds.).1998.TheLimitsofGrammaticalization[C].Amsterdam:JohnBenjamins.北京語言學院語言教學研究所（編），1992，《現代漢語補語研究資料》[C]。北京：北京語言學院