純英語(yǔ)畢業(yè)論文范文

1、外國(guó)語(yǔ)學(xué)院本科生英語(yǔ)專業(yè)畢業(yè)論文裝訂順序（APA格式）（注：此格式用于文學(xué)、翻譯方向之外的所有論文）1. 畢業(yè)論文封面（漢語(yǔ)）2. 畢業(yè)論文首頁(yè) （英語(yǔ)）3. 致謝（英文）4. 畢業(yè)論文中文摘要及關(guān)鍵詞5. 畢業(yè)論文英文摘要及關(guān)鍵詞6. 目錄7. 正文8. 尾注（可選）9. 參考文獻(xiàn)（英語(yǔ)文獻(xiàn)在前，漢語(yǔ)文獻(xiàn)在后）10. 附錄（可選）附：論文模板（模板內(nèi)容僅供參考，畢業(yè)生可根據(jù)實(shí)際情況填寫）山東教育學(xué)院本科畢業(yè)論文 學(xué)號(hào)：0305114000四號(hào)黑體20磅字號(hào)，華文中宋，加粗，居中中國(guó)大學(xué)英語(yǔ)學(xué)習(xí)者連接副詞使用情況調(diào)查 黑體，小三，居中系 名 稱： 外 語(yǔ) 系 專 業(yè) 名 稱： 年 級(jí)： 姓 名

2、： 指 導(dǎo) 教 師： 2008 年 5 月 日 The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submittedto Faculty of International Studies of Henan Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByLiu HiataoSupervisor：Li QingdongMay 5, 2008全文每段首行縮進(jìn)3-

3、5個(gè)字符Times New Roman 三號(hào) 粗體 居中AcknowledgementI would like to thank all those who have given me their generous helps, commitment and enthusiasm, which have been the major driving force to complete the current paper. Times New Roman 五號(hào)，1.5倍行距羅馬數(shù)字編排頁(yè)碼宋體，小二號(hào)，粗體摘要無(wú)論在口語(yǔ)還是在寫作中，中國(guó)大學(xué)英語(yǔ)學(xué)習(xí)者在連接副詞的使用上都有過(guò)多使用的傾向。影響中

4、國(guó)大學(xué)英語(yǔ)學(xué)習(xí)者使用連接副詞的因素是多方面的，如母語(yǔ)遷移、教學(xué)引導(dǎo)、文體意識(shí)、語(yǔ)義理解以及語(yǔ)用知識(shí)等。宋體，小四號(hào)，1.5倍行距關(guān)鍵詞：連接副詞；大學(xué)英語(yǔ)學(xué)習(xí)者；使用；教學(xué)(內(nèi)容僅供參考)宋體，小四號(hào)，粗體AbstractTimes New Roman，三號(hào)，粗體，居中全文每段首行縮進(jìn)3-5個(gè)字符The aim of this research is, through a general comparison between learners corpora and NSs corpora, to probe into the characteristics of Chinese EFL le

5、arners 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 a

6、dverbials 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 Wo

7、rds: Linking Adverbials; Chinese EFL learners; Use; Teaching Times New Roman 五號(hào)，1.5倍行距Times New Roman 五號(hào) 粗體Table of ContentsTimes New Roman，三號(hào)，粗體，居中Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I摘要. . . . .

8、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II 宋體，5號(hào)Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .IIITable

9、 of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IVChapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . .

10、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Chapter Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 5Times New Roman 五號(hào)，1.5倍行距2.1 Introducti

11、on. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12、. . . 13 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.4 Summary of Key Learning P

13、rinciples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . .25 3.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253.2 The De

14、bate about the Inclusion of English in the Primary Curriculum. . . .25 3.3 The Contents of Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . 273.4 Approaches to Primary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 3.5 Assessment in Primary Englis

15、h Curriculum. . . . . . . . . . . . . . . . . . . . . . . . 34Chapter Four Research Design A Survey Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .374.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.2 The Survey Backgro

16、und. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .374.3 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17、 . . .43Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.2 The Overview of Primary EFL Program in Henan Province. . . .

18、 . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . .

19、 . . . . . . . . .69 6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Bibliography. . . . . . . . . . . . . . . . . . . . . .

20、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82全文每段首行縮進(jìn)3-5個(gè)字符Times New Roman 三號(hào)，粗體，居中Chapter One Introduction1.1 Research BackgroundTimes New Roman 五號(hào)，1.5倍行距Times New Roman, 小四號(hào)，粗體In the first decade1 or two after World War II U.S.A. is the abbreviation of

21、 The United States of America. , 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, 19

22、83, 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 ObjectivesTimes New Roman，小五號(hào)，正文中數(shù)字上標(biāo)，此部分可選正文部分用阿拉伯?dāng)?shù)字編排頁(yè)碼Times New Roman，小四號(hào)，粗體Note: （此部分可選）1. Decade is ten years. New Roman，五號(hào)，正文中數(shù)字上標(biāo)2. BibliographyTimes New Roman, 三號(hào)Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 (pp. 20-69).Halliday