英语专业毕业论文acing Teenagers’ Emotional CrisisInspiration from Juno.doc

《英语专业毕业论文acing Teenagers’ Emotional CrisisInspiration from Juno.doc》由会员分享，可在线阅读，更多相关《英语专业毕业论文acing Teenagers’ Emotional CrisisInspiration from Juno.doc（27页珍藏版）》请在三一办公上搜索。

1、Sample of Cover Page中国农业大学外语系2011年定制acing Teenagers Emotional Crisis Inspiration from Juno论文题目：字体Times New Roma, 二号字加黑，段前10行，段后6行，行距22磅，居中，介词第一个字母不大写。A thesis submitted to Department of Foreign Languages of China Agricultural University in partial fulfillment of the requirements for the degree of Ba

2、chelor of ArtsBy: Ying Zhang Supervisor: Zhifang Wang May 15, 2012AbstractThe 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 speaki

3、ng, 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 fa

4、ctors 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. Keywords: linking adverbials, Chinese EFL learners, use, teaching摘 要本研究以连接副词为研究对象，主

5、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Table of Contents AbstractI摘 要IIIIntroduction11.1 Research Background11.2Motivations and Objectives21.2.1 Motivations2

6、1.2.2 Objectives3The Theoretical Framework of Child Language Learning52.1 Introduction52.2 A Selective Review of Child Learning52.3 Child Language Learning6III. Some Critical Issues in Primary EFL Instruction in Chinese Context73.1 Introduction73.2 The Debate about the Inclusion of English in the Pr

7、imary Curriculum73.3 The Contents of Primary English Curriculum8. Research Design A Survey Study94.1 Introduction94.2 The Survey Background94.3 Subjects94.4 Data Collection and Analysis10. Results and Discussions115.1 Introduction115.2 The Overview of Primary EFL Program in Hebei Province115.3 The C

8、urrent Situation of Primary English Classroom Instruction11. Conclusion136.1 Major Findings and Contributions136.2 Recommendations for Future Research13References14Appendices:16Questionnaire16调 查 问 卷17Interview18访 谈19Collection of the Samples20调 查 样 本 汇 总21Acknowledgements22IIntroductionA preview pa

9、ragraph of Chapter I.1.1 Research Background In the first decade 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

10、“improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children ha

11、ve long been taught French or English as preparation for their use as a medium of instruction.In the first decade 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 countr

12、ies 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, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many

13、 African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.In the first decade 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

14、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, p.363). The past decade has seen significant increase in fore

15、ign 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.In the first decade or two after World War II, the introduction of foreign languages in the elementary schoo

16、l 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” (Stern, 1983, p.363). The

17、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 ObjectivesIn the first decade or two af

18、ter 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

19、into timetable of language development in childhood” (Stern, 1983, p.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 me

20、dium of instruction.1.2.1 Motivations In the first decade 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 “improv

21、ing the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.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

22、 been taught French or English as preparation for their use as a medium of instruction.三级标题，Times New Roman, 粗体，居左；首行缩进2个字；段前段后各一行，1.5倍行距。In the first decade 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 Brita

23、in, 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, p.363). The past decade has seen significant increase in foreign l

24、anguage 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.1.2.2 Objectives In the first decade or two after World War II, the introduction of foreign languages in the elem

25、entary 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” (Stern, 1983,

26、p.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.In the first decade or two after World War II,

27、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

28、language development in childhood” (Stern, 1983, p.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 instructio

29、n.In the first decade 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 ed

30、ucation by taking into account into timetable of language development in childhood” (Stern, 1983, p.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 pr

31、eparation for their use as a medium of instruction.The Theoretical Framework of Child Language LearningA preview paragraph of Chapter II.2.1 IntroductionIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school

32、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, p.363). The past decade has seen significant increa

33、se 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.In the first decade or two after World War II, the introduction of foreign languages in the elemen

34、tary 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” (Stern, 1983, p.

35、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.2.2 A Selective Review of Child LearningIn the fi

36、rst decade 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

37、taking into account into timetable of language development in childhood” (Stern, 1983, p.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 f

38、or their use as a medium of instruction.In the first decade 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 “impr

39、oving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have lo

40、ng been taught French or English as preparation for their use as a medium of instruction.2.3 Child Language LearningIn the first decade 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 develo

41、pments 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, p.363). The past decade has seen significant increase in foreign language programs for y

42、oung 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.In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of pri

43、mary 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, p.363). The past decade has seen signif

44、icant 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.III. Some Critical Issues in Primary EFL Instruction in Chinese ContextA preview parag

45、raph of Chapter III.3.1 IntroductionIn the first decade 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 “improvin

46、g the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.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 b

47、een taught French or English as preparation for their use as a medium of instruction.In the first decade 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

48、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, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African

49、and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.3.2 The Debate about the Inclusion of English in the Primary CurriculumIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school Fr