1000字的英語專業(yè)畢業(yè)論文范文

1000字的英語專業(yè)畢業(yè)論文范文1000字的英語專業(yè)畢業(yè)論文范文寫英語論文時，有些同學覺得1000字的英語論文難寫，可能是由于沒有思路。所以我為大家?guī)砹朔段?。下面是學習啦我為大家精心挑選的論文，希望能幫到大家!1000字的英語論文范文篇一DiscusstheGriceanaccountofthesemanticsandpragmaticsofconjunctiveutterancesIntroductionSemanticsstudiesthemeaninganditisconcernedwiththeliteralmeaningofwordsandsentences.Semanticsfocusesontherelationshipbetweensignifiers,suchaswords,phrases,symbolsandsigns,andwhattheystandfor.Whilethetransmissionofmeaningdoesntonlydependonthelinguisticknowledge(e.g.lexicon,grammaretc.)ofthelistenerandspeakerbutalsodependonthecontextoftheutterance,theinferredintentofthespeaker,knowledgeaboutthestatusofthoseinvolved,andsoon.(Shaozhong,Liu,2020)Pragmaticsisthestudyofthecontributionsofcontexttomeaning,anditencompassesconversationalimplicature,speechacttheory,talkininteractionandotherapproachestolanguagebehaviorinsociology,philosophy,andlinguistics.(Mey,JacobL,1993)ThesemanticsandpragmaticsofconjunctiveutterancesGenerallymanysemantictheories(Russell1905,Frege1892,Davidson1967,Kaplan1977/89,SegalandLarson1995)concerntruthconditions(Carston,1999).Grices(1967)influentialconceptsshowedinadditiontowhataspeakersays,thatisbothlargelyconventionalandthecontentonthebasisofwhichherutterancewillbejudgedtrueorfalse,andaspeakermayalsoconveyimplicatureswhichdontaffectthetruth-valueofwhatshesays;sotheseconversationalimplicaturesarecalculatedbyassumingspeakersarebeingcooperativeandadheringtothecertainexpectedstandardsofinformativeness,truthfulness,relevance,andmannerofexpression(Grice,1975).Thatsuggestsanaturalwayofdrawingthesemantics-pragmaticsdistinctionthatissemanticswillcorrespondtothetruth-conditionalcontentoftheutterance,andthepragmaticstotheconveyedmeaningwhichfallsoutsidethetruth-conditionalcontent.SosemanticcontentcouldbeequatedwithGriceswhatissaid,andithastwofeatures.Firstlyitisthetruth-conditionalcontentoftheutterance,andsecondlyitisdeterminedalmostentirelybytheencoded,conventionalmeaningofthelinguisticexpressionsused.AndasGriceacknowledged,thetruth-conditionalcontentisntcompletelyfreeofcontextualinput,andinsomebriefcommentsontheutteranceofHeisinthegripofavice,onesays,forafullidentificationofwhatthespeakerhassaid,onewillneedtoknow(a)thetimeofutterance,(b)theidentityofx,and(c)themeaning,ontheparticularoccasionofutterance,ofthephraseinthegripofavice(1975/89:25).Butheseemednottoseetheseprocessesofreferenceassignmentanddisambiguationasrequiringappealtotheconversationalmaxims;instead,theconceptseemstobethattheyareresolvedmoreautomatically,andtherequisitevaluesbeingsomethinglikeobjectivefeaturesoftheutterancescontext(Carston,2002).AparticulardivisionoflaborbetweensemanticsandpragmaticsofGrice(1967)hasprevailedintheaccountofwhatiscommunicatedbyutterancesofand-conjunctions.Forinstance:a.ItsautumninNewZealanditisspringinEnglandand.b.Hehandedherthescalpelandshemadetheincision.c.WespentthedayintownandIwenttoHarrods.d.Shefedhimpoisonedstewandhedied.e.Ileftthedooropenandthecatgotin.Andistakentobeprettywellsemanticallyemptyanditstakentobethenaturallanguageequivalentofthetruth-functionallogicalconjunctionoperator.Thepragmaticsfocusesonvarietyofcause-consequence,temporalandothersortsofrelationshipsunderstoodtoholdbetweenthestatesofaffairswhicharedescribed,someofthatcomethroughintheasymmetricalexlesin(1b)-(1e).Forexle,weallunderstandthemakingofthescalpelandtheintervalofafewsecondstohaveintervened;andaquitedifferenttemporalrelationisunderstoodtoholdbetweenthestatesofaffairswhicharedescribedin(1c),andtheeventofgoingtoHarrodsinterpretedascontainedwithintheperiodoftimethatisspentintown.Thedifferentsortsofconsequencerelationshipsareunderstoodin(1d)and(1e):andthefeedingofpoisonedstewisthesufficientcausefordeaththeleavingopenofthedoorisjustoneoftherangeoffactorscontributingtothecatsgettingin.Theserelationshipsaretakentobederivedinferentiallyviatheinteractionofthedecoded-semanticcontentwiththegeneralknowledgeassumptionsaboutthewaythingsconnectupandrelateintheworld,theinteractionconstrainedbysomegeneralcriterionandcriteriaofrationalcommunicativebehavior.Aninterpretationhasthetwopropertiesasfollowing:Anutterance,onagiveninterpretation,isoptimallyrelevant:(a)itachievesenougheffectstobeworththehearersattention;(b)itputsthehearertonogratuitouseffortinachievingthoseeffects.(WilsonandSperber,forthcoming)Oncethelistenerhasaccessedaninterpretationconsistentwiththeexpectationhelooksnofurtherbuttakesthistobetheinterpretationthespeakerintended.Theutterance,onagiveninterpretationisconsistentwiththepresumptionofoptimalrelevanceifthespeakercanrationallyhaveexpectedittobeoptimallyrelevanttothelisteneronthatinterpretation.Theimplicationsofthedefinitionarefullydiscussedelsewhere.Aswithanyutterancethereisarangeofpossibleinterpretationsof(1d)thatarecompatiblewiththelinguisticallyencoded,semanticandcontent.Twoofthelogicalpossibilitiesfor(1d)areasfollowing:a.Shefedhimpoisonedstewandasaresulthediedshortlyafter.b.Shefedhimpoisonedstewandhediedyearslaterinacarcrash.Thoughthesearebothpossibleandconsistent,thefirstsentenceisabsolutelymorelikelytoberecoveredbythelistener,andtohavebeenintendedbythespeaker,thanthesecondsentence.Thatsbecauseeveryoneknowsthatpoisoncancausethedeathandthatonewhoknowinglyfeedssomeonepoisonismostlikelydoingthatwiththeintentionofkillingtheperson.Andtherelevance-theoreticpragmaticaccountcapturestheintuitionswithoutsetingupanyspecialprinciplestellinglistenerstointerpretinaccordancewiththeirstandardstereotypicassumptions.ConclusionThecurrentstateofthedebaterelatingtheinterfacebetweensemanticsandpragmaticsistheupshotoftherevolutionaryperiodintheresearchofmeaningknownasradicalpragmaticsandaidedbytheviewsofordinarylanguagephilosophers.Thetworelativelyseparatedisciplines,theformalresearchofsentencemeaningandtherelativelyinformalresearchofthepropertiesofspeechactsbecamemoreandmoreintertwinedasaresultoftheadoptionofthesemanticunderdeterminationandtheadmittanceofthepragmaticinferenceaboutthespeakersintentions,aswellasothercontextboundinformations,intothesemanticcontent.Thatfacilitatedtheshiftofthecentreofattentionfromthesentencetotheutterance.Butthedirectionofchangehasntbeensteadythroughoutthepastthreedecades.Attemptskeepsemanticsandpragmaticsaparteitherthroughdenyingthatsemanticshastoprovidethepropositionsandhencetruth-conditionalcontent,orthroughkeepingtheobjectivesofthesemanticsandpragmaticsapartandstressingthetheoreticalutilityofthesentencestruthconditions,justlikeminimalistsofthesyncreticflavourdo.Andthedominantorientationsarehowevervariousformsofcontextualism.Thestateofaffairsisundoubtedlyaidedbytheoveralldesideratumtostayfaithfultothespeakersintuitionsaboutmeaningandtotheviewthattheaimofthesemantictheoryistocaterfortheseintuitions.Whethercontextualismwillretainitspower,succumbtotheminimalism,orevolveintotheradicalformofoccasion-meaningofthemeaningeliminativismremainstobeseen.ReferencesCarston,R.1999.Thesemantic-pragmaticsdistinction:Aviewfromrelevancetheory.InTheSemantics/PragmaticsInterfacefromDifferentPointsofView(CRiSPI1),ed.K.Turner,85-125.Oxford:Elsevier.Davidson,D.1967.Truthandmeaning.Synthese17:304-323.vonFintel,K.andGillies,A.2020.Mightmaderight.InEpistemicModality,eds.A.EganandB.Weatherson,108-130.Oxford:OxfordUniversityPress.Frege,G.1892.berSinnundBedeutung.ZeitschriftfrPhilosophieundPhilosophischeKritik100:25-50.Grice,H.P.1975/1989.Logicandconversation.InSyntaxandSemantics3:SpeechActs,eds.P.ColeandJ.Morgan,41-58.NewYork:AcademicPress;reprintedinGrice,H.P.1989,22-40.Grice,H.P.1989.StudiesintheWayofWords.Cambridge,MA:HarvardUniversityPress.Kaplan,D.1977/89.Demonstratives.InThemesfromKaplan,eds.J.Almog,J.PerryandH.Wettstein,481-563.Oxford:OxfordUniversityPress.Larson,R.andSegal,G.1995.KnowledgeofMeaning:AnIntroductiontoSemanticTheory.Cambridge,MA:MITPress.Mey,JacobL.(1993)Pragmatics:AnIntroduction.Oxford:Blackwell(2nded.2001).Shaozhong,Liu.(2020)Whatispragmatics?1000字的英語論文范文篇二Abstract(inEnglish)..1Abstract(inChinese).1ⅠIntroduction...11.1Multi-MediaWithErroneousZones11.1.1ErroneousZone121.1.2ErroneousZone221.1.3ErroneousZone321.1.4ErroneousZone43ⅡCountermeasures.32.1UnsuitableOperation42.2OverstimulationInCourseware42.3VagueContentwithAutomaticalTransformation52.4NeglectOfTeachersFunction5ⅢConclusion..63.1ProspectinEnglishTeaching...63.2PersonalOpinionsofFurtherResearch6BIBLIOGRAPHY.7DiscussionontheApplicationofMulti-mediaInEnglishTeaching(字體：TimesNewAbstract:Withtherapiddevelopmentofcomputerandpopularizationofthenetwork,thepresentteachingpatternthatstillusestraditionalteachingmethodonechalk,oneblackboardseemstobeunabletomeettherequirementsinthepresentsocietyanylonger,andEnglishteachingisnoexception.Theintroductionofthemulti-mediateachingmethodtotheEnglishclasshasbeenoneofthetendenciestothedevelopmentofEnglishteaching.ButthemisuseofthemoderntoolswillsurelyresultinthebadeffecttoEnglishteaching.SoEnglishteachersshouldtakeanactivepartintheresearchofhowtousethemulti-mediateachingmethodinEnglishteachingandtrytoavoiditsmisuses.Keywords:multi-media;Englishteaching;overcome(英文摘要和關鍵詞都是兩邊對齊;5號字;行距：單倍;字體：TimesNewRoman;Abstract和Keywords兩個詞或詞組要加粗)(關鍵詞之間用分號隔開;詞與詞之間相隔一個英文字符)(空一行)摘要：隨著電腦和網絡的迅速發(fā)展，那種一盒粉筆，一塊黑板的傳統(tǒng)教學形式的應用已遠遠不能知足當代社會對教學的需要。英語教學也不例外。如何將多媒體運用于英語教學已成為教育趨勢，但是一旦錯誤使用多媒體英語教學，將導致教學障礙進而給英語教學帶來負面效果。英語教學者應當積極從事研究與克制多媒體英語教學的弊端。(300字以內)關鍵詞：多媒體;英語教學;克制(英文摘要和關鍵詞都是兩邊對齊;5號字;行距：單倍;字體：楷體;摘要和關鍵詞兩個詞或詞組要加粗)(關鍵詞之間用分號隔開)Roman;小3號字;居中;加粗)(空一行)Introduction(一級標題4號字;字體：TimesNewRoman;加粗)(下面正文均為：小4號字;字體：TimesNewRoman;行距：1.5倍)Theapplicationofmulti-mediainEnglishteachinghasbrokenthetraditionalteachingpatternonechalk,oneblackboard.Itprocessesthewords,images,voiceandanimationandotherinformationbythecomputerandformsanall-aroundteachingsystem.ItisnotonlyagoodmedicinetotheChinesestudentwiththeirmuteEnglishbutalsobenefittotheimprovementofstudentslanguageabilityandstudentssubjectiveinitiativeshallbefullydeveloped.Itcanimproveteachingefficiencyandteachingqualityeffectively.1.1ErroneousZonesintheUseofMulti-Media(二級標題小4號;字體：TimesNewRoman;加粗)Multi-mediateachingisabrandnewsteachingmodelandposesanewchallengetoteachers.Ifitisusedimproperlyorusedwitherroneouszonesinrationalknowledge,itcanbringmuchbadeffecttotheteaching.1.1.1Theuseofthemulti-mediaastheleadingteachingmethods(與二級標題一樣;加粗)Therearemanyoutstandingstrongpointsinmulti-mediateachingcomparingwiththetraditionalteaching.Butitisnotvalideverywhere.Ithasbothadvantagesanddisadvantages.Someteacherscannotseetheadvantagesanddisadvantagesofthemulti-mediaintheirteachingandcannotexploittothefullythemulti-mediasfavorableconditionsandavoidunfavorableones.Theycannotusethemulti-mediaandignorethefunctionofteacher.Themulti-mediateachingprogramsoftheirsareonlytheaccumulationofletters,images,andthecontentsofbooks,justlikearefurbishedversionofthebook.Thereisnoinnovationintheirclass.Theyjustshowthemulti-mediateachingprogramintheirEnglishclassandteacherjustlikeaprojectionist.Teacherbecometheslaveofthemulti-mediaandcannotbeastheleadingteachingmainsubject.1.1.2ThechangeoftheTeacherTeachingintoMachineTeachingandtheignoranceofthemainteachingstatusofstudentsThemulti-mediateachingencouragesstudentstocombinespeakingandpracticeandtostrengthenthememory.Butsometeachersconsiderthatadvancedteachingmethodsmustbringtheadvancedteachingideas.Someteachersusethemulti-mediaastheteachingtools.Teacherstillactsasthecenteroftheteachingandstudentsarestillthepassiveaccepter.Force-feedtypeeducatesstillgivefullplaytotheirremarkableskill(Bernard,1995;210).(夾注方法：1.寫出作者的姓名(英語學者用lastname，中國學者用其姓名的全稱)加逗號;2.作品出版時間加分號;3.參考作品的頁碼)(夾注內容應放在應放在標點符號之前)1.1.3ThereplacementoftheStudent-to-TeacherwithStudent-to-Machine.Thereisaveryfriendlyinterfaceinthemulti-mediateachingprogram.Studentscanchoosedifferentstudycontentaccordingtotheirownpracticalstudystandardandtheirowninterests.Butthisdoesnotmeanthatteachercangiveup.Teachingisamutualactivitytobothteacherandstudents.Teacherandstudentscancommunicatewitheachotherbytalk,informationcommutationandfeedbacktoimplementteachingplanandaccomplishteachingtarget(Christopher,1986:46).Ifthemulti-mediaisusedblindlyinteachingprocessing,onlythinkalotofstudent-to-machinetalkandignorethestudent-to-teachercommunication,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,themulti-mediawillbecoldreceptionbystudents.Theenchantmentoftheclassdoesnotexistanymoreandtheteachingeffectisseriouslyinfluenced.Howwecanmakethebestuseofthemulti-mediateachingprogramandhowtoimproveourteachingeffectislefttoeveryteacher.1.1.4Themisunderstandingofmulti-mediamethodSometeacherspursuethenewesthightechnologyandbravenesssimply,maketheteachingprogramtotheachievementexhibitionofthemulti-mediateachingandcannotusethemulti-mediatoputtheaxeinthehelvethatcannotbesolvedinthetraditionalteaching.Theydonotlookthemulti-mediaastheassistantteachingtool.Theymakethemulti-mediateachingprogramverybeautifulandflaming,butthisjustdetractsstudentsattentionandbothersstudentsobservation.Wemustknowthatthemulti-mediaassistantteachingisnotonlytheart,butalsothescience.AstheassistantEnglishteachingsoftware,solvingtheproblemsmetinEnglishteachingshouldbetheprimary.Weshouldlooktheactualeffectofthesoftware,notemphasisontheeyewash.ⅡCountermeasures(一級標題4號字;字體：TimesNewRoman;加粗)Thecountermeasuresarethemeasuresandtheremedieswhichtheeducatorscantakemeasurestocorrectthemisunderstandingsormisusingofmulti-mediaEnglishteaching.2.1(二級標題小4號;字體：TimesNewRoman;加粗)Takethemanastheprimaryandadopttheadvantagesofthemulti-media.Whenwemakethemulti-mediateachingprogram,wemustknowthatitisonlyandcanbeonlytheassistantteachingtoolforourteaching.Studentsandteachershouldbealwaystheprimary.Teacheristheleadingandstudentsaretheprincipalpart.Withtheinterpositionofmulti-media,teacherislessparticipatedintheclassandstudentsaremoreactiveintheclass.Butthisdoesnotmeanthatteacherisnottheleadinganylonger,Teacherisalwaysthedesigneroftheclass,exponentialofthestudyandtheorganizeroftheclass.Theteachingartisimproved.Teachershouldpaymoreattentiontogivingstudentsadvices.Furthermore,teachershouldsetuphisownteachingstyleinhismulti-mediateachingprogramtomakehislessonsmorevividandvigorous.Everyteachermustnotbecontrolledbythemulti-media.Themulti-mediateachingprogramisnottherepeatofthehook,nottherelishofthelessons,itisthere-creationwhichcanmeettherequirementofteachingcontentsandstudentspracticalcitesbyteacher.2.2Payattentiontoactualeffectandbeintentonnothingbutusefulness.Althoughcomputerhasthefunctionofmulti-mediaandsuper-media,itcanonlybeamediainteachingprogram.Someteacherstakeitasall-media.Theycannotlookthemulti-mediacomputerallroundfromthesidesofmedia.Theyusecomputertocompleteeverythingtheycando.Theblackboardisonlytheornamentwithintheirvisionandcomputerbecomesanotherbooktostudents.Asweallknow,thefunctionofthemulti-mediadoesnotalwayswork.Wemustthinkoverwhen,whereandhowthemulti-mediashouldbeusedinteaching.Youaretobesuretokeepinmindthatmulti-mediacannotbemisappliedanywhere.Itshouldservetheteaching.Themulti-mediateachingprogramisbadorgoodshouldbereflectedbyitsteachingresult.Whenweusemulti-media,wemustproceedfromactualconditionsandpayattentiontoactualeffect.Teachingmistakewillbemadeifyoufollowthefashionofapplyingmulti-mediaeverywhere.Onceateacherappliedmulti-mediainhisteachingforonlyfiveminutesbutalltheotherteachersattendthelessonfeltthatwasthemostsuccessfulmulti-medialessontheyhadeverattended.Thusitcanbeseenthattheuseofthemulti-mediaisonenotofquantitybutofquality.Moreover,whenweusemulti-mediaastheteachingtool,weshouldalsostudyintensivelytheteachingmaterialsandhaveadefiniteobjectinview.Nonebutinthiswaycantheapplicationofthemulti-mediainteachingmakethefinishingpoint.2.3Centerontheteachingmaterialandgraspthemainpoint.Togaintheteachinggoal,theperceptcanbepresentedtostudentsvisuallywiththeusageofmulti-mediaandstudentsareimpressedbythevoice,imageorcolortosetarousedstudentsinterestsinstudying,makethemconcentrateontheclassmorecarefully,moresteadilyandmoreactively(GaryGBitter,1989:229).Butinmanypracticalclasses,somemulti-mediateachingprogramdeparturestheteachinggoalmoreorlessbecauseteacherignoresthecarefulresearchontheteachinggoalandteachingmaterial.Asanexle,someEnglishmulti-mediateachingprogramsusealotofphonotype,videotape,pictures,images,someeditingandrearrangementofhistoricalfilmorpeopledialoguetointroducethebackgroundofthetext,whichmakesstudentsunderstandthelessonmoredifficultlyandcannotlearnknowledgebetter.Wemustknow,sometimes,itisverynecessaryforustousemediatohelpusinteaching,butifwecannotusemulti-mediainagoodtimeandusetoomuchmediainformationinourclass,theteachinggoalwillbedimtostudents.Itisnecessarytoadoptmulti-mediaproperlyinteaching,butgoingtoofarisasbadasnotgoingfarenough.Whenthemulti-mediabringintoplayitsroll,wemustthinkoverthebesttimeandbestmethodweuseitsothatwecanhelpstudentssolveproblems.Rememberthatyoumustntapresumptuousguestusurpsthehostsrole.2.4Grasptherhythmofthemulti-mediaandseizetheopportunitytousethemulti-media.Moreknowledgeisbroughttotheclassbecauseoftheapplicationofmulti-mediainteaching.Ifteachercannotgrasptherhythmverywell,teachingprocesswillbequickereasily.Studentscannotgrasptheknowledgewell.Timepassingby,thestudyenthusiasmofstudentsmaybereduced.Sograsptherhythmofthemulti-mediainEnglishteachingisveryimportant.Teachershouldgivestudentsenoughtimetothinkovertheteachingcontent.Ifheapsofknowledgeweretippedtostudentsandthereisnotenoughtimetodigest,studentswillbebusyreadingandignoretheteachingofteachers.Youshouldrememberthatstudentsarealwaystheprincipalpartinteaching(Retailer,1980:109).Ifthereisnotenoughcommunicationwitheyesandmouthsbetweenteacherandstudents,studentswilllosetheinterestofstudyveryeasily.Muchtimeissavedwhenweusemulti-mediatohelpourteaching,soteachermusttryhisbesttoenlighten,suggest,communicateandenliventheatmosphereoftheclass,whichmayencouragestudentstostudyandimproveteachingefficiency.ⅢConclusion(一級標題4號字;字體：TimesNewRoman;加粗)3.1ProspectinEnglishTeaching(二級標題小4號;字體：TimesNewRoman;加粗)Allinall,multi-mediateachingisagreatreformanddevelopmentofthetraditionalteaching.AlthoughtheadvantagesofEnglishteachingassistedwithmulti-mediahavebeenconfirmedandadvocatedbybothteacherandstudents,yetwecannotnegateitsnegativeside.Eveninsomepartsofourcountry,certainmiddleschoolswanttowinthecompetitionofHighQualityClassonlybyusingmulti-mediatechnique.Whyweapplythemulti-mediatotheEnglishteaching?BecauseourtargetofEnglishteachingistoestablisheffectivesystemofETL.3.2PersonalOpinionsofFurtherResearch(二級標題小4號;字體：TimesNewRoman;加粗)Furthermore,wecouldntsimplyregardthisproblemasthemutualincorrectnessbetweenrightorwrong.Thekeytotheproblemiscontinuetransformingtheattitude,theangle,therole,themethodbetweentraditionalEnglishteachingandthemodernone.Allteachersshallmakejointeffortstotakecertaincountermeasurestothevariousproblemsoccurringduringmulti-mediaEnglishteaching，inordertopromoteteachingreform,improveteachingquality,developthelanguageabilityofstudents.Forthisessay,theauthorwouldliketosharethediscussionandopinionswitheveryEnglisheducatorswhoalwayspayattentiontotheproblem.Moreachievementswillbesucceededbygettingdowntotherealpractice.Thankyouforcorrectingmyimpropernessinthisessayandexpressingyourthought.(空一行)BIBLIOGRAPHY(全部大寫;字體TimesNewRoman,小4號字;加粗)(下面字體小4號;字體TimesNewRoman;行距：1.5倍)Bernard,J.Poole.(1995).EducationforanInformationAge.C.BrownCommunications,Inc.(換行的詞首右縮4個英文字符)Christopher,N.Candlin.(1986).ComputersinEnglishLanguageTeachingandResearch.LongmanInc,NewYork.Gary,G.Bitter.(1989).MicrocomputersInEducationToday.Mitchellpublishing,Inc.Handler,Diced.(1983).ExploringEnglishwithMicrocomputers.London:EducationalTechnologyLeech,G.N.andBeale.(1984).LanguageTeaching.UCREL.Robert,Taylor.(1980)TheComputerIntheSchool:Tutor,Tool,Tutee.ColumbiaUniversityPress.何克抗.信息技術與課程整合[J]..：教育技術通訊，2003(2).鄭夫揚.恰當應用多媒體，提高課堂教學效率[J]，江蘇：教育與當代化，2001(3).(換行的詞首右縮2個中文字符)DECLARATION(以上字體TimesNewRoman,小3號;加粗)(下面字體小4號;字體TimesNewRoman;行距：1.5倍)LiYang,theundersigned,herebydeclarethatthisthesisdoesnotcontainanymaterialwhichhasbeenacceptedfortheawardofanyotherhigherdegreeorgraduatediplomainanytertiaryinstitutionandthat,tothebestofmyknowledgeandbelief,thisthesisdoesnotcontainanymaterialpreviouslypublishedorwrittenbyanotherperson,exceptwhenduereferenceismadeinthetextofthethesis.Signed:Dated:1000字的英語論文范文篇三假如講當下選擇出一門世界語，走遍世界都皆可溝通的話，那當然是英語莫屬了，英語的溝通涵蓋了世界組成因素的方方面面，經濟、文化、政治、藝術等溝通方式，而在國際貿易中的經濟往來，需要接觸不同國籍、不同民族的人們、不同生活禮儀習慣的人等，互相交織在一起，使用商務英語可可大大加深合作深度和廣度，提升他們之間的溝通黏度，使用商務英語此工具成為全球一體化后的國際貿易溝通中不可或缺的重要手段，因而怎樣在當下的國際貿易中拔得頭籌，博得先機就必須了解其應用規(guī)律和應用方法，更好的融入國際貿易中，加深其了解，了解商務運行的規(guī)律和卓越的商務英語能力都得兼得，怎樣應用的巧妙，讓國際貿易愈加順暢，才是本文要研究的主旨。一、新時期下的商務英語商務英語作為一門語言，頻繁出入于國際貿易場合，而作為商務英語就決定了服務范圍限定于商務范圍的服務性商務工具，是在國際商貿溝通中產生的商務溝通亦或是經濟溝通發(fā)生時多采用的輔助性的語言工具，精準的表達雙方含義和意思，明確商務往來的范圍和合作項目的意圖的整潔劃一的功能性語言。不同于廣泛英語含義的是