1、外国语学院本科生英语专业毕业论文装订顺序（APA 格式）（注：此格式用于文学、翻译方向之外的所有论文）1. 毕业论文封面（汉语）2. 毕业论文首页 （英语）3. 致谢（英文）4. 毕业论文中文摘要及关键词5. 毕业论文英文摘要及关键词6. 目录7. 正文8. 尾注（可选）9. 参考文献（英语文献在前，汉语文献在后）10. 附录（可选）附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）学号：0305114000中国大学英语学习者连接副词使用情况调查 系 名 称： 外 语 系 专 业 名 称： 年 级： 姓 名： 指 导 教 师： 2008 年 5 月 日 山东教育学院本科毕业论文20 磅
2、字号，华文中宋，加粗，居中四号黑体黑体，小三，居中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, 2008IAcknowle
3、dgementI 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 三号 粗体 居中Times New Roman 五号，1.5 倍行距全文每段首行缩进 3-5 个字符罗马数字编排页码II摘要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
4、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(内容仅供参考) 宋体，小四号， 1.5 倍行距宋体，小二号，粗体宋体，小四号，粗体IIIAbstractThe 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 the
5、ir 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 speaki
6、ng 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;
7、Chinese EFL learners; Use; Teaching Times New Roman 五号，1.5 倍行距Times New Roman，三号，粗体，居中Times New Roman 五号 粗体全文每段首行缩进 3-5 个字符IVTable of ContentsAcknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I摘要. . . . . . . .
8、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .IIITable of Content
9、s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IVChapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . . . . . . .
10、. . . . . . . . . . . . . . . . . . . . . . . . . . .11.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Chapter Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 52.1 Introduction. . . . . . . . . . . . . . . . .
11、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.3.1 Child First Language D
12、evelopment. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.4 Summary of Key Learning Principles. . . . .
13、. . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . .25 3.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253.2 The Debate about the Incl
14、usion 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 English Curriculum. . . .
15、 . . . . . . . . . . . . . . . . . . . . 34Chapter Four Research Design A Survey Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .374.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.2 The Survey Background. . . . . . . .
16、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .374.3 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Chapter Fiv
17、e Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 宋体，5号Times New Roman，三号，粗体，居中Times New Roman 五号，1.5 倍行距V5.2 The Overview of Primary
18、 EFL Program in Henan Province. . . . . . . . . . . .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河南师范大学本科毕业论文1Chapter One Introduction1.1 Research BackgroundIn the first decade1 or two after World War II, the introduction of foreign languages in the elementary school i
21、n 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
22、 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 Objectives1 U.S.A. is the abbreviation of The United States of America. Times New Roman 五号，1.5 倍行距Times New Roman，小五号，正文中数字上标，此部分可选Times New Roman 三号，粗体，居中Times New Roman, 小四号，粗体全文每段首行缩进 3-5 个字符正文部分用阿拉伯数字编排页码河南师范大学本科毕业论文2Note: （此部分可选）1. Decade is ten years. 2. New Roman，五号，正文中数字上标Times New Roman，小四号，粗体
