(完整版)纯英语毕业论文范文-英语毕业论文范文参考
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The Use of Linking Adverbials by
Chinese College English Learners
A Thesis Submitted
to Faculty of
International Studies of
Henan Normal
University
in Partial Fulfillment of the
Requirements
for the Degree of Bachelor of
Arts
By
Liu Hiatao
Supervisor：Li Qingdong
May 5, 2008
Acknowledgement
I would like to thank all
those who me their generous the major driving
force
to complete the current paper. …
Abstract
The 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
impersonal description about the non-
nativeness that the learners demonstrate in the
use of linking adverbials. It is found that
Chinese EFL learners an overall overusing
tendency in using linking adverbials in their
speaking and writing. The results 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, and pragmatic
considerations.
Key Words: Linking
Adverbials; Chinese EFL learners; Use; Teaching
Table of
Contents
Acknowledgement. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .
.
. . . . .I
摘
要. . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . .
. .. II
Abstract. . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .
. . . ..III
Table
of
Contents. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . .. IV
Chapter One Introduction. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . .1
1.1 Research
Background. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .1
1.2 Motivations and Objectives. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .2
Chapter Two The Theoretical
Framework of Child Language Learning. . . . . . .
. . . . 5
2.1 Introduction. . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 5
2.2 A
Selective Review of Child Learning. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . .5
2.3 Child Language Learning. . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . 13
2.3.1 Child First Language
Development. . . . . . . . . . . . . . . . . . . .
. . . . . . . 14
2.3.2 Child Second
Language Development. . . . . . . . . . . . . . .
. . . . . . . . . 16
2.3.3 Child Foreign
Language Learning. . . . . . . . . . . . . . . . .
. . . . . . . . . . . 19
2.4 Summary of Key
Learning Principles. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 23
Chapter Three
Some Critical Issues in Primary EFL Instruction in
Chinese
Context. . . . . . . . . . .25
3.1 Introduction. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 25
3.2 The Debate about the
Inclusion of English in the Primary
Curriculum. . . .25
3.3 The Contents of
Primary English Curriculum. . . . . . . . . . . .
. . . . . . . . . . . 27
3.4 Approaches to
Primary Instruction. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . .30
3.5
Assessment in Primary English Curriculum. . . . .
. . . . . . . . . . . . . . . . . . . 34
Chapter Four Research Design – A Survey Study.
. . . . . . . . . . . . . . . . . . . . . . . . .
. .37
4.1 Introduction. . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .37
4.2 The Survey
Background. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .37
4.3
Subjects. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 37
4.5 Data Collection and
Analysis. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .43
Chapter Five
Results and Discussions. . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .45
5.1 Introduction. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . .45
5.2 The Overview of
Primary EFL Program in Henan Province. . . . . . .
. . . . .45
5.3 The Current Situation of
Primary English Classroom
Instruction. . . . .
. . .52
Chapter Six Conclusion . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .69
6.1 Major
Findings and Contributions. . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .69
6.2
Recommendations for Future Research. . . . . . . .
. . . . . . . . . . . . . . . . . . . .71
Appendixes. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .73
Bibliography.
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . .
. . . . .82
Chapter One Introduction
1.1 Research Background
In the first
decade
1
or two after World War II, the
introduction of foreign
languages in the
elementary school in the U.S.A.
1
, and of
primary school French in
Britain, 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, 363). The past
1
U.S.A. is the abbreviation of The United
States of America.
decade
significant increase in foreign language programs
for young learners. In
many African and Asian
countries, primary children taught French or
English as
preparation for their use as a
medium of instruction.
1.2 Motivations and
Objectives
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