1000字的英语专业毕业论文范文

1000字的英语专业毕业论文范文1000字的英语专业毕业论文范文写英语论文时，有些同学觉得1000字的英语论文难写，可能是由于没有思路。所以我为大家带来了范文。下面是学习啦我为大家精心挑选的论文，希望能帮到大家!1000字的英语论文范文篇一DiscusstheGriceanaccountofthesemanticsandpragmaticsofconjunctiveutterancesIntroductionSemanticsstudiesthemeaninganditisconcernedwiththeliteralmeaningofwordsandsentences.Semanticsfocusesontherelationshipbetweensignifiers,suchaswords,phrases,symbolsandsigns,andwhattheystandfor.Whilethetransmissionofmeaningdoesntonlydependonthelinguisticknowledge(e.g.lexicon,grammaretc.)ofthelistenerandspeakerbutalsodependonthecontextoftheutterance,theinferredintentofthespeaker,knowledgeaboutthestatusofthoseinvolved,andsoon.(Shaozhong,Liu,2020)Pragmaticsisthestudyofthecontributionsofcontexttomeaning,anditencompassesconversationalimplicature,speechacttheory,talkininteractionandotherapproachestolanguagebehaviorinsociology,philosophy,andlinguistics.(Mey,JacobL,1993)ThesemanticsandpragmaticsofconjunctiveutterancesGenerallymanysemantictheories(Russell1905,Frege1892,Davidson1967,Kaplan1977/89,SegalandLarson1995)concerntruthconditions(Carston,1999).Grices(1967)influentialconceptsshowedinadditiontowhataspeakersays,thatisbothlargelyconventionalandthecontentonthebasisofwhichherutterancewillbejudgedtrueorfalse,andaspeakermayalsoconveyimplicatureswhichdontaffectthetruth-valueofwhatshesays;sotheseconversationalimplicaturesarecalculatedbyassumingspeakersarebeingcooperativeandadheringtothecertainexpectedstandardsofinformativeness,truthfulness,relevance,andmannerofexpression(Grice,1975).Thatsuggestsanaturalwayofdrawingthesemantics-pragmaticsdistinctionthatissemanticswillcorrespondtothetruth-conditionalcontentoftheutterance,andthepragmaticstotheconveyedmeaningwhichfallsoutsidethetruth-conditionalcontent.SosemanticcontentcouldbeequatedwithGriceswhatissaid,andithastwofeatures.Firstlyitisthetruth-conditionalcontentoftheutterance,andsecondlyitisdeterminedalmostentirelybytheencoded,conventionalmeaningofthelinguisticexpressionsused.AndasGriceacknowledged,thetruth-conditionalcontentisntcompletelyfreeofcontextualinput,andinsomebriefcommentsontheutteranceofHeisinthegripofavice,onesays,forafullidentificationofwhatthespeakerhassaid,onewillneedtoknow(a)thetimeofutterance,(b)theidentityofx,and(c)themeaning,ontheparticularoccasionofutterance,ofthephraseinthegripofavice(1975/89:25).Butheseemednottoseetheseprocessesofreferenceassignmentanddisambiguationasrequiringappealtotheconversationalmaxims;instead,theconceptseemstobethattheyareresolvedmoreautomatically,andtherequisitevaluesbeingsomethinglikeobjectivefeaturesoftheutterancescontext(Carston,2002).AparticulardivisionoflaborbetweensemanticsandpragmaticsofGrice(1967)hasprevailedintheaccountofwhatiscommunicatedbyutterancesofand-conjunctions.Forinstance:a.ItsautumninNewZealanditisspringinEnglandand.b.Hehandedherthescalpelandshemadetheincision.c.WespentthedayintownandIwenttoHarrods.d.Shefedhimpoisonedstewandhedied.e.Ileftthedooropenandthecatgotin.Andistakentobeprettywellsemanticallyemptyanditstakentobethenaturallanguageequivalentofthetruth-functionallogicalconjunctionoperator.Thepragmaticsfocusesonvarietyofcause-consequence,temporalandothersortsofrelationshipsunderstoodtoholdbetweenthestatesofaffairswhicharedescribed,someofthatcomethroughintheasymmetricalexlesin(1b)-(1e).Forexle,weallunderstandthemakingofthescalpelandtheintervalofafewsecondstohaveintervened;andaquitedifferenttemporalrelationisunderstoodtoholdbetweenthestatesofaffairswhicharedescribedin(1c),andtheeventofgoingtoHarrodsinterpretedascontainedwithintheperiodoftimethatisspentintown.Thedifferentsortsofconsequencerelationshipsareunderstoodin(1d)and(1e):andthefeedingofpoisonedstewisthesufficientcausefordeaththeleavingopenofthedoorisjustoneoftherangeoffactorscontributingtothecatsgettingin.Theserelationshipsaretakentobederivedinferentiallyviatheinteractionofthedecoded-semanticcontentwiththegeneralknowledgeassumptionsaboutthewaythingsconnectupandrelateintheworld,theinteractionconstrainedbysomegeneralcriterionandcriteriaofrationalcommunicativebehavior.Aninterpretationhasthetwopropertiesasfollowing:Anutterance,onagiveninterpretation,isoptimallyrelevant:(a)itachievesenougheffectstobeworththehearersattention;(b)itputsthehearertonogratuitouseffortinachievingthoseeffects.(WilsonandSperber,forthcoming)Oncethelistenerhasaccessedaninterpretationconsistentwiththeexpectationhelooksnofurtherbuttakesthistobetheinterpretationthespeakerintended.Theutterance,onagiveninterpretationisconsistentwiththepresumptionofoptimalrelevanceifthespeakercanrationallyhaveexpectedittobeoptimallyrelevanttothelisteneronthatinterpretation.Theimplicationsofthedefinitionarefullydiscussedelsewhere.Aswithanyutterancethereisarangeofpossibleinterpretationsof(1d)thatarecompatiblewiththelinguisticallyencoded,semanticandcontent.Twoofthelogicalpossibilitiesfor(1d)areasfollowing:a.Shefedhimpoisonedstewandasaresulthediedshortlyafter.b.Shefedhimpoisonedstewandhediedyearslaterinacarcrash.Thoughthesearebothpossibleandconsistent,thefirstsentenceisabsolutelymorelikelytoberecoveredbythelistener,andtohavebeenintendedbythespeaker,thanthesecondsentence.Thatsbecauseeveryoneknowsthatpoisoncancausethedeathandthatonewhoknowinglyfeedssomeonepoisonismostlikelydoingthatwiththeintentionofkillingtheperson.Andtherelevance-theoreticpragmaticaccountcapturestheintuitionswithoutsetingupanyspecialprinciplestellinglistenerstointerpretinaccordancewiththeirstandardstereotypicassumptions.ConclusionThecurrentstateofthedebaterelatingtheinterfacebetweensemanticsandpragmaticsistheupshotoftherevolutionaryperiodintheresearchofmeaningknownasradicalpragmaticsandaidedbytheviewsofordinarylanguagephilosophers.Thetworelativelyseparatedisciplines,theformalresearchofsentencemeaningandtherelativelyinformalresearchofthepropertiesofspeechactsbecamemoreandmoreintertwinedasaresultoftheadoptionofthesemanticunderdeterminationandtheadmittanceofthepragmaticinferenceaboutthespeakersintentions,aswellasothercontextboundinformations,intothesemanticcontent.Thatfacilitatedtheshiftofthecentreofattentionfromthesentencetotheutterance.Butthedirectionofchangehasntbeensteadythroughoutthepastthreedecades.Attemptskeepsemanticsandpragmaticsaparteitherthroughdenyingthatsemanticshastoprovidethepropositionsandhencetruth-conditionalcontent,orthroughkeepingtheobjectivesofthesemanticsandpragmaticsapartandstressingthetheoreticalutilityofthesentencestruthconditions,justlikeminimalistsofthesyncreticflavourdo.Andthedominantorientationsarehowevervariousformsofcontextualism.Thestateofaffairsisundoubtedlyaidedbytheoveralldesideratumtostayfaithfultothespeakersintuitionsaboutmeaningandtotheviewthattheaimofthesemantictheoryistocaterfortheseintuitions.Whethercontextualismwillretainitspower,succumbtotheminimalism,orevolveintotheradicalformofoccasion-meaningofthemeaningeliminativismremainstobeseen.ReferencesCarston,R.1999.Thesemantic-pragmaticsdistinction:Aviewfromrelevancetheory.InTheSemantics/PragmaticsInterfacefromDifferentPointsofView(CRiSPI1),ed.K.Turner,85-125.Oxford:Elsevier.Davidson,D.1967.Truthandmeaning.Synthese17:304-323.vonFintel,K.andGillies,A.2020.Mightmaderight.InEpistemicModality,eds.A.EganandB.Weatherson,108-130.Oxford:OxfordUniversityPress.Frege,G.1892.berSinnundBedeutung.ZeitschriftfrPhilosophieundPhilosophischeKritik100:25-50.Grice,H.P.1975/1989.Logicandconversation.InSyntaxandSemantics3:SpeechActs,eds.P.ColeandJ.Morgan,41-58.NewYork:AcademicPress;reprintedinGrice,H.P.1989,22-40.Grice,H.P.1989.StudiesintheWayofWords.Cambridge,MA:HarvardUniversityPress.Kaplan,D.1977/89.Demonstratives.InThemesfromKaplan,eds.J.Almog,J.PerryandH.Wettstein,481-563.Oxford:OxfordUniversityPress.Larson,R.andSegal,G.1995.KnowledgeofMeaning:AnIntroductiontoSemanticTheory.Cambridge,MA:MITPress.Mey,JacobL.(1993)Pragmatics:AnIntroduction.Oxford:Blackwell(2nded.2001).Shaozhong,Liu.(2020)Whatispragmatics?1000字的英语论文范文篇二Abstract(inEnglish)..1Abstract(inChinese).1ⅠIntroduction...11.1Multi-MediaWithErroneousZones11.1.1ErroneousZone121.1.2ErroneousZone221.1.3ErroneousZone321.1.4ErroneousZone43ⅡCountermeasures.32.1UnsuitableOperation42.2OverstimulationInCourseware42.3VagueContentwithAutomaticalTransformation52.4NeglectOfTeachersFunction5ⅢConclusion..63.1ProspectinEnglishTeaching...63.2PersonalOpinionsofFurtherResearch6BIBLIOGRAPHY.7DiscussionontheApplicationofMulti-mediaInEnglishTeaching(字体：TimesNewAbstract:Withtherapiddevelopmentofcomputerandpopularizationofthenetwork,thepresentteachingpatternthatstillusestraditionalteachingmethodonechalk,oneblackboardseemstobeunabletomeettherequirementsinthepresentsocietyanylonger,andEnglishteachingisnoexception.Theintroductionofthemulti-mediateachingmethodtotheEnglishclasshasbeenoneofthetendenciestothedevelopmentofEnglishteaching.ButthemisuseofthemoderntoolswillsurelyresultinthebadeffecttoEnglishteaching.SoEnglishteachersshouldtakeanactivepartintheresearchofhowtousethemulti-mediateachingmethodinEnglishteachingandtrytoavoiditsmisuses.Keywords:multi-media;Englishteaching;overcome(英文摘要和关键词都是两边对齐;5号字;行距：单倍;字体：TimesNewRoman;Abstract和Keywords两个词或词组要加粗)(关键词之间用分号隔开;词与词之间相隔一个英文字符)(空一行)摘要：随着电脑和网络的迅速发展，那种一盒粉笔，一块黑板的传统教学形式的应用已远远不能知足当代社会对教学的需要。英语教学也不例外。如何将多媒体运用于英语教学已成为教育趋势，但是一旦错误使用多媒体英语教学，将导致教学障碍进而给英语教学带来负面效果。英语教学者应当积极从事研究与克制多媒体英语教学的弊端。(300字以内)关键词：多媒体;英语教学;克制(英文摘要和关键词都是两边对齐;5号字;行距：单倍;字体：楷体;摘要和关键词两个词或词组要加粗)(关键词之间用分号隔开)Roman;小3号字;居中;加粗)(空一行)Introduction(一级标题4号字;字体：TimesNewRoman;加粗)(下面正文均为：小4号字;字体：TimesNewRoman;行距：1.5倍)Theapplicationofmulti-mediainEnglishteachinghasbrokenthetraditionalteachingpatternonechalk,oneblackboard.Itprocessesthewords,images,voiceandanimationandotherinformationbythecomputerandformsanall-aroundteachingsystem.ItisnotonlyagoodmedicinetotheChinesestudentwiththeirmuteEnglishbutalsobenefittotheimprovementofstudentslanguageabilityandstudentssubjectiveinitiativeshallbefullydeveloped.Itcanimproveteachingefficiencyandteachingqualityeffectively.1.1ErroneousZonesintheUseofMulti-Media(二级标题小4号;字体：TimesNewRoman;加粗)Multi-mediateachingisabrandnewsteachingmodelandposesanewchallengetoteachers.Ifitisusedimproperlyorusedwitherroneouszonesinrationalknowledge,itcanbringmuchbadeffecttotheteaching.1.1.1Theuseofthemulti-mediaastheleadingteachingmethods(与二级标题一样;加粗)Therearemanyoutstandingstrongpointsinmulti-mediateachingcomparingwiththetraditionalteaching.Butitisnotvalideverywhere.Ithasbothadvantagesanddisadvantages.Someteacherscannotseetheadvantagesanddisadvantagesofthemulti-mediaintheirteachingandcannotexploittothefullythemulti-mediasfavorableconditionsandavoidunfavorableones.Theycannotusethemulti-mediaandignorethefunctionofteacher.Themulti-mediateachingprogramsoftheirsareonlytheaccumulationofletters,images,andthecontentsofbooks,justlikearefurbishedversionofthebook.Thereisnoinnovationintheirclass.Theyjustshowthemulti-mediateachingprogramintheirEnglishclassandteacherjustlikeaprojectionist.Teacherbecometheslaveofthemulti-mediaandcannotbeastheleadingteachingmainsubject.1.1.2ThechangeoftheTeacherTeachingintoMachineTeachingandtheignoranceofthemainteachingstatusofstudentsThemulti-mediateachingencouragesstudentstocombinespeakingandpracticeandtostrengthenthememory.Butsometeachersconsiderthatadvancedteachingmethodsmustbringtheadvancedteachingideas.Someteachersusethemulti-mediaastheteachingtools.Teacherstillactsasthecenteroftheteachingandstudentsarestillthepassiveaccepter.Force-feedtypeeducatesstillgivefullplaytotheirremarkableskill(Bernard,1995;210).(夹注方法：1.写出作者的姓名(英语学者用lastname，中国学者用其姓名的全称)加逗号;2.作品出版时间加分号;3.参考作品的页码)(夹注内容应放在应放在标点符号之前)1.1.3ThereplacementoftheStudent-to-TeacherwithStudent-to-Machine.Thereisaveryfriendlyinterfaceinthemulti-mediateachingprogram.Studentscanchoosedifferentstudycontentaccordingtotheirownpracticalstudystandardandtheirowninterests.Butthisdoesnotmeanthatteachercangiveup.Teachingisamutualactivitytobothteacherandstudents.Teacherandstudentscancommunicatewitheachotherbytalk,informationcommutationandfeedbacktoimplementteachingplanandaccomplishteachingtarget(Christopher,1986:46).Ifthemulti-mediaisusedblindlyinteachingprocessing,onlythinkalotofstudent-to-machinetalkandignorethestudent-to-teachercommunication,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,themulti-mediawillbecoldreceptionbystudents.Theenchantmentoftheclassdoesnotexistanymoreandtheteachingeffectisseriouslyinfluenced.Howwecanmakethebestuseofthemulti-mediateachingprogramandhowtoimproveourteachingeffectislefttoeveryteacher.1.1.4Themisunderstandingofmulti-mediamethodSometeacherspursuethenewesthightechnologyandbravenesssimply,maketheteachingprogramtotheachievementexhibitionofthemulti-mediateachingandcannotusethemulti-mediatoputtheaxeinthehelvethatcannotbesolvedinthetraditionalteaching.Theydonotlookthemulti-mediaastheassistantteachingtool.Theymakethemulti-mediateachingprogramverybeautifulandflaming,butthisjustdetractsstudentsattentionandbothersstudentsobservation.Wemustknowthatthemulti-mediaassistantteachingisnotonlytheart,butalsothescience.AstheassistantEnglishteachingsoftware,solvingtheproblemsmetinEnglishteachingshouldbetheprimary.Weshouldlooktheactualeffectofthesoftware,notemphasisontheeyewash.ⅡCountermeasures(一级标题4号字;字体：TimesNewRoman;加粗)Thecountermeasuresarethemeasuresandtheremedieswhichtheeducatorscantakemeasurestocorrectthemisunderstandingsormisusingofmulti-mediaEnglishteaching.2.1(二级标题小4号;字体：TimesNewRoman;加粗)Takethemanastheprimaryandadopttheadvantagesofthemulti-media.Whenwemakethemulti-mediateachingprogram,wemustknowthatitisonlyandcanbeonlytheassistantteachingtoolforourteaching.Studentsandteachershouldbealwaystheprimary.Teacheristheleadingandstudentsaretheprincipalpart.Withtheinterpositionofmulti-media,teacherislessparticipatedintheclassandstudentsaremoreactiveintheclass.Butthisdoesnotmeanthatteacherisnottheleadinganylonger,Teacherisalwaysthedesigneroftheclass,exponentialofthestudyandtheorganizeroftheclass.Theteachingartisimproved.Teachershouldpaymoreattentiontogivingstudentsadvices.Furthermore,teachershouldsetuphisownteachingstyleinhismulti-mediateachingprogramtomakehislessonsmorevividandvigorous.Everyteachermustnotbecontrolledbythemulti-media.Themulti-mediateachingprogramisnottherepeatofthehook,nottherelishofthelessons,itisthere-creationwhichcanmeettherequirementofteachingcontentsandstudentspracticalcitesbyteacher.2.2Payattentiontoactualeffectandbeintentonnothingbutusefulness.Althoughcomputerhasthefunctionofmulti-mediaandsuper-media,itcanonlybeamediainteachingprogram.Someteacherstakeitasall-media.Theycannotlookthemulti-mediacomputerallroundfromthesidesofmedia.Theyusecomputertocompleteeverythingtheycando.Theblackboardisonlytheornamentwithintheirvisionandcomputerbecomesanotherbooktostudents.Asweallknow,thefunctionofthemulti-mediadoesnotalwayswork.Wemustthinkoverwhen,whereandhowthemulti-mediashouldbeusedinteaching.Youaretobesuretokeepinmindthatmulti-mediacannotbemisappliedanywhere.Itshouldservetheteaching.Themulti-mediateachingprogramisbadorgoodshouldbereflectedbyitsteachingresult.Whenweusemulti-media,wemustproceedfromactualconditionsandpayattentiontoactualeffect.Teachingmistakewillbemadeifyoufollowthefashionofapplyingmulti-mediaeverywhere.Onceateacherappliedmulti-mediainhisteachingforonlyfiveminutesbutalltheotherteachersattendthelessonfeltthatwasthemostsuccessfulmulti-medialessontheyhadeverattended.Thusitcanbeseenthattheuseofthemulti-mediaisonenotofquantitybutofquality.Moreover,whenweusemulti-mediaastheteachingtool,weshouldalsostudyintensivelytheteachingmaterialsandhaveadefiniteobjectinview.Nonebutinthiswaycantheapplicationofthemulti-mediainteachingmakethefinishingpoint.2.3Centerontheteachingmaterialandgraspthemainpoint.Togaintheteachinggoal,theperceptcanbepresentedtostudentsvisuallywiththeusageofmulti-mediaandstudentsareimpressedbythevoice,imageorcolortosetarousedstudentsinterestsinstudying,makethemconcentrateontheclassmorecarefully,moresteadilyandmoreactively(GaryGBitter,1989:229).Butinmanypracticalclasses,somemulti-mediateachingprogramdeparturestheteachinggoalmoreorlessbecauseteacherignoresthecarefulresearchontheteachinggoalandteachingmaterial.Asanexle,someEnglishmulti-mediateachingprogramsusealotofphonotype,videotape,pictures,images,someeditingandrearrangementofhistoricalfilmorpeopledialoguetointroducethebackgroundofthetext,whichmakesstudentsunderstandthelessonmoredifficultlyandcannotlearnknowledgebetter.Wemustknow,sometimes,itisverynecessaryforustousemediatohelpusinteaching,butifwecannotusemulti-mediainagoodtimeandusetoomuchmediainformationinourclass,theteachinggoalwillbedimtostudents.Itisnecessarytoadoptmulti-mediaproperlyinteaching,butgoingtoofarisasbadasnotgoingfarenough.Whenthemulti-mediabringintoplayitsroll,wemustthinkoverthebesttimeandbestmethodweuseitsothatwecanhelpstudentssolveproblems.Rememberthatyoumustntapresumptuousguestusurpsthehostsrole.2.4Grasptherhythmofthemulti-mediaandseizetheopportunitytousethemulti-media.Moreknowledgeisbroughttotheclassbecauseoftheapplicationofmulti-mediainteaching.Ifteachercannotgrasptherhythmverywell,teachingprocesswillbequickereasily.Studentscannotgrasptheknowledgewell.Timepassingby,thestudyenthusiasmofstudentsmaybereduced.Sograsptherhythmofthemulti-mediainEnglishteachingisveryimportant.Teachershouldgivestudentsenoughtimetothinkovertheteachingcontent.Ifheapsofknowledgeweretippedtostudentsandthereisnotenoughtimetodigest,studentswillbebusyreadingandignoretheteachingofteachers.Youshouldrememberthatstudentsarealwaystheprincipalpartinteaching(Retailer,1980:109).Ifthereisnotenoughcommunicationwitheyesandmouthsbetweenteacherandstudents,studentswilllosetheinterestofstudyveryeasily.Muchtimeissavedwhenweusemulti-mediatohelpourteaching,soteachermusttryhisbesttoenlighten,suggest,communicateandenliventheatmosphereoftheclass,whichmayencouragestudentstostudyandimproveteachingefficiency.ⅢConclusion(一级标题4号字;字体：TimesNewRoman;加粗)3.1ProspectinEnglishTeaching(二级标题小4号;字体：TimesNewRoman;加粗)Allinall,multi-mediateachingisagreatreformanddevelopmentofthetraditionalteaching.AlthoughtheadvantagesofEnglishteachingassistedwithmulti-mediahavebeenconfirmedandadvocatedbybothteacherandstudents,yetwecannotnegateitsnegativeside.Eveninsomepartsofourcountry,certainmiddleschoolswanttowinthecompetitionofHighQualityClassonlybyusingmulti-mediatechnique.Whyweapplythemulti-mediatotheEnglishteaching?BecauseourtargetofEnglishteachingistoestablisheffectivesystemofETL.3.2PersonalOpinionsofFurtherResearch(二级标题小4号;字体：TimesNewRoman;加粗)Furthermore,wecouldntsimplyregardthisproblemasthemutualincorrectnessbetweenrightorwrong.Thekeytotheproblemiscontinuetransformingtheattitude,theangle,therole,themethodbetweentraditionalEnglishteachingandthemodernone.Allteachersshallmakejointeffortstotakecertaincountermeasurestothevariousproblemsoccurringduringmulti-mediaEnglishteaching，inordertopromoteteachingreform,improveteachingquality,developthelanguageabilityofstudents.Forthisessay,theauthorwouldliketosharethediscussionandopinionswitheveryEnglisheducatorswhoalwayspayattentiontotheproblem.Moreachievementswillbesucceededbygettingdowntotherealpractice.Thankyouforcorrectingmyimpropernessinthisessayandexpressingyourthought.(空一行)BIBLIOGRAPHY(全部大写;字体TimesNewRoman,小4号字;加粗)(下面字体小4号;字体TimesNewRoman;行距：1.5倍)Bernard,J.Poole.(1995).EducationforanInformationAge.C.BrownCommunications,Inc.(换行的词首右缩4个英文字符)Christopher,N.Candlin.(1986).ComputersinEnglishLanguageTeachingandResearch.LongmanInc,NewYork.Gary,G.Bitter.(1989).MicrocomputersInEducationToday.Mitchellpublishing,Inc.Handler,Diced.(1983).ExploringEnglishwithMicrocomputers.London:EducationalTechnologyLeech,G.N.andBeale.(1984).LanguageTeaching.UCREL.Robert,Taylor.(1980)TheComputerIntheSchool:Tutor,Tool,Tutee.ColumbiaUniversityPress.何克抗.信息技术与课程整合[J]..：教育技术通讯，2003(2).郑夫扬.恰当应用多媒体，提高课堂教学效率[J]，江苏：教育与当代化，2001(3).(换行的词首右缩2个中文字符)DECLARATION(以上字体TimesNewRoman,小3号;加粗)(下面字体小4号;字体TimesNewRoman;行距：1.5倍)LiYang,theundersigned,herebydeclarethatthisthesisdoesnotcontainanymaterialwhichhasbeenacceptedfortheawardofanyotherhigherdegreeorgraduatediplomainanytertiaryinstitutionandthat,tothebestofmyknowledgeandbelief,thisthesisdoesnotcontainanymaterialpreviouslypublishedorwrittenbyanotherperson,exceptwhenduereferenceismadeinthetextofthethesis.Signed:Dated:1000字的英语论文范文篇三假如讲当下选择出一门世界语，走遍世界都皆可沟通的话，那当然是英语莫属了，英语的沟通涵盖了世界组成因素的方方面面，经济、文化、政治、艺术等沟通方式，而在国际贸易中的经济往来，需要接触不同国籍、不同民族的人们、不同生活礼仪习惯的人等，互相交织在一起，使用商务英语可可大大加深合作深度和广度，提升他们之间的沟通黏度，使用商务英语此工具成为全球一体化后的国际贸易沟通中不可或缺的重要手段，因而怎样在当下的国际贸易中拔得头筹，博得先机就必须了解其应用规律和应用方法，更好的融入国际贸易中，加深其了解，了解商务运行的规律和卓越的商务英语能力都得兼得，怎样应用的巧妙，让国际贸易愈加顺畅，才是本文要研究的主旨。一、新时期下的商务英语商务英语作为一门语言，频繁出入于国际贸易场合，而作为商务英语就决定了服务范围限定于商务范围的服务性商务工具，是在国际商贸沟通中产生的商务沟通亦或是经济沟通发生时多采用的辅助性的语言工具，精准的表达双方含义和意思，明确商务往来的范围和合作项目的意图的整洁划一的功能性语言。不同于广泛英语含义的是