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南阳师范学院科毕业论文题目：中国大学英语学习者连接副词使用情况调查作者：张三丰指导教师：学院：专业：班级： 2008 级专升本 8班四月中国大学英语学习者连接副词使用情况调查Array南阳师范学院外国语学院英语专业申请文学学士学位毕业论文作者：The Use of Linking Adverbials by Chinese CollegeEnglish LearnersA Thesis Submitted toEnglish Department,School of Foreign Languages,Nanyang Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsSupervisor：I would like to thank all those who have given me their generous help,complete the current paper.摘要本研究以连接副词为研究对象，主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The aim of this research is,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 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 speaking and (I)II Abstract (III)Contents (IV)1. Introduction (1)1.1 Research Background (1)1.2 Motivations and Objectives (2)2. The Theoretical Framework of Child Language Learning (5)2.1 Introduction (5)2.2 A Selective Review of Child Learning (5)2.3 Child Language Learning (13)2.3.1 Child First Language Development (14)1923 (25)253.2 in the PrimaryCurriculum (25)3.3 The Contents of Primary English Curriculum (27)3.4 Approaches to Primary Instruction (30)3.5 Assessment in Primary English Curriculum (34)4. Research Design – A Survey Study (37)4.1 Introduction (37)4.2 The Survey Background (37)4.3 Subjects (37)4.5 Data Collection and Analysis (43)5. Results and Discussions (45)5.1 Introduction (45)5.2 The Overview of Primary EFL Program in Henan Province (45)5.3 The Current Situation of Primary English Classroom Instruction 526. ConclusionAppendixes .Bibliography .involves describing mental representations; in Jackendoff [2: 122] this is called the Mentalist Postulate:is an information structure that isis a conceptual structure. R.Object, Path, Place, and Property. two basic conceptual situations.Jackendoff [an information of human mind. The sentence meaning of its component, “but rather a construction of semantic That is to say, the semantic structures inword knowledge of human kind. The and introduce inference on the constructions on the other hand and therefore to avoid the production of anomalous sentences.………… ………… ………………………… …………………… …………………… …………1.2.1 The Sub-sub-titleThe relationship of the lexical semantics and the syntactic]Jackendoff ’s semantics structure theory is very useful in study offield of lexical representation. As aand every sentence component corresponds to a certain entity type. This makes it possible to define the constraints in general on the mapping from the semantic entities to the syntactic constituents [3: 114].This theory allows the representation of semantic entities in the form of functions, which account for the manners by which the entities compose together semantically. The functions are not predictable from the entities. On the contrary, they are determined through the process of language analysis in the attempt to obtain the possible formal representations of semantic. The result of such a function is confined to a certain entity in the ontology. In this way, there are at least general constraints on the determination of which function is possible. As ontology, the semantic structure theory reflects the possible language representations of different entity types, and what is more, it provides a way to determine the constant For example,[eg. 1] Bill went into the house [ 5:Event Thing Path ([Place IN ([ThingHOUSE])])])]In J ackendoff’is composed of three semantic categories.Go, together with the other two categories which form such an action: the] [3]. The PathBill, the Path is into the house…………………………………………and clear-described in the componential analysis approach, they cannot be interpreted according to the given analysis in the real world (for examples see Chapter 3). That is to say, the componential analysis cannot fulfill the task of representing the semantics of lexical items [6] [7]. The meanings of words, in real use, are more or less accompanied with the influence of the speaker’s world knowledge and the particular culture reflected by the language. The analysis and the representation of lexical semantic should not put aside these factors and ignore the gap between lexical meanings in theory and in real use.………………2. The Theoretical Framework of Child Language LearningThis theory allows the representation of semantic entities in the form of functions, which account for the manners by which the entities compose together semantically. The functions are not predictable from the entities.On the contrary, they are determined through the process of language analysis in the attempt to obtain the possible formal representations of semantic. The result of such a function is confined to a certain entity in the ontology. In this way, there are at least general constraints on the determination of which function is possible. As ontology, the semantic structure theory reflects the possible language representations of different entity types, and what is more, it provides a way to determine the constant and coherent interrelations between the entities [ 4 ].2.1 …………① ②Bibliography[1]Langacker, R. W. Foundations of Cognitive Grammar, Volume II [M]. Stanford,California: Stanford UP, 1991. 【1、2、3、4为专著写法】[2]Culicover, P. & R. Jackendoff. Simpler Syntax [M]. Oxford: Oxford UP, 2005.[3]束定芳. 现代语义学[M]. 上海: 上海外语教育出版社, 2000.[4]Scott, F. S. , et al. English Grammar: A Linguistic Study of Its Classes andStructure [M]. London: Heinemann, 1968.[5]Verspoor, C. M. Contextually-Dependent Lexical Semantics [D]. Ph. D thesis, theU of Edinburgh, 1997. 【硕、博士论文写法】[6]亚里士多德. 修辞学[M]. 罗念生译. 上海: 生活·读书·新知三联书店,1991. 【中文译著写法】[7]Aristotle. Rhetoric [M]. Trans. by W. Rhys Roberts. New York: Random House,1954. 【英文译著写法】[8]Pinker, S. Second Language Acquisition of Spanish and French Verbs [DB/OL]./~harnad/Papers/Py104/ngacq.html. 2006, 9.【英文互联网资料写法】[9]杨玉. 浅谈我国农村初级中学英语时态的教学现状与教学策略[DB/OL]./en/elements/4/3255.htm. 2006, 10. 【中文互联网资料写法】[10]Altenberg, B. Contrastive Linking in Spoken and Written English [A]. In G.Tottie & I.Backlund (Ed.),English in Speech and Writing: A Symposium[C].Stockholm: Almqvist and Wiksell, 1986. 【论文集写法。