簡介：天津大學碩士學位論文從認知語言學視角解析語篇連貫姓名程淑媛申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師賈欣嵐20070601ABSTRACTASALLESSENTIALCONCEPTOFDISCOURSEANALYSIS，COHERENCEISAHOTTOPICFORLINGUISTSPASTSTUDIESHAVECONTRIBUTEDVARIOUSAPPROACHESTOTHEANALYSISOFDISCOURSECOHERENCETHISTHESISWILLFURTHEREXPLORETHISSUBJECTWITHFOURMAJORTHEORIESOFCOGNITIVELINGUISTICSTHEIDEALIZEDCOGNITIVEMODELICM，THECOGNITIVEREFERENCEPOINTERE，CONCEPTUALMETAPHORSANDICONICITY1CMCANBEUSEDTOANALYZEDISCOURSECOHERENCEFROMAMICROSEMANTICPERSPECTIVEITISQUITEHELPFULTOSEEKADEEPCONNECTIONBETWEENDIFFERENTINFORMATIONINADISCOURSEBYFILLINGMISSINGINFORMATIONANDITISALSOWORKABLEFORINTERPRETINGGRAMMATICALCOHERENCETHEOTHERTHREEAPPROACHESALLTAKEAMACROSTRUCTURALPERSPECTIVECRPDOMINATESTHEINTERPRETATIONOFDISCOURSECOBERENCEWITHTHEVIEWPOINTOFADISCOURSE，WHICHDETERMINESTHEMENTALPROCESSOFINFORMATIONORGANIZATIONCONCEPTUALMETAPHORSAREUSEFULFORTHEANALYSISOFDISCOURSECOHERENCEFORTHEYINVOLVETWOSETSOFINFORMATIONTHATISCLOSELYLINKEDTHROUGHTHEMAPPINGRELATIONSHIPTHEESSENCEOFICONICITYLIESINTHATOURLINGUISTICEXPRESSIONSREFLECTOURCOGNITIONOFTHEOBJECTIVEWORLDTHEREFORE，IFADISCOURSEISCONSTRUCTEDINAWAYTHATACCORDSWITHOUREXPERIENCEWITHTHEWORLD，ITSHOULDBEJUDGEDASACOHERENTONEALLTHEFOURAPPROACHESDISCUSSEDINTHISTHESISESTABLISHACLOSERELATIONBETWEENTHESURFACELINGUISTICFORMSANDTHEUNDERLYINGMEANINGSATADEEPSTRUCTURE，SOTHEYPROVIDEUSWITHADYNAMICWAYTOINTERPRETDISCOURSECOHERENCEBESIDES，THEINTERPRETATIONOFDISCOURSECOHERENCEWITHTHESEAPPROACHESALLINVOLVESOURCOGNITIVEACTIVITIES，WHICHARECARRIEDOUTIN0111“MENTALWORLDTHUS，MEYACTUALLYLEADTLSTOCONSTRUCTAMENTALCOHERENCETHESETWOASPECTSCONSTITUTEAGOODCOMPLEMENTANDDEVELOPMENTOFPASTSTUDIESTHISTHESISHOPESTOSHEDSOMELIGHTONTHECONSTRUCTIONOFACOMPREHENSIVEANDSYSTEMATICTHEORYFORDISCOURSECOHERENCEKEYWORDSDISCOURSECOHERENCE；ICM；CRP；CONCEPTUALMETAPHORS；ICONICITY；DYNAMICANALYSIS；MENTALCOHERENCEH

簡介：1廣西師范大學碩士學位論文EMOTIVEFACTORSANDENGLISHLANGUAGELEARNING情感因素與英語語言學習院﹑系外語學院年級1998級在職專業(yè)英語語言文學研究方向英語語言與教學導師陳吉棠教授研究生麥小敏完成日期2002年4月3ACKNOWLEDGEMENTSFIRSTOFALL,IWOULDLIKETOEXPRESSMYGRATITUDETOMYSUPERVISOR,PROFESSORCHENJITANG,WHONOTONLYGIVESMEHISGUIDANCE,INVALUABLEADVICEANDENCOURAGEMENT,BUTALSOHELPSMEALOTINWIDENINGMYACADEMICSCOPEIALSOOWEMYTHESISTOTHEFOLLOWINGTEACHERSANDFRIENDSPROFESSORLIUSHAOZHONGSHOWSHISCONSTANTENCOURAGEMENTTOMYWORKPROFESSORLUQIAOLINGALWAYSEXPRESSESHERCONCERNTOMYTHESISANDHELPSMECLARIFYSOMECONFUSINGPROBLEMSPROFESSORLIXIAOOFFERSMEHERVALUABLESUGGESTIONANDIWOULDLIKETOAPPRECIATETHETEACHERSINTHECOLLEGEOFFOREIGNSTUDIES,GUANGXINORMALUNIVERSITYANDMYFRIENDSINOTHERCOLLEGESANDUNIVERSITIESFORTHEIRCONSISTENTSUPPORTWITHOUTTHEIRHELPANDENCOURAGEMENT,MYTHESISWOULDNOTHAVEBEENCOMPLETED

簡介：東北師范大學碩士學位論文語言學及應用語言學專業(yè)研究生英語論文中語篇錯誤的研究姓名王丹妮申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師隋銘才20040501再次，語篇的前后不一致是個較為突出的問題，它在一定程度上破壞了論文的連續(xù)性，使語篇不能夠正常發(fā)展。本文只是對英語語言學及應用語言學專業(yè)研究生畢業(yè)論文中語篇錯誤的一個嘗試性分析，希望這些有限的研究和發(fā)現(xiàn)能夠引起研究生們的關注，在寫作的過程中能多注意其論文的邏輯性，科學性和學術性，及時避免一些可以預見的語篇錯誤。關鍵詞錯誤分析語篇錯誤研究生論文

簡介：西南大學碩士學位論文英語元話語的系統(tǒng)功能語言學研究姓名熊笛申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師劉承宇20080401西南大學碩士學位論文具備了概念功能。第四章討論了元話語的語氣成分和情態(tài)，體現(xiàn)其人際功能。第五章分析了元話語與連接手段的關系，以及元話語的信息結構。第六章總結全文，同時指出存在的不足即對未來研究的展望。關鍵詞元話語概念元功能人際元功能語篇元功能

簡介：復旦大學碩士學位論文漢語口吃現(xiàn)象的語言學研究姓名馮鈺婷申請學位級別碩士專業(yè)語言學及應用語言學指導教師楊劍橋20070527摘要從70年代開始國外已經(jīng)有語言學家對口吃的語言學特征進行分析研究，所涉及的學科包括神經(jīng)語言學、病理語言學、心理語言學以及認知語言學等。其中對于口吃在語流中發(fā)生的位置與詞類的關系的研究是近幾年該領域一個較新的課題。本文的研究發(fā)現(xiàn)國外語言學家在英語、德語和西班牙語的口吃研究中發(fā)現(xiàn)的口吃發(fā)生與功能詞一實詞區(qū)別的規(guī)律性聯(lián)系在漢語中也存在類似情況，但是由于漢語本身所具有的不同于印歐語的特點，漢語口吃現(xiàn)象又有有別于其他語言的地方。通過具體分析研究，本文發(fā)現(xiàn)漢語的口吃發(fā)生有以下幾點規(guī)律1兒童在功能詞上容易發(fā)生口吃，而實詞上幾乎不發(fā)生口吃；隨著年齡增長，青少年在實詞和功能詞上的口吃發(fā)生率都有所增加；但是到成年人以后功能詞上的口吃發(fā)生率明顯降低，而實詞上的口吃發(fā)生率繼續(xù)增加，以至于超出功能詞上的口吃發(fā)生率；2在一個語音詞內(nèi)部，實詞前的功能詞比實詞后的功能詞更容易發(fā)生口吃；3在一個語音詞內(nèi)部，位置靠前的詞都比位置靠后的詞更容易發(fā)生口吃；4盡管存在序列位置效應，實詞在不同序列位置的口吃發(fā)生率卻并不是一個單純的遞減變化，實詞在第二個詞位上發(fā)生口吃的幾率最高，到第三個詞則又降低。目前國內(nèi)對口吃的研究主要集中在矯正手段、效果的研究方面，從語言學的角度來研究口吃的發(fā)生和詞類之間的關系還是一個很新的課題。本文立足于大量一手錄音資料，力求客觀準確地對漢語口吃現(xiàn)象進行描述，并與印歐語中的同類研究進行比較分析，在學術上和實踐意義上都有一定價值。關鍵詞語音詞功能詞實詞EXPLAN序列位置效應中圖分類號H082

簡介：遼寧師范大學碩士學位論文英語語言學中語境功能的分析與應用姓名于波申請學位級別碩士專業(yè)學科教學（英語）指導教師宋興蘊20040301ABSTRACT55PARESTHEANALYSISANDAPPLICATIONOFTHECONTEXTFUNCTIONSINENGLISHLINGUISTICSMARCH2004INRECENTYEARS，THEIDEATHATALINGUISTICSENTENCECALLBEFULLYANALYZEDWITHOUTTAKING‘CONTEXT’INTOACCOUNTHASBEENSERIOUSLYQAESTIONEDW7HATDOWEDOWHENASKEDWHETHERAPARTICULARSENTENCEIS‘ACCEPTABLE’DOWENOTIMMEDIATELYANDQUIRENATURALLYSETABOUTCONSTRUCTINGSOMECIRCUMSTANCESIEA。CONTEXT’INWMCHTHESENTENCECOULDBEAECEPTABLYUSEDINTHEPRESENTENGLISHCLASSROOMTEACHING，TEACHERSEBBTHETRADITIONALTEACHINGPROCEDUREEXCESSIVELY，THEYEXPLAINKNOWLEAGEPOINTSCAREFALL3，，THENDRILLTHEMMECHANICALLY，LACKFLEXIBLETEACHINGMETHODSANDSELFMADECONTEXT，HINDERTHEDEVELOPMENTOFSTUDENTSEOMMUNICATIVECOMPETENCEINTHELONGTERMENGLISHCLASSROOMTEACHING，SOMEQUESTIONSHAVETOBEREEVALUATEDASBOTHMECOORDINATORANDSUPERVISOROFSTADENTS‘ACTIVITIES～TEACHERS，HOWTOPLAYANIMPORTANTROLEBYSYNTHESIZINGALLKINDSOFELEMENTSOFCONTEXTHOWTOCHOOSETHEIRTEACHINGCONTENTDESIGNMEIROVENSYHABUSANDARRANGETHEIRCLASSSH。ACTURE喇HIEHDOULDBEV蕊。憾EHAKLENGE瓤DMEANINGFULHOWTOTHILLKOFVARIETIESOFWAYSTOCREATEANDACHIEVEAVARIETYOFEFFECTSTOACCOMPLISHANINTERESTINGANDCOOPERATIVELEANUNGATMOSPHERELANGUAGECONTEXTISTHE’ENVIRONMENT’，OR‘CIRCUMSTANCES‘INWHICHLANGUAGEISUSEDTHEDISCOURSEANALYSTFLOATSHISDATAASTHERECORDOFDVNAMIEPROCESSINWHICHLANGUAGEWASUSEDASALIINSTNMAENTOFCOMMUNICATIONLAACONTEXTBYASPEAKER／嘶TERTOEXPRESSMEANINGSMADACHIEVEINTENTIONSWORKINGFROMTHEDATA，THEANALYSTSEEKSTODESCRIBEREGULARITIESINTHELINGUISTICREALIZATIONSUSEDBYPEOPLETOCOMMUNICATETHOSEMEANINGSANDINTENTIONSNEPAPERANALYZESTHETWOASPECTSOFCONTEXTNECONTEXTOFSITUATIONANDTHEEXPANDINGCONTEXTTHEAPPHEATIONOFCONTEXTBELONGSTOAPPLIEDLINGUISTICSJUSTASSPITCORDERSAYS。OFALLTHEAREASOFAPPLIEDLINGUISTICS，NONEHASSHOVMTHEEFFECTOFLINGUISTICFINDINGSPRINCIPLESAND

簡介：華中師范大學碩士學位論文初中英語教材的社會語言學分析姓名周迎芳申請學位級別碩士專業(yè)英語語言文學指導教師舒白梅20040401◎碩士學位論文MAS砸象’S弧黜料，并訓練成功實現(xiàn)言語行為的策略。社會文化價值多是間接地體現(xiàn)在教材中。由于它們暗藏在文字背后而沒有被明說，因而要通過仔細分析教材才能揭示出來。教材中的社會文化語境應是學生熟悉和理解的。此外，教材還應考慮到來自不同地區(qū)、不同民族、以及不同社會背景的學生的興趣。在上述社會語言學研究的基礎上，作者建立了一個針對教材分析的框架，在此框架中，作者列出同這四令方面的社會語言學研究相關的問題，并通過回答這些問題來分析教材。∥通過分析，作者指出初中英語教材的優(yōu)點和不足。作者發(fā)現(xiàn)該套教材中的大多數(shù)語言材料貼近學生的生活，趣味性強，有明確的語境，并且反映出了編者剝于不同社會語境中語苦變體的重視；交際模式及言語行為得到了合理的處理社會文化知識通過各種方式得到了介紹；教材體現(xiàn)了開放、樂觀、人文的態(tài)度。同時，這套教利中也存在許多缺點，主要是對于清單中包含的許多社會語言學因素體現(xiàn)得不夠均衡，有的沒有得到充分或合理的體現(xiàn)，而有的則完全沒有涉及。作者最后總結認為，我國初中英語教材中體現(xiàn)了社會語言學因素。有的因素得到了充分、恰當?shù)伢w現(xiàn)，而有的則沒有相同的因素有時處理得充分合理，有時則不夠；不同分冊的處理方式也不一樣。教師在使用該套教材時，應注意揚長避短，做出適當?shù)恼{(diào)整。關鍵詞教材分析；框架；社會語言學初中英語教材

簡介：廣州大學碩士學位論文語言學習策略與英語專業(yè)學生四級考試成績的關系姓名楊志文申請學位級別碩士專業(yè)課程與教學論指導教師朱亞夫20070501ABSTRACTWITHTHEINCREASEOFINTERACTIONAMONGNATIONS，PEOPLEHAVEGRADUALLYDEVELOPEDTHEF1WARENESSOFTHEIMPORTANCEOFFOREIGNLANGUAGEASATOOLFORGLOBALEOMMTMIEATIONASFORENGLISHMAJORSLEARNING，ENGLISHWELLISVERYIMPORTANTLANGUAGELEARNINGSTRATEGIESHAVEBEENFOUNDTOBEPROMINENTAMONGVARIOUSFACTORSAFFECTINGFOREIGNLANGUAGELEARNINGBYLANGUAGERESEARCHERSANDLANGUAGETEACHERSBOTHDOMESTICANDFOREIGNRESEARCHERSHAVECONDUCTED131ARGEAMOUNTOFRESEARELA0131EARNINGSTRATEGIESEVERSINCE1970SIIOW目CELCOMPARINGWITHTHEVASTAMOUNTOFRESEARCHWORLDWIDEONLANGUAGELEARNINGSLRATEGIES，RELATIVELYFEWERSTUDIESWERECONDUCTEDINTHISFIELDINCHINAMOREOVERDOMESTICRESEARCHERSFOCUSTHEIRSTUDYONNONENGLISHMAJORINGSTUDENTSWHEREASSTUDIESTARGETEDATENGLISHMAJORSA糟SCARCEADDITIONALLY，RESEARCHFINDINGSBYBOTHDOMESTICANDFOREIGNRESEARCHERSHAVESUGGESTEDALLASSOCIATIONBETWEELLLANGUAGELEARNINGSTRATEGYEMPLOYMENTANDENGLISHAELAIEVEMENTAMONGLEARNERSOFENGLISHYETTHEREISIIOSLRONGCONSENSILSTHEPURPOSESOFTHISSTUDYFILETOINVESTIGATETHECHARACTERISTICSOFENGLISHLEARNINGSTRATEGIESUSEDBYSECONDYEARENGLISHMAJORS，TOEXAMINETHEDIFFERENCESINSTRATEGYU∞BETWEENHIEBMIDDLEANDLOWACHIEVEMENTGROUPSANDTOSTUDYTHECORRELATIONBETWEENTHEIRLEARNINGSLRATEGYEMPLOYMENTANDTEM4ACHIEVEMENTS，INTHEHOPETOEXPLORETHECONTRIBUTIONOFENGLISHLEARNINGSTRATEGIESTOTEM4ACHIEVEMENTSANDENGLISHLEARNINGTHEDATAARECOLLECTEDMAINLYTHROUGHAWRITTENQUESTIONNAIREWITHTHEHELPOFTHESTATISTICALSOFTWARESPSS，THEDATAWFLSANALYZEDTHEFOLLOWINGRESEARCHFINDINGSAREYIELDED1INGENERAL，STUDENTSSOMETIMESEMPLOYENGLISHLEARNINGSTRATEGIESAMONGTHESIXLEAMINGSLAATEGYCATEGORIESINVESTIGATEDMETAEOGNITIVESTRATEGIESAREEMPLOYEDTHEMOSTFREQUENTLYAND黜FOLLOWEDBYEOMPEMATIONCOGNITIVE，SOCIAL，ANDAFFEETIVESLAATCGIESTHELEASTFREQUENTLYUSEDSTRATEGIES跚MEMORYSTRATEGIES2STUDENTSWITHHIGHENGLISHACHIEVEMENTHAVEABETTERCOMMANDOVERLEARNINGSTRATEGIESTHANTHOSEWITHLOWENGLISHACHIEVEMENTFIRSTLYTHEFORMERENGLISHEMPLOYLEARNINGSTRATEGIESMOREFREQUENTLYTHANTHELATTERSECONDLYTHEREEXISTI

簡介：武漢理工大學碩士學位論文英語反義關系及修辭應用語言學研究姓名楊帆申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師劉升民20071101武漢理工大學碩士學位論文ABSTRACTTHISDISSERTATIONISASTUDYOFANTOAYMYINENGLISHFROMLINGUISTICAND山舳LAPPROACHESESPECIALLYITSSEMANTICFEATURESANDRHETORICALAPPLICATIONMNIS110COUSCN蛐ABOUTTHEDE五NI蝎OFAMONYMYTRADITIONALVIEWCLASSIFIESANTONYMSINTOOTMLONYMSAADDERIVATIOMLANTONYMSFROMMORPHOLOGICALPOIMOFVIEWWITHM呲睇MAAFICTHANMOTPHOLOGKALCONCERNMODEMLINGUISTSCATEGORIZEOPPOSITESINTOVARIOUSTY睜，BUTTHETERMATMMYMISNARROWEDONLYTOREFERTOGRADABLEOPPOSITESEXCLUDINGOTHERTYPESOFOPPOSITESSUCHASCOMPLEMENTARIESANDCOLLVASETERMS，ETCTHETOOSTRICTSCNS49GOESAGAI璐TTHEFACTTHATANTONYMYISCOMMONLYUSEDINLLATURALLANGUAGESTHISSTUDYHOLDSTHATTHETERMABTO岬ISTOINCLUDEVARIOUSTYPESOFOPPOSITES，IC，ANTONYMSINAWIDER瓤棚功ONTHECONDITIONTHATTHETWOWORDSA北SEMANTICALLYCONTRASTEDANDHAVESHAREDSEMANTICRANGEAATONYMYPOSSESSESSEVERALUNIQUEPROPEFTIE8SUCH罄BINARITYHHERENTNCSSANDP址ENCYALTHOUGHANTONYMYISOOMIDERED罄AH耐OFOPPOSITIONBYSOMCLINGUISTSINORDERTOSTUDYANTOAYMYINRH醣啪ICAL眥。ANTONYMSAREEQUALTOOPPOSITESINAWIDCR蛐SCTHEPROPERTIESOFVARIOUSOPPOSITESALLGEXPLORED證DETAILWITHREFERENCETOTHEIR∞M衄讎CHARACTERISTICSWITHMPHASJSPAIDONGRADABLEOPPOSITEANDITS弘OPCRTI鶴蜘BCOMPARISONOOMMITTEDNESSANDMARKEDNE鰱H礎TOHAVEABETTERMDEMANDINGOFTHENATUREOFAMONYMYNEAROPPOSITESWHICHDOCONTRASTINSOMEWAYBUTA聆NOTCONSIDEREDTRUEANTONYMSAIEALSOEXAMINEDASANIMPORTANT1TICRCLATIONANTONYMYISOFTENRHETORICALLYUSEDINTHEPRACTICEOFLANGUAGETHEREISTHEUSEOFONLYONEMEMBERRHETORICALLYBUTMOROOFTEN剮煳ISTHE∞C虻咖Ⅱ∞OFBOTHMEMBERSOFANANTONYMPAIRUSEDEITHERLITERALLYSEMANTICALLYNORMSORFIGURATIVELYSEMANTICALLYABNORMALTHEBASESOFTHECOOCCTLNENCEARCEXPLOREDPSYCHOLOGICALLYANDPHILOSOPHICALLYANDTHESYNTACTICF3RAMESOFTHECO‘X℃U玎_CNCCAICOBSERVECLANTONYMYISCLOSELYASSOCIATEDWITHTHEFORMINGOFIDIOMSANDFIGURESOFSPEECHTOACHLCVCRHETORICALEFFECTSUCHASⅡ

簡介：合肥工業(yè)大學碩士學位論文認知語言學框架下的英漢俗語對比研究姓名陳茜申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師王華20100401ACONTRASTIVESTUDYOFPOPULARENGLISHANDCHINESESAYINGSFROMTHECOGNITIVELINGUISTICPERSPECTIVEABSTRACTASACOMMONPHENOMENONOFLANGUAGE，POPULARSAYINGSMANIFESTTHEWISDOMANDCULTUREOFANATIONANDPLAYANIMPORTANTROLEINCROSSCULTURALCOMMUNICATIONPEOPLETENDTOUSETHEMINBOTHTHEORALANDWRIRENFORMPOPULARSAYINGSAREDEEPLYROOTEDINTHEHIGHERORDERCOGNITIVESTRUCTUREANDCANREPRESENTTHECOGNITIVEPSYCHOLOGICALBASISOFANATIONPOPULARSAYINGSAREOFTWOCATEGORIESBROADSENSEANDNARROWSENSETHEFORMERISALSOCALLED“IDIOMS”，INCLUDINGPHRASES，ALLUSIONS，POPULARSAYINGS，PROVERBS，ADAGESANDSLANG；THELATTERISAKINDOFINDEPENDENTLANGUAGEPHENOMENON，INPARALLELTOPROVERBS，PHRASESANDALLUSIONSNARROWSENSEPOPULARSAYINGSSPECIFICALLYREFERTOTHOSEORALLYPOPULARLANGUAGEUNITSWIDELYSPREADAMONGPEOPLE，NOTONLYAKINDOFSTEREOTYPEDBUTALSOFREQUENTLYUSEDFLEXIBLEPHRASESMOSTPOPULARSAYINGSAREVIVID，IMAGINATIVEANDPHILOSOPHICALINTHEIRCHARACTERISTICSTHISTHESISMAINLYFOCUSESONTHENALTOWSENSEPOPULARSAYINGSFIRSTLYWEINTENDTOGIVETHENARROWSENSEPOPULARSAYINGSANACCURATEPOSITIONTHROUGHTHEANALYSISWITHOTHERCATEGORIESOFIDIOMS，ESPECIALLYTHECOMPARISONWITHPROVERBSTHENONTHEBASISOFTHERESEARCHRESULTSOFCONTEMPORARYTHEORYONMETAPHORWESHALLMAKEATENTATIVEEXPLORATIONOFTHEFORMATIONANDDISCOVERAMECHANISMFORTHEUNDERSTANDINGOFENGLISHANDCHINESEPOPULARSAYINGSFROMTHEPERSPECTIVEOFCOGNITIVELINGUISTICSTHECREATIONANDCOMPREHENSIONOFPOPULARSAYINGSAREDEEPLYROOTEDINONE’SNATIONALCULTURETHEACTUALUSEOFPOPULARSAYINGSINLIFEREFLECTSTHEROLETHATTHECONCEPTUALMETAPHORPLAYSINPEOPLE’SKNOWLEDGEOFTHEWORLDMETAPHORSOCCURINTHEPROCESSOFMETAPHORICALTHINKING，REVEALINGHOWPEOPLEGETTOKNOWTHEWORLDASDIFFERENTNATIONSHAVETHEIROWNCULTURE，POPULARSAYINGS，F(xiàn)ROMONEASPECT，REFLECTTHEAPPLICATIONANDINTERPRETATIONOFONE’SNATIONALCULTURE，INORDERTOREVEALTHEVARIEDANDSIMILARUNDERLYINGCULTURALPATTERNS，POPULARSAYINGS

簡介：中國石油大學（華東）碩士學位論文從系統(tǒng)功能語言學角度剖析語境在語篇連貫中的作用姓名陳麗申請學位級別碩士專業(yè)英語語言文學指導教師孫承榮20080401ASYSTEMICFUNCTIONALAPPROACHTOTHEANALYSISOFFUNCTIONSOFCONTEXTINACHIEVINGTEXTCOHERENCECHENLIENGLISHLANGUAGELITERATUREDIRECTEDBYPROF．SUNCHENGRONGABSTRACTTHISTHESISISANATTEMPTTOEXPLORECONTEXT’SFUNCTIONSINACHIEVINGTEXTCOHERENCEBASEDONTHEFRAMEWORKOFSYSTEMICFUNCTIONALLINGUISTICS．THEAIMSFORTHESTUDYARETOTESTIFYTHEOPERATIONALITYANDPRACTICABILITYOFAPPLYINGHALLIDAYANCONTEXTTHEORYINTOTHEEXPLORATIONOFACHIEVINGTEXTCOHERENCE．THETHEORETICALBASESINCLUDETHETHEORYOFCONTEXTOFSITUATION，THETHREEMETAFUNCTIONSOFLANGUAGEANDTHEIRREALIZATIONINTHELEXICOGRAMMATICALLEVELTHETRANSITIVITYSYSTEM，THEMOODSYSTEMANDTHEMODALITYSYSTEM,ANDTHETHEMERHEMESYSTEMINHALLIDAY’SFUNCTIONALLINGUISTICTHEORY．THESEMIOTICCOMPONENTSOFCONTEXTAREFIELD，TENORANDMODEWHICHARESYSTEMICALLYRELATEDTOTHEFUNCTIONALCOMPONENTSIDEATIONAL，INTERPERSONALANDTEXTUALOFTHESEMANTICSFIELDTOTHEIDEATIONALCOMPONENT，TENORTOTHEINTERPERSONALCOMPONENTANDMODETOTHETEXTUALCOMPONENT．THEIDEATIONALCOMPONENTISREALIZEDBYTRANSITIVITYSYSTEM．THEINTERPERSONALCOMPONENTISREALIZEDBYMOODANDMODALITY．THETEXTUALCOMPONENTISSHOWNSTRUCTURALLYBYTHEMATICSTRUCTUREOFSENTENCESANDNONSTRUCTURALLYBYCOHESIVEDEVICES．THUSTHECOHERENCEOFATEXTCANBEEXPLAINEDBYANALYSISONTHETRANSITIVITYSYSTEM，MOODANDMODALITY,ANDTHEMATICSTRUCTUREINATEXT．THETRANSITIVITYANALYSISREVEALSTHATTHECHOICEOFTHETRANSITIVITYOFSENTENCESSHOULDBEFITINWITHTHENEEDOFTHETEXT’SFIELD．INORDERTOCONVEYCORRECTINFORMATIONTOTHEREADERSANDLISTENERS，TEXTSMUSTREPRESENTTHEREALWORLDORFICTIONALWORLD、ⅣI也CERTAINAPPROPRIATETRANSITIVITYSYSTEM．MOODANDMODALITYANALYSESREVEALTHATDIFFERENTMOODSANDMODALITIESAREUSEDTOCONVEYDIFFERENTINTERPERSONALMEANINGSINCONCRETETEXT．INORDERTOESTABLISHANDMAINTAININTERPERSONALRELATIONSHIP，WRITERSMUSTCORRECTLYCHOOSETHEMOODANDMODALITYACCORDINGTOTHETENOROFTHETEXT．THEMERHEMESYSTEMANALYSISREVEALSTHATAPPROPRIATEANDCONSISTENTTHEMATICSTRUCTURECANBEEASILYRECOGNIZEDANDACCEPTEDBYTHEREADERSANDLISTENERS．ITISNEEDEDTOASSIGNTHETEXT、ⅣITHTHEAPPROPRIATETHEMEACCORDINGTOTHEMODEOFTHETEXT．INTHISTHESIS，TOMAKETHELANGUAGEDATAANALYSISMORERELIABLE，VALIDANDCONVINCING，I

簡介：分類號密級UDC編號10736碩士學位論文西北師范大學東干族留學生語言學習情況調(diào)研報告研究生姓名時雙成指導教師姓名、職稱魏鵬副教授專業(yè)名稱國際漢語教育研究方向?qū)ν鉂h語教學二〇一五年五月鄭重聲明鄭重聲明本人的學位論文是在導師指導下獨立撰寫并完成的，學位論文沒有剽竊、抄襲、造假等違反學術道德、學術規(guī)范和侵權行為，否則，本人愿意承擔由此而產(chǎn)生的法律責任和法律后果，特此鄭重聲明。學位論文作者（簽名）時雙成2015年6月7日

簡介：CONTENTS摘要IVABSTRACTVICHAPTERONEINTRODUCTION111PURPOSEANDSIGNIFICANCEOFTHESTUDY212METHODOLOGY413STRUCTUREOFTHETHESIS5CHAPTERTWOLITERATUREREVIEW621COOPERATIVEPRINCIPLEANDITSMAXIMS622LITERATUREREVIEWONTHENONOBSERVANCEOFCP923LITERATUREREVIEWONHUMOR17231DEFINITIONOFHUMOR17232CLASSIFICATIONOFHUMOR19233THEORIESONHUMOR2024LITERATUREREVIEWONHOMEWITHKIDS22241BRIEFINTRODUCTIONTOHOMEWITHKIDS22242STUDIESONHOMEWITHKIDS23CHAPTERTHREECOOPERATIVEPRINCIPLEANDHOMEWITHKIDS2531REASONSFORCHOOSINGHOMEWITHKIDSASTHEMATERIAL2532CPINHOMEWITHKIDS25CHAPTERFOURNONOBSERVANCEOFCPANDHOMEWITHKIDS2941NONOBSERVANCEOFCP29411FLOUTINGTHEMAXIMOFQUANTITY29412FLOUTINGTHEMAXIMOFQUALITY31413FLOUTINGTHEMAXIMOFRELATION33414FLOUTINGTHEMAXIMOFMANNER35ACKNOWLEDGEMENTSMYSTUDYATSISUWILLSOONCOMETOANENDANDATTHECOMPLETIONOFMYGRADUATIONTHESIS,IWOULDLIKETOTAKETHISOPPORTUNITYTOEXPRESSMYSINCEREGRATITUDETOALLTHOSEWHOHAVEGENEROUSLYOFFEREDMEINVALUABLEHELPDURINGMYSTUDYYEARSFIRST,IWOULDLIKETOEXPRESSMYHEARTFELTGRATITUDETOMYSUPERVISOR,PROFESSORLIJI’AN,FORHISCONSTANTENCOURAGEMENTANDCAREFULGUIDANCEHEHASWALKEDMETHROUGHALLTHESTAGESOFWRITINGTHISTHESISHEKEPTONINSPIRINGMETOOVERCOMETHEDIFFICULTIESWHILEIWASWRITINGTHISPAPERWITHOUTHISCONSISTENTANDILLUMINATINGINSTRUCTION,THISTHESISCANNOTHAVEREACHEDITSPRESENTFORMSECONDLY,IWISHTOGIVEMYSINCERETHANKSTOALLTHEOTHERFACULTYMEMBERSOFTHEGRADUATESCHOOLANDCOLLEGEOFENGLISHOFSISUFORTHEIRPATIENTINSTRUCTIONSINVARIOUSCOURSESANDTHEIRPRECIOUSSUGGESTIONSFORMYSTUDYFURTHERMORE,IWOULDLIKETOTHANKMYBESTFRIENDSANDALSOMYROOMMATES,XUTINGFANG,BIJINGHUI,LUJIAOJIAOANDGAOCHANG,FORTHEIRHELPANDENCOURAGEMENTIALSOTHANKTHEMFORLISTENINGTOMYCOMPLAINTSINTHECOURSEOFTHETHESISLASTBUTNOTLEAST,MYTHANKSALSOGOTOMYBELOVEDPARENTSANDSISTERFORTHEIRLOVINGCONSIDERATIONSANDGREATCONFIDENCEINMEALLTHROUGHTHESEYEARS

簡介：山東大學碩士學位論文二語習得中的語言學習者和語言姓名白春昭申請學位級別碩士專業(yè)英語語言文學指導教師陳翠鳳20030315山東大學碩士學位論文ABSTRACTINRECENTYEARS，ALONGWITHTHEDEVELOPMENTOFFOREIGFILANGUAGELEARNINGANDSECONDLANGUAGEACQUISITIONRESEARCH，RESEARCHERS’FOCUSHASBEENGRADUALLYSHIFREDFROMNATIREANGUAGEANDTARGETLANGUAGETOLANGUAGELEARNERANDLEARNERLANGUAGEASINDIVIDUALS，LANGUAGELEARNERSRECEIVEINPUTINSETTINGSANDPRODUCETHEIR1EARNERLANGUAGESTHEAUTHORBEARSINMINDBOTHLANGUAGE1EARNERAND1EARNER1ANGUAGE，ANALYZES】ANGUAGELEARNER’SAFFECTIVEFACTORS，IETHEPSYCHOLOGICALFACTORSOFLANGUAGEACQUISITIONANDCOGNITIVEPROCESSANDTHESUBSTANCEOFLANGUAGERESEARCH，IETHELEARNERLANGUAGE，ANDINTRODUCESTHEFEATURESANDTHEAFFECTIREFACTORSRESPECTIVELYFINALLY，THEAUTHORCOMESTOTHECONCLUSIONTHATVARIOUSFACTORSSHOULDBETHECONCERNOFRESEARCHERSANDFOREIGNLANGUAGETEACHERSINTHEIRRESEARCH，ANDTHESLAANDTEACHINGCANTHENBEPERFORMEDEFFECTIVELYCHAPTERONEMAINLYINTRODUCESSECONDLANGUAGELEARNINGTHEDRIES，SUCHASERRORANALYSIS，INTERLANGUAGETHEORY，JUSTFORTHEPURPOSEOFUNDERSTANDINGTHEBASICPLOTOFSLACHAPTERTWOANALYZESTHELEARNER’SINDIVIDUALDIFFERENCESANDEXTERNALINFLUENCES，ANDDISCUSSESBRIEFLYTHEIMPLICATIONANDAPPJCATIONTOLANGUAGELEARNINGANDTEACHINGCHAPTERTHREEANALYZESTHEPROCESSOFLANGUAGELEARNER’S1EARNINGSTRATEGIES，INCLUDINGAFFECTIVESTRATEGIES，JUSTFORREMINDINGTHELEARNERSANDTEACHERSOFTHECOMPLEXPROCESSINVOLVEDINTHEIRLEARNINGANDTEACHINGCHAPTERFOURANALYZESLANGUAGELEARNER’SLANGUAGE，THEDEVELOPINGSEQUENCESANDTHEFIRSTLANGUAGE’SINFLUENCE，ANDTHENEXPLORESTHERETATIONSMPBETWEENTHELEARNERANDLANGUAGEINHOPESTHATITCANBEAREFERENCEFORTEACHERSANDSTUDENTSINWORKORSTUDYANDBEAPPLIEDINTHEIRSECONDLANGUAGETEACHINGANDLEARNINGKEYWORDSLANGUAGEEARNERSLAINTERLANGUAGE5

簡介：西安電子科技大學碩士學位論文影響大學英語閱讀因素的心理語言學分析姓名趙姝玥申請學位級別碩士專業(yè)外國語言學與應用語言學指導教師秦荻輝20030101ABSTRACTREADINGOCCUPIESAVERYIMPORTANTPLACEINCOLLEGEENGLISHTEACHING．OURSTUDENTS’READINGABILITYHASBEENGREATLYIMPROVED，BUTWESTILLFINDTHATMANYSTUDENTSHAVESTRONGDEPENDENCEANDLOWINDEPENDENTREADINGABILITY．THEYHAVEBIGPSYCHOLOGICALPRESSUREINFACEOFDIFFICULTIES，REACTSLOWLYTOWRITTENLANGUAGE，COMPREHENDMATERIALSUPERFICIALLY,ANDHAVEDISSATISFACTORYREADINGEFFECTIVENESS．COUNTERINGTHEOBSTACLESOFVOCABULARY,READINGSKILLSANDACTUALLANGUAGEUSE，WHICHINFLUENCETHESTUDENTS’IMPROVEMENTOFREADING，THEPSYCHOLINGUISTICANALYSISINREADINGISDEVELOPED，SUMMARIZEDANDFORMEDONTHEBASISOFTHEORETICALRESEARCHINPSYCHOLINGUISTICSANDMANYYEARS’TEACHINGPRACTICE．CHAPERLOFTHISPAPERINTRODUCESTHECONNECTIONISMANDSOMEOTHERTHEORIESABOUTLANGUAGEPROCESSINGASTHEBASICKNOWLEDGEOFTHEWHOLEANALYSIS．THEN，CHAPTER2EXPLAINSTHESURVEYAMONGCOLLEGESTUDENTSONREADINGOBSTACLES．THEMAINCONTENTOFPSYCHOIINGUISTICANALYSISINVOLVESWORDLEVEL，SENTENCELEVEL，ANDTEXTLEVELANALYSES，WHICHAREDISCUSSEDINCHAPTERS3，4，AND5RESPECTIVELY．ANDTHETHREECHAPTERSPUTFORWARDSOMEEFFECTIVESTRATEGIESANDCONSTRUCTIVESUGGESTIONSONHOWTOOVERCOMETHEREADINGOBSTACLES．FINALLY,ACONCLUSIONISDRAWNTOSUMUPTHEPSYCHOLINGUISTICSTUDY．HOWEVER,THESTUDYINTHISPAPERISBYNOMEANSEXHAUSTIVEOWINGTOTHELIMITATIONOFRESOURCES，REFERENCESANDTIME．ANDHOWTOAPPLYPSYCHOLINGUISTICSINTODAY’STEACHINGISSTILLAPROBLEMWORTHFURTHERSTUDYING．KEYWORDSENGLISHREADINGABILITYREADINGOBSTACLESCONNEETIONISMPSYCHOHNGUISTICANALYSISLANGUAGEPROCESSING