中国大学英语学习者连接副词使用情况调查--毕业论文图解模版.doc

中图分类号：H313
学号：00420210556
根据论文内容，填写中图分类号。例如：属外国文学小说评论的，填写I106.4；属常用外国语（含英语）写作、修辞、翻译的，填写H315.*；词汇语义学研究类论文，填写H313；属高中英语教学法的，填写G633.41。详细情况，请查询附录二：“中图分类标准”。

填写作者的学号

南阳师范学院

注意：
本图解中的表格虚线边框只为说明方便，论文定稿不得有边框。
本科毕业论文

封面填写内容格式：楷体；小三；适当居中排列。
下划线的长度要相等。

论文题目：
中国大学英语学习者连接副词使用情况调查
作 者：

指导教师：

学 院：
指导教师一栏填写指导教师姓名、职称
如为助教需添加学位
助教/硕士
外 国 语 学 院
专 业：
英 语
班 级：
2010级专升本11班
页 面 设 置
页边距：上：3.5cm；下：2.5cm；左：3cm；右：3cm。页眉：2cm。页脚：2cm。

二〇一六 年 三 月

中国大学英语学习者连接副词
使用情况调查

1. 填写论文汉语标题。如果标题太长，可适当分行；
2. 不可改变本表格的大小和格式；
3. 格式：宋体；20号字；加粗；居中

南阳师范学院
外国语学院
英语专业
申请文学学士学位
毕业论文

黑色碳素笔，亲笔签名，不可打印

作 者：

指导教师：
黑色碳素笔，亲笔签名，不可打印

The Use of Linking Adverbials by Chinese College English Learners

A Thesis Submitted to
English Department,
School of Foreign Languages,
1. 填写论文英语标题。如标题太长，可适当分行；
2. 不可改变本表格的大小和格式；
3. 格式：Times New Roman；小二号字；加粗；居中
4. 注意大小写问题
Nanyang Normal University
in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts

1. 黑色碳素笔，亲笔签名，不可打印。
2. 名字为两个汉字的，仅第一个汉字大写。

By
Zhang Sanfeng

Supervisor：

一级标题
字体：Times New Roman ；字号：三号，加粗,居中； 下与正文空一行。
Acknowledgements

I 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. …
字体：Times New Roman
字号：四号，
行距：26磅
首行缩进：2字符（即四个英语字母）

字体：黑体
字号：三号，加粗
此处两个字之间空四格,下与正文空一行。

摘 要

正 文
字体：宋体
字号：四号，
固定行距：26磅
首行缩进2字符（即四个英语字母）
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
1. 字体：宋体；
2. 字号：四号，加粗；
3. 与“摘要”正文间空一行。
4. 关键词要求有3-5个，注意词与词之间的标点符号

注 意
1． 摘要是简明确切地记述文章主题、内容梗概（如研究对象、研究目的、结论、成果性质及水平等）的短文。编写摘要应注意从客观角度简要表述文章主题，突出作者自己的观点，结构严谨，客观真实，语义确切，表述简明，不加评论和补充解释，不必介绍研究背景和意义。摘要应排除对本学科常识性内容的介绍，不简单重复篇名已表述过的信息，不含图表及难于为一般读者所理解的缩略语、简称、代号等，尽量不分段。
2． 在分析全文的基础上，选定能反映文章主题思想、在本学科内通用性较强的便于检索的名词作为文章的关键词。确实为新技术、新成果的新名词亦可标引为关键词。关键词应全面、精练、明确，忌简单重复篇名，忌使用泛泛的通用词如“研究”、“影响”。标引关键词应以研究目的―方法―内容―结果等为序。
Abstract

一级标题
字体：Times New Roman；字号：三号，加粗，居中；下与正文空一行。
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 have shown an overall overusing tendency in using linking adverbials in their 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 adverbials; Chinese EFL learners use; teaching
1. 字体：Times New Roman
2. 字号：四号，加粗
3. Key Words与Abstract 间空一行。
4. Key Words必须与中文“关键词”对应，注意大小写问题和标点符号。
5. 若关键词较长，1行不够，第2行应缩进排版与第1个关键词对齐。

正 文
字体：Times New Roman
字号：四号，
固定行距：26磅
首行缩进：2字符（即四个英语字母）
英文摘要的内容必须与汉语摘要对照。

Contents
目录汉字
字体：宋体
字号：四号
一级标题
字体：Times New Roman；字号：三号，加粗，居中；
下与正文空一行。

Acknowledgements I
摘要 II
Abstract III
Contents IV
1. Introduction 1
1.1 Research Background 1
1.2 Motivations and Objectives 2
2. 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
目录中的条目如果太长，占两行的话，必须悬挂缩进，即两行的文字部分对齐，数字空出来。
2.3.3 Child Foreign Language Learning 19
2.4 Summary of Key Learning Principles 23
3. 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
4. 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
5. 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
6. Conclusion 69
6.1 Major Findings and Contributions 69
6.2 Recommendations for Future Research 71
Appendixes 73
Bibliography 82
目录格式：
字体：Times New Roman
字号：四号
固定行距：26磅
缩进：一级标题不缩进；
二级标题向右缩进2字符；
三级标题再向右缩进1.5字符，即共缩进3.5字符；
四级标题再向右缩进1字符，即共缩进4.5字符。
页码数字要求做到“右对齐”; 注意大小写问题。

1. Acknowledgements之前不要页码；
2. 论文正文之前的页码用罗马数字I、II、 III、IV、V等表示;
3. 论文正文的页码用阿拉伯数字：1、2、3、……表示

3
一级标题
字体：Times New Roman；字号：三号，加粗；
左对齐
1. Introduction
1.1 Research Background
参考文献标注：[序号: 页码]
说明：
1. 用方括号[ ];
2. “序号”为参考文献在论文中出现的先后顺序
3. “页码”所引用语句在参考文献中的具体位置，为可选项（但是直接引用或带双引号时必须加页码）。
4. 参考文献是作者写作论著时所参考的文献书目，集中列于文末(不重复)。
二级标题
编号形式：1.2； 1.2； 1.3 ……
字体：Times New Roman ；
字号：小三, 加粗；
左对齐；注意标题的大小写问题。

注释格式要求：
1. 用带圈的阿拉伯数字统一编号，上标显示；
2. 注释文字放在正文和Bibliography之间。
In the first decade① or two after World War II, 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 for 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 long been taught French or English as preparation for their use as a medium of instruction.
1.2 Motivations and Objectives
Jackendoff’s conceptual semantics is a decompositional theory of meaning. The central principle of his approach is that describing meaning involves describing mental representations; 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.
正文段落一般要求：
字体：Times New Roman
字号：四号
行距：固定行距，26磅
首行缩进：2字符（即四个英语字母）
整段引用原文：
1. 整体缩进2字符；
2. 不加引号。
3. 一定要标明确切的出处[参考文献序号: 页码]
4. 小四号字, 行距22磅。
So the meaning of a sentence is a conceptual structure. R. Jackendoff’s conceptual semantics is based on ontological philosophy. He claims that 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.
引用同一文献的，只要标出该文献序号及页码即可。
正文偶数页页眉：“南阳师范学院本科毕业论文”
在段中引用部分语句
1. 必须加引号“”；
2. 不用斜体
3. 字号、字体等格式不变；
4. 必须标明出处
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 language 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 Jackendoff’s theory reflect the word knowledge 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.
………… ………… ………………
三 级 标 题
字体：Times New Roman ；
字号：四号，加粗；行距：26磅；左对齐，不缩进
………… ………… ………………
………… ………… ………………
………… ………… ………………
1.2.1 The Sub-sub-title
1. 论文中有图、表的要按照先后统一编排序号
2. 要有图、表的相关说明；说明文字小四，Times New Roman, 居中；
3. 是引用的，一定要标明出处
The relationship of the lexical semantics and the syntactic components can be revealed through the following figure.
Predicate
Kick
Argument Roles
ARG1 (Ted)
ARG2 (the ball)
Thematic Role
Agent (Subject)
Theme（Object）

Figure 3. The mapping relationship of argument roles and thematic roles [2:235]
Jackendoff’s 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 possible to define the constraints in general on the mapping from the semantic entities to the syntactic constituents [3:114].
正文奇数页页眉：论文的外语题目
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 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].
1. 所有的例句要统一编号
2. 例句整体缩进3字符
The syntactic representation of this sentence is like the following:
例子如果是引用的, 也要标明确切的出处
[eg. 2] [S [NP Bill][VP [V Went][PP [P into][NP the house]]]]
But the representation in semantic structure theory is like this:
译文悬挂缩进，与原文句子对齐；引用的译例一定要注明出处。
[eg. 3] a hen on a hot girdle
热锅上的蚂蚁[15:34]
在正文中谈到语言例子时，为了使例句与正文的工作语言区别开，可以使用：斜体、加粗、或大写等手段。比较常用的手段是斜体表示。
再次引用到第一、第三个文献，只标序号即可。
重点术语：可以用加粗、大写、下划线等手段强调
In Jackendoff’s terms, this sentence tells about a motion event, which is composed of three semantic categories. One category is the act itself: Go, together with 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 house, 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 analysis 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.
正文中的一级标题要与前面的文字空一行；
一级标题另起一页的除外。
…… …… …… …… …… …… …… …… …… ……
…… ……

2. The Theoretical Framework of Child Language Learning
段落中穿插汉字的，英文与汉字交界处使用英文输入法状态下的标点。
This theory allows the representation of semantic entities in the form of functions, which account for the manners by which the entities compose together semantically…
段落中穿插的汉语句子，句内使用汉字状态下的标点
Literal 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). 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 should 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 translation errors and corresponding strategies are suggested to solve the problems.
译文对比时，应对齐
[eg. 10] crocodile tears
[version 1] 鳄鱼的眼泪
[version 2] 猫哭耗子
改译的格式如下：
…
[eg. 11] crocodile tears
[original translation] 鳄鱼的眼泪
[suggested revision] 猫哭耗子

2.1 …………
1． 注释放在论文正文之后，与正文之间空两行；
2． 此部分可选；
3． “Notes”要求：Times New Roman ，小三号，粗体，左对齐
……………………

Notes:
注释内容的格式：
英文用Times New Roman，汉语用仿宋体；
字号：小四号，
编码用加圆圈的数字，与正文中上标数字对应；
行距：26磅；(此部分可选)
① Decade is ten years.
②

说明：本模版仅用于说明格式，内容关联与否可忽略。
Bibliography

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[2] Shu, D. F. Modern Semantics [M]. Shanghai: Shanghai Foreign Language Education Press, 2000.【此条专著文献是第一条的英译，通过比较发现：1、英文专著书名斜体，中文书名不斜体；2、汉语书名与[M]之间不空格，而英语书名与[M]之间空一格；3、写作者英文名时，全写姓而缩写名，例如：用Shu, D. F.代替Shu Dingfang；用Lewis, M.代替Michael Lewis（注意汉英人名的surname差异）。】
[3] Lewis, M. Pedagogical Implications of the Lexical Approach [M]. Cambridge: Cambridge UP, 1997.凡是大学出版社，一律用缩写，例如：用Cambridge UP 代替Cambridge University Press；用The U of Georgia P 代替The University of Georgia Press】
[4] Nattinger, J. R. & DeCarrico, J. S. Lexical Phrases and Language Teaching [M]. Oxford: Oxford UP, 1992.【1、2、3、4为专著写法】
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[6] Deng, H. J. The Effect of Text Type and Item Format on English Listening Test Performance [J]. English Teaching, 1998, 23(1): 12-15. 【此条期刊文献是第五条的英译，通过比较发现：1、英文期刊名称(English Teaching)斜体，中文期刊名称(英语教学)不斜体；2、中文期刊文章名与[J]之间不空格，而英语文章名称与[J]之间空一格。】
[7] Brewer, B. W., Scherzer, C. B., Van Raalte, J. L., Petipas, A. J., & Andersen, M. B. The Elements of (APA) Style: A Survey of Psychology Journal Editors [J]. American Psychologist, 2001, 56(2): 266-267. 【我们发现：1、当作者为两名以上时，逗号分开，最后一位作者前加&；2、尾部数字意思2001为出版年，56为卷(volume)，(2)为期，266-267为这篇文章出现在期刊的哪些页。】
[8] 邵水平, 黄远振. 高考英语改革的现状、困境与出路. 中小学外语教学(中学篇) [J]. 2006, (1), 2-6.【任何期刊文章必须标注卷(期)、页数，有些文章不分卷只有第几期，则有卷写卷，有期写期，注意期要带括号，如此条文献末尾(1)为第一期，没有卷数。】【5、6、7、8为期刊文章写法】
[9] Zhou, Y, Y. The Application of Affective Teaching for English Classes in Senior High Schools [D]. MA thesis, Sichuan Normal University, 2010.【硕、博士论文的题目要斜体，且与[D]空一格。】
[10] Verspoor, C. M. Contextually-Dependent Lexical Semantics [D]. Ph. D thesis, University of Edinburgh, 1997. 【9、10分别为硕、博士论文写法】
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[12] Aristotle. Rhetoric [M]. Trans. by W. Rhys Roberts. New York: Random House, 1954.【11、12分别为中、英文译著写法】
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[14] Pinker, S. Second Language Acquisition of Spanish and French Verbs [DB/OL]. http://www.ecs.soton.ac.uk/~harnad/Papers/Py104/pinker.langacq.html. 2006, 9. 【12、14分别为中、英文互联网资料写法】
[15] Altenberg, B. Contrastive