論文英語摘要格式,論文摘要與提綱

PAGEPAGE8論文英語內(nèi)容內(nèi)容內(nèi)容內(nèi)容摘要格式,論文內(nèi)容內(nèi)容內(nèi)容內(nèi)容摘要與提綱BasedontheframeworkofBandurassociallearningtheoryandEdwardT.Hallsinterculturalcommunicationcompetencetheory,thisthesisdiscussesthepotentialeffectofindividualscognitivecultural,behaviouralandenvironmentalaspectsoninter-culturalcommunication,postulatingculturalintelligence〔CQ〕asakeydriverofculturaladaptationandteamperformancesamongculturallydiversestudents.Throughoutanempiricalcasestudyof7post-graduateprogrammesatImperialCollegeBusinessSchool,thethesisobserves,investigatesandanalyses322internationalparticipantsinseven-monthtime.Drawingupon5differentcomponents,i.e.,self-efficacy,contactapproach,culturalintelligence,diversityandteamperformances,4setsofmeasurementitemsprovingbyresearchersinrelevantfieldswereadoptedtoassessandcomparethepotentialimpactoftargetgroupscognitive,motivationalandbehaviouralCQchangesthroughoutexperimentaleducationovertime,aswellastheireffectsonteamcollaborationandperformance.SPSSisadoptedtojustifythevalidityandreliabilityofcollecteddata,whileapathmapanalysishasbeengeneratedwithcoefficients,varianceandcorrelationsexplainedindetails.Thefivehypotheseshavebeenjustified,illustrating3significantfindings:Self-efficacyandcontacttheoriesarepositivelyconnectedwithculturalintelligencedevelopment;Cognitiveandmotivationalculturalintelligencearedirectlyrelatedtopositiveteamperformances;whilebehaviouralculturalintelligenceisconnectedwithteamperformancethroughthemediationofperceivedteam-efficacy;Culturallydiversestudentteamscannotperformaswellasculturallyhomogeneousteamsattheinitialstage,buttheperformancegrowthrateandlong-termcompetitiveadvantageareeventuallygreaterthanlessdiverseteamswiththehelpofculturalintelligence.Theresultcanhavetwo-foldimplications.Forstudents,learningculturaldifferencesandimprovinglanguagecapabilityisfarfromenoughtoworkefficientlyinculturallydiversecontact,newskillsandcontactapproachshouldalsobeacquiredforbothculturaladaptationandcommunication.Foreducators,suchexperientialeducationasImperialCollegeBusinessSchoolisworthfollowingsinceitmightworkbetterandmoreefficientinstudentsculturalintelligencedevelopmentthanthetraditionalknowledgebasedculturaleducation.Limitationoftheanalysisaswellassuggestionsforfurtherstudyisalsodiscussedinthefinalpart.ABSTRACTTherehavebeenmanystudiesontheverbsofplacement〔VOPforshort〕andtheconstructionscontainingtheseverbs.However,thesepreviousstudieshavenotpaidsufficientattentiontothedifferencesexistingamongthevariousChineseconstructionscontainingVOPaswellasthoseexistingbetweentheChineseconstructionscontainingVOPandtheirEnglishcounterparts.ThispapermakesacomparisonofthosedifferenttypesofChineseconstructionscontainingVOP,anditalsocomparestheseChineseconstructionswiththeirEnglishcounterparts.Besides,itattemptstoaccountforsuchdifferencesinrelationtotheNormalStressConstraint〔NSC〕，thePost-verbalConstraintaswellastheL/S-syntaxdistinctionmadeinthegenerativetheoryofsyntax.First,theChineseconstructionNP1+V+NP2+PLocisdifferentfromtheotherconstructionscontainingVOPinthatinthisconstruction,theobjectandthelocativeprepositionalphraseco-occuraftertheverb.IntheotherChineseconstructionscontainingVOP,however,eithertheobjectorthelocativeprepositionalphraseoccursaftertheverb.AlltheconstructionsinthelattergroupcomplywiththeNSCandPost-verbalConstraintwhereastheconstructionNP1+V+NP2+PLocapparentlydoesnot.However,ifweregardthisconstructionasapivotalconstruction,wheretheverb-likeitemzai〔在〕takingthePpositionactsasapredicateelementcapableofassigningthenormalstresstothelocativenoun,thentheconstructioninquestiondoesnotviolateNSC.Moreover,thispivotalconstructionmaybeanalyzedasbeingcomprisedoftwoseparableclauses:NP1+V+NP2andNP2+PLoc.Ineachofthem,onlytheobjectoccursaftertheverb.TheconstructionthereforedoesntviolatethePost-verbalConstraint,either.Second,thisthesisdeterminesthetypicalconstructionscontainingVOPinChineseandEnglish.ThetypicalconstructioncontainingVOPinChineseisNP1+PP+V+NP2whilethatinEnglishisNP1+V+NP2+PPinEnglish.Thedifferenceexistingbetweenthesetwoconstructionsapparentlyliesinwordorder.InthetypicalEnglishconstruction,theprepositionalphraseoccursaftertheverbbutitoccursinapreverbalpositioninthetypicalChineseconstruction.WethinkthatitisduetothePost-verbalConstraintattestedinChineseonlythatgivesrisetothisdifference.Generally,onlytheobjectoftheverbandtheresultativeelementcanoccurpost-verballyinaChineseclause.Theprepositionalphraseindicatinglocationorinstrument,however,hastooccurinapreverbalposition.ThisappliestothetypicalChineseconstructioncontainingaVOPaswell.Finally,theextension-typeconstructionfoundinEnglishcannotbefoundinChinese.Accordingtoouranalysis,Englishverbsofplacementsuchaspocketandbutter,whichcanentertheextension-typeconstruction,arederivedfromtheircorrespondingnominalform.Inthederivativeprocess,thenounsincorporaterespectivelywiththelightverbsCAUSEandBECOMEthroughsyntacticoperationsatthelexicalsyntacticlevel,ultimatelyformingthedenominalVOPstakingthematrixverbposition.SuchsyntacticoperationsinL-syntaxare,however,unavailableinChineseaccordingtoLin〔2001〕。Therefore,thedenominalVOPisnotyieldableinChinese,resultingintheabsenceofextension-typeconstructioninChinese.AbstractWarmetaphorsareusedinbothChineseandEnglish.Thispaper,basedonConceptualMetaphorTheory,makesthecontrastiveanalysisofEnglishandChinesewarmetaphorsonthemappingprocessfromthesourcedomain〔war〕tothetargetdomain〔otherfields〕。ThispaperfindsoutthatEnglishandChinesewarmetaphorshavesimilaritiesanddifferences.ThenumberofChinesewarmetaphorsismorethanthatinEnglish,andtherangeofChinesewarmetaphorsisbroaderthanthatinEnglish.ThemetaphoricalwordsinEnglishtendtobenouns,whilethoseinChineseverbs.EnglishandChinesewarmetaphorshavesimilarities,indicatingthesimilaritiesofhumanmetaphoricalthought.AndlearningaboutthedifferentfeaturesofEnglishandChinesewarmetaphorscanavoidthemisuseofexternalcommunication.ABSTRACTCognateObjectConstruction〔COCforshort〕inEnglishisaspeciallinguisticphenomenon.Itisformedbyanintransitiveverbanditscognatenounsomehowmodified.Manydomesticandforeignscholarshavedescribeditssyntacticandcognitivepropertiesfromdifferentangles,butstillthereremainthingsinconclusive.Forexample,musttherebeamodifierbeforethecognateobject〔CO〕Ifso,whatmotivatesthenecessityofmodifyingtheCO?SincethepredicateverbintheCOCisintransitive,whatmakesitpossibleforittotakeanobject?IsthereanyinstantiationofCOCinChinese?WhatarethedifferencesbetweentheconstructionV-yi-VinChineseandtheCOCinEnglish?Inthisthesis,weattempttoprovideanswerstothesequestions.Firstly,weapproachthenecessityofqualifyingtheCOfrompragmaticandcognitiveperspectives.Fromtheviewpointofpragmaticinformationalfocus,themodifieroftheCOexpressesnon-presupposedinformationandcarriesthenormalstress.Therefore,itconstitutesthenaturalfocusofanentiresentence.Ontheotherhand,inthelightofthecognitivemechanismsdevelopedintheconstrualtheory,themodifieroftheCOhighlightsthedifferencebetweentheprofile〔i.e.thespecificeventdenotedbytheCOlinkedwiththepropertycharacterizedbythemodifierphrase〕andthebase〔i.e.theeventkinddenotedbythepredicateverb〕，andmetaphoricallyalludestothepathalongwhichthesubjectreferent〔i.e.thetrajector〕movesagainstthebackgroundevent〔i.e.thelandmark〕designatedbythepredicateverbtowardsatelicpointwhichisthespecificeventdenotedbytheCOtogetherwithitsmodifier.Inanothersense,themodifyingelementbringsprominencetotheresultativenessaswellasboundednessoftheverb-denotedeventinitsbeingsummarilyscannedbytheCO.Secondly,byadoptingaconstructiongrammarapproach,thethesistentativelyexplainsthecause