摘要范例

摘要范例

1．语言学

1）摘要: 本文以2000 －2010 年间五种中国外语类核心刊物上发表的应用语言学论文为研究资料，发现在1350 篇应用语言学论文中，质化研究89 篇，占总数的6%。与20 世纪后二十余年的情况相比，尽管质化研究份额仍有限，却呈现上升趋势。对89 篇质化研究论文的深入研究显示，这些论文可归纳为八种方法类型: 案例研究、语篇分析、内省方法、语料库研究、互动研究、叙事研究、行动研究和人种志。在对上述文章的内容分析基础上，本文探讨质化研究的理论欲求、取样策略、数据分析与呈现，以及质化研究传统的研究思想和研究原则等理论问题。

Abstract: This paper reports on a survey of applied linguistics articles published in five major Chinese journals between 2000 and 2010．It was found that 89 qualitative research articles had appeared in the journals over this period，taking 6% of the total 1，35 articles．Compared with the last 20 years of the 20th century as shown from previous studies，qualitative research，though a minor presence in the field，seems to be on the rise．An in-depth study of the 89 qualitative research articles revealed that they could be categorized into eight qualitative research approaches，i．e．case studies，discourse analysis，introspective methods，corpus studies，interactional studies，narrative research，action research，and ethnographies．Based on content analyses of the articles，this paper raises and discusses theoretical issues in qualitative research including the theoretical drive，sampling strategy，data analysis and presentation，and the assumptions and principles embedded in a qualitative tradition．

2）摘要: 本文通过对“概念隐喻”、“概念流利”、“概念重组”和“概念错误”等核心概念间的联系的分析和比较，梳理了“概念流利理论”的发展历程; 并分析这些概念在二语教学中应用与作用。研究发现，基于语言形式性错误和概念性错误的区分，概念流利理论对于二语教学的实践具有指导意义。

Abstract: This paper conducts a study of the development of Conceptual Fluency Theory，by examining and comparing the major notions in the theory: conceptual metaphor，conceptual fluency，conceptual re-organization and conceptual error．It also probes into the area of the applications and roles of these notions in SLA．Analysis shows that CFT，with its differentiation between form based error and conceptual error，has applicable significance in second language teaching．

3）摘要: 本研究从对任务教学的主流研究分析入手，指出传统任务教学研究对语言学习的社会文化环境和整体过程关注的不足，进而提出借用社会文化理论构建“生态化”任务教学的创新模式，并在此基础上以大学英语口语教学为例采用学术性专题小组口头报告任务从宏观和微观两个角度构建了任务之间、课内/外学习、“教师－学生”、“学生－学生”、“学生－任务－社会文化环境”之间的语言学习生态系统模式，旨在为第二语言任务教学在新时代的发展提出又一新研究思路。

Abstract: Starting from the analysis of the mainstream task-based teaching research，this study points out its lack of attention on the sociocultural context and holism of language learning process from the traditional task-based teaching field and further proposes the ecological task-based teaching model informed by sociocultural theories．Based on this concept and by theorizing with the college English speaking instruction，the study then explicates the language learning “ecosystems”between tasks，in and out of class learning，“teacher-student”，“student-student”and“student-tasks-sociocultural context”both from macro and micro perspectives．The aim of the study is to put forward another innovative thinking contributing to