(最新版)纯英语毕业论文范文

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

1

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..II

I

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