淮北煤炭师范学院

PAGEPAGE3淮北煤炭师范学院2009届学士学位论文TimesTimesNewRoman，小二，加粗，居中TheUseofLinkingAdverbialsbyChineseCollege黑体，四号，居中，黑体，四号，居中，学院、专业经管学院、英语研究方向学生姓名学号指导教师姓名指导教师职称年月日（此论文封面请从教务处网站下载）全文每段首行缩进3-5个字符TimesNewRoman三号粗体居中Acknowledge全文每段首行缩进3-5个字符TimesNewRoman三号粗体居中Iwouldliketothankallthosewhohavegivenmetheirgeneroushelps,commitmentandenthusiasm,whichhavebeenthemajordrivingforcetocompletethecurrentpaper.…TimesNewRomanTimesNewRoman，小四，1.5倍行距正文之前的页码用罗马数字编排正文之前的页码用罗马数字编排编排页码TimesNewRoman，小三号，粗体，居中TheUseofLinkingAdverbialsbyChineseTimesNewRoman，小三号，粗体，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，粗体宋体，小三号，粗体居中中国大学英语学习者连接副词的使用宋体，小三号，粗体居中摘要：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。……宋体，小四号，1.5倍行距关键词：连接副词；大学英语学习者；使用；教学宋体，小四号，1.5倍行距(内容仅供参考)宋体，小四号，粗体

宋体，小四号，粗体TimesNewRoman，三号，粗体，居中1.Introduction.......................................TimesNewRoman，三号，粗体，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，小三号，粗体，居中TheUseofLinkingAdverbialsbyChineseTimesNewRoman，小三号，粗体，居中一级标题：与上面、下面内容之间各空一行。一级标题：与上面、下面内容之间各空一行。TimesNewRoman,TimesNewRoman,四号，粗体TimesNewRoman小四号，1.5倍行距InthefirstdecadeortwoafterWorldWar=2\*ROMANII,theintroductionofforeignlanguagesintheelementaryschoolintheU.S.A.,andofprimaryschoolFrenchinBritain,andsimilardevelopmentsinothercountrieswerepartofawidespreadsearchforwaysof“improvingtheeffectivenessoflanguageeducationbytakingintoaccountintotimetableoflanguagedevelopmentinchildhood”(Stern,1983,363).InmanyAfricanandAsiancountries,primarychildrenhavelongbeentaughtFrenchorEnglishaspreparationfortheiruseasamediumofinstruction.TimesNewRoman小四号，1.5倍行距二级标题：小四，粗体，与上面内容之间空一行，与下面内容之间不空行。二级标题：小四，粗体，与上面内容之间空一行，与下面内容之间不空行。1.1ResearchBackground1.1.1Introduction正文部分用阿拉伯数字编排页码TimesNewRoman,小四，粗体Asanimportantpartofcognitivelinguistics,framesemanticsholdsthatnoconceptexistsautonomously:allareunderstoodtofitintotheconceptualstructureinonewayoranother,andconceptsareprofile-frameorganization.Therefore,themeaningoflinguisticunitmustspecifyboththeprofileanditsframe.:payingattentiontotheroleofframeintheteachingofEnglishvocabulary,introducingstudentsEnglish正文部分用阿拉伯数字编排页码TimesNewRoman,小四，粗体参考文献格式1．期刊论文Bolinger,D.1965.Theatomizationofwordmeaning[J].Language41(4):555-573.朱永生，2006，名词化、动词化与语法隐喻[J]，《外语教学与研究》（2）：83-90。2．论文集论文Bybee,J.1994.Thegrammaticizationofzero:Asymmetriesintenseandaspectsystems[A].InW.Pagliuca(ed.).PerspectivesonGrammaticalization[C].Amsterdam:JohnBenjamins.235-254.文秋芳，2003，英语学习者动机、观念、策略的变化规律与特点[A]。载文秋芳、王立非（编），《英语学习策略实证研究》[C]。西安：陕西师范大学出版社。255-259。3．网上文献王岳川，2004，当代传媒中的网络文化与电视批评[OL]，/new/display/58592.html/（2005年11月18日读取）。4．专著Bloomfield,L.1933.Language[M].NewYork:Holt.吕叔湘、朱德熙，1952，《语法修辞讲话》[M]，北京：中国青年出版社。5．译著Saussure.F.de.1983.CourseinGeneralLinguistics[M],ed.C.Bally&A.Sechehaye,trans.R.Harris.London:Duckworth.赵元任，1968/1980，《中国话的文法》（AGrammarofSpokenChinese）[M]，丁邦新译。香港：香港中文大学出版社。6．编著/论文集Giacalone,A.&P.J.Hopper(eds.).1998.TheLimitsofGrammaticalization[C].Amsterdam:JohnBenjamins.北京语言学院语言教学研究所（编），1992，《现代汉语补语研究资料》[C]。北京：北京语言学院