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编号(学号)毕业论文（2013届本科）论文题目：学院：外国语学院专业：英语班级： 2009级班作者姓名：指导教师：职称：完成日期： 2013 年 4 月 20 日（Title）by（Your Name）Class X, Grade 2009(No. 2009XXXXXX)Supervisor: （XXX XXXXXX）（Professional Title）April 20, 2013School of Foreign Languages and LiteratureLongdong University陇东学院本科生毕业论文（设计）诚信声明本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师XXX的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。

对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。

本人完全意识到本声明的法律结果由本人承担。

作者签名：（亲笔签名）二O一三年四月二十日Statement of AuthorshipExcept where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma.No other person’s work has been used without due a cknowledgement in the main text of the thesis.This thesis has not been submitted for the award of any other degree or diploma in my tertiary institution.Signed: (Your Name)Dated: (Completion date)AcknowledgementFirst and foremost, I would like to avail myself of the opportunity to express my gratitude to XX XXXXXX, my tutor, who has taken his precious time off from his tight schedule, reading my thesis carefully and offering me constant encouragement, valuable suggestions and enlightening instructions, which contribute to the completion of my thesis.I would also like to acknowledge my indebtedness to XX XXXX and many others who have contributed their time, thoughts, skills and encouragement to this thesis.I am also grateful to XX XXXX, XX XXXX and all my friends who have given me generous support and helpful advice in the past few years.Finally, I wish to devote this paper to my beloved family, who have given me life and love, and have been supporting me since XX years ago.摘要多媒体技术运用于英语专业教学正成为一种新的教学模式。

它以自身较强的表现力，在创设情景、激发学生的学习兴趣、开拓资源渠道、扩充课堂的教学容量以及节约时间等方面具有很大的优势，能大大提高教学效率。

但在实际教学过程中，它也存在着不容忽视的问题。

这些问题主要包括因教师过分依赖多媒体而导致其主导地位的偏移，真正实际交流减少，造成了教学双方的相互了解和沟通的缺失，课件设计的不科学，影响教学效果等。

本文在客观肯定多媒体在英语专业教学中的优势的同时，也分析了其对教学的消极影响，并提出了三条相应的对策，即明确多媒体作为教学手段的地位，优化教学方式，注重多种教学手段的结合应运和精心制作和合理使用课件。

关键词：多媒体；英语专业教学；作用AbstractThe application of multimedia techniques to teaching for English majors is becoming a new teaching mode. It can greatly improve the teaching efficiency by creating scenes, arousing students' interest in study, developing more resources, enriching contents in class and saving more time. However, it also brings about some problems such as the shift of teachers' leading role caused by over-relying on multimedia, the lack of mutual understanding and communication induced by less real personal contacts and the bad teaching effects triggered by the unreasonable courseware design. This thesis, on the basis of affirming the positive effects of multimedia, analyzes its negative sides. Then it puts forward three corresponding countermeasures: fixing its role to one of teaching aids, so as to optimize teaching approaches, paying more attention to the combination of teaching means, and making the coursewares elaborately and using them reasonably.Key words: multimedia; teaching for English majors; functionsContents诚信声明 (i)Statement of Authorship (ii)Acknowledgement (iii)摘要 (iv)Abstract (v)1. Introduction (1)1.1 The background of the Study (1)1.2 The Significance of the Study (2)1.3 The Scope of the Study (3)1.4 The Research Questions (3)2. Literature revie w (4)2.1 Definitions of Reading Aloud (4)2.2 Related Theories (5)3. Research Methodology (6)3.1 Subjects (6)3.2 The Research Instruments (7)3.3 Procedures and Data Collection (7)3.3.1 Douplinre and Plimntouyr (7)3.3.2 Gouplinre to Qlimntouyr (8)3.3.3 Mouplinre of Llimntouyr (8)4. Findings and Data Analyses (9)4.1 Findings (9)4.1.1 Findings from Questionnaires (10)4.1.2 Findings from Interviews (11)4.1.3 Findings from Observation (11)4.2 Data Analysis (12)4.2.1 Data Analysis from Questionnaires (13)4.2.2 Data Analysis from Interviews (14)4.2.3 Data Analysis from Observation (15)5. D iscussion (16)6. Conclusion (17)7. References (19)AppendicesA. A Sample QuestionnaireB. Interview QuestionsA Comparative Study on Cultural Connotations ofEnglish and Chinese Plant WordLi ChaoyangSchool of Foreign Languages and Literature, Longdong University1. IntroductionThe significance of the role of conscious and unconscious processes and the notion of interface in second language (L2) development has been the focus of much debate in the general field of cognitive psychology. One proposal is that put forward by Burka (1996), who offers a hypothesis related to conscious learning that focuses on what Skehan argues is "the crucial concept of noticing" (Deleuze, 1986: 48). The purpose of this paper is to a) consider the theoretical constructs that underlie the role of noticing, and b) assess the validity of the assumption that noticing enhances language acquisition.2. The Theoretical Constructs That Underlie the Role of Noticing2.1 Consciousness Raising and NoticingThe term “consciousness raising”refers to the drawing of learners’attention to the formal properties of language (Fee and Fox., 1988). However, a key difference betweenTable 1 Scores of 5 variablesnoticing and consciousness raising is that noticing has supposed implications for language processing and the actual acquisition of linguistic features.2.2 Noticing and Language AcquisitionGeertz (1973) identifies three aspects of consciousness involved in language learning: awareness, intention and knowledge. Johnstone (1993) states that a) whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally, if it is noticed it becomes intake. To help clarify Schmidt's hypothesis and the place of noticing in L2 acquisition the following model, proposed by Ellis, is useful. ……3. Influences on NoticingJones (1978), in harmony with Schmidt's discussion of memory processing above, comments that it is inside short-term memory that noticing must in reality take place, since the “spotlight consciousness”(Magistrale, 1992, p.142) provided by short-term memory is triggered by different influences on noticing. Schmidt (1990) claims that the following factorsinfluence noticing in the input:3.1 Task DemandsInstruction provides structured, differentiated input that assists noticing by focusing attention on and enhancing awareness of language features (Pikarsky and Christensen, 1976).3.2 FrequencyA language feature may become frequent due to repeated instruction or by way of teacher talk. As such, when the item does appear more frequently in the input, the likelihood ……3.3 Perceptual SalienceThe more prominent a language form at input, the greater the chance it will be noticed (Skehan, 1998). It stands to reason, therefore, that the less salient a form, the less likely it is toFigure 1 Recruting advertisement of SISUfjkalad lj ehisijf sdkfjjfw lkljfapiu oiudfoawe poija oijf kijd sdkfj hwkejlajdf sldjfa fkjkj lkj adf lkjkjl;kljlke fheiopiue mnxbvnbx m, nbvlskjd oiuer lkjwer qdfjhv lkj eeiuf sdfadfwer lkjnuyfser lkjniu wefkjuxdh jdhency ljljllkjlk sfsdgsdkh wertqerqwe adfasdou lkjh. Ylkjh adf lkjipoiu asdfadfwoiu adfasdfasdfa werwerq qerqdg sdfgert sfgsfxvb sdfgwert sfgsdr youoijjes …………………………………………………………………………………………………………………………………………………………………3.3.1 Douplinre and Plimntouyr………………………………………………………………………………………………………………………………………………………3.3.2 Gouplinre to Qlimntouyr………………………………………………………………………………………………………………………………………………………3.3.3 Mouplinre of Llimntouyr………………………………………………………………………………………………………………………………………………………6. ConclusionIt can be seen that there are various views regarding the role of conscious and unconscious processes in L2 acquisition. An important contribution to this debate has been Schmidt’s “noticing hypothesis” and its claims about how input becomes intake, and this …Notes① wulagie:② Guuuuer:③ swallii:…………References Amanda, K. (1999). ………………。