1、 1 本科毕业论文开题报告 英语 The Application of Contrastive Method in Teaching English Grammar of Compound Sentences 课题研究意义及国内外研究现状 In English grammatical learning, compound sentence is one of the difficulties confronting ESL learners. The causes of the difficulties are mainly attributed to two factors: 1) comp
2、lexity in structure; 2) easy confusion in association with other congeneric sentences. For example, two choices are provided-“that” and “as” in the sentence “His plan was such a good one _we all agreed to accept it.” Its quite confusing to make a correct choice. Based on elementary knowledge, if “as
3、” is selected, then “we all agreed to accept it” must be an attributive clause led by “as”. However, the sentence “we all agreed to accept it” is grammatically complete, with no lack of subject or object. Therefore, the correct choice must be “that”. Exactly, its an adverbial clause led by “that” ra
4、ther than “as”, for the fixed collocation, namely, “such that” The research of English grammar can be traced back to the 6th century, during which occurred a period of anti-teaching of English grammar. The traditional English grammar became prevailed in the 17th and 18th century. With the perfection
5、 of linguistics and the theories of language teaching, the significance of grammar to TESL has been increasingly recognized till now. It is especially important to an ESL abecedarian who tries to establish a favorable English foundation. The study aims at enabling ESL learners to be equipped with th
6、e competence of systemic analysis and induction of English compound sentences, with a flexible, proficient and correct employment. As a Chinese ESL learner, his or her English competence is expressed mostly in writing and reading, including various examinations, such as CET4 2) using the semicolon,
7、eithe r with or without conjunctive adverbs; 3) on occasion, using the colon. Its grammatical function is a component part of a whole sentence, forming a long sentence with a relatively short one included. Then, the long sentence is defined as main clause, while the relatively short one subordinate
8、clause and wholly as compound sentence. In general, compound sentences are classified into three categories: 1) nominal clause; 2) attributive clause and 3) adverbial clause. Additionally, nominal clause is subdivided into four types, namely, 1) subject clause; 2) object clause; 3) predicative claus
9、e and 4) appositive clause. A compound sentence is differentiated form a simple one by the component elements to a whole sentence. In the former, a sentence plays the part of the component elements while in the latter, every component element is served as by a word or lexical groups. A grammatical c
10、oncept of three-dimensional English grammar suggested by Huang Nan, senior international business specialist, made a great contribution to the teaching of English grammar, with rapidly improved English level of a number of students and staff. Applied in the compound sentence, the central essence is
11、that a main clause consists of three elements-sentential form, syntactical structure and tense, which is identical to that of a subordinate clause. Thus, a compound sentence is actually of six dimensions in total. In the body of the thesis, this concept will be necessarily and crucially employed in
12、the contrastive analysis of compound sentence. 课题研究的主要内容、预期目标和研究方案 The thesis will focus on the structure analysis of compound sentences through employment of contrastive methods, especially among sentences with easy confusion in association with other congeneric ones. For example, the difference an
13、d association between an object clause led by “when” and an adverbial clause led by “when” Additionally, a plenty of illustrative sentences will be provided. Apart form the 3 examples, the analysis is grounded on some basic contrastive linguistics and elaborate summaries by former experts and schola
14、rs. For instance, A grammatical concept of three-dimensional English grammar suggested by Huang Nan, senior international business specialist, made a great contribution to the teaching of English grammar, with rapidly improved English level of a number of students and staff. Applied in the compound
15、sentence, the central essence is that a main clause consists of three elements-sentential form, syntactical structure and tense, which is identical to that of a subordinate clause. Thus, a compound sentence is actually of six dimensions in total. In the body of my study, this concept is necessarily
16、and crucially employed in the contrastive analysis of compound sentence. The paper is generally divided into theoretical analyses and plentiful case studies. To a large extent, the two parts are complementarily mixed. Based on the paper, the author will accordingly design some specialized exercises
17、for ESL learners who find difficult to learn compound sentences. In the first part of the paper, the author will give a brief introduction of the theme and relate to the research field concerned. In the second part, a theoretical structure will be established for the thesis to ground on. In the thir
18、d part, which is regarded as the core of this thesis, three patterns of compound sentences will be analyzed seriatim, with many examples quintessentially provided. Part four draws a natural conclusion. The thesis aims at an expected goal of enabling ESL learners to be equipped with the competence of
19、 systemic analysis and induction of English compound sentences, with a flexible, proficient and correct employment. In conclusion, grounded on relevant theories, the author will analyze compound sentences through various comparisons between pairs of compound sentences with easy confusion in associat
20、ion with each other, with an expectation of throwing light upon those learners confused about compound sentences. Outline 4 1. Introduction 2. The Theory of Dimensional Compound Sentence, by Huang Nan 3. Analysis of Compound Sentences 3.1 Nominal Clause 3.1.1 Subject Clause and Object clause 3.1.2 P
21、redicative Clause and Appositive Clause 3.2 Adverbial Clause 3.2.1 Longitudinal Contractiveness Between Various Adverbial Clauses 3.3 Attributive Clause 3.3.1 Transverse Contractiveness Between Attributive Clause and Appositive Clause 4. Conclusion 课题进度计划 1准备阶段（第六学期第 9-13 周） 1）召开毕业论文工作动员大会，向学生介绍毕业论文
22、的要求与相关规定。 2）学生确定并上报研究方向，各系根据老师研究方向指定指导教师，并公布指导教师名单。 写作阶段 ）第六学期第 14-17 周：选题、任务书 ）第六学期第 18-20 周：开题报告、文献综述 ）第三学年暑假至第七学期第 2 周：初稿写作并上交 ）第七学期第 3-8 周：一稿修改、提交二稿 ）第七学期第 9-15 周：二稿修改、提交三稿 ）第七学期第 16-20 周：三稿修改、提交初定稿 答辩阶段 ）第八学期第 1-4 周：论文评阅与答辩 ）第八学期第 5-6 周：论文定稿、文档归整 5 参考文献 1Radford, Andrew. Syntax: A Minimalist In
23、troductionM. Beijing: Foreign Language Teaching and Research Press, 2008. 2Bibber, Douglas. and Conrad, Susan. Longman Grammar of Spoken and Writing EnglishM. Beijing: Foreign Language Teaching and Research Press, 2000. 3Huddleston, Rodney. A Students Instruction to English GrammarM. Beijing: Foreig
24、n Language Teaching and Research Press, 2008. 4Sinclair, John. Collins Cobuild Grammar Patterns 1: VerbsM. Shanghai: Shanghai Foreign Language Education Press, 2000. 5Wu, Ailin. Multifunctional Systematic English GrammarM. Beijing: National Defense Industry Press, 2006. 6陈计庄 (Chen, Jizhuang).中外英语语法教
25、学思想、原则及方法对比研究 J.安徽 :工业大学学报(社会科学版 ), 2007(24):27-30. 7刘勇士 (Liu , Yongshi).英语复合句的分 J.科教文汇 (下旬刊 ), 2009(12):32-33. 8刘伟 (Liu, Wei). TEM4 中常考的三大主从复 J.内江科技 , 2010(05):112-115. 9阮晓霞 (Ruan, Xiaoxia)和将乐松 (Jiang Lesong).对比语言学在英语教学中的应用 J.商业文化(学术版 ), 2010(06):56-58. 10萧立明 (Xiao, Liming).英语结构要略 M.北京 :机械工业出版社 , 2003. 11张今 (Zhang, Jin)和姜玲 (Jiang Ling).英语句型的动态研究 (修订版 )M.北京 :清华大学出版社 , 2005. 指导教师审核意见 指导教师签名： 年 月 日
