純英語畢業(yè)論文范文

山東教育學(xué)院本科畢業(yè)論文山東教育學(xué)院本科畢業(yè)論文20磅20磅使用情況調(diào)查黑體，小三，居中黑體，小三，居中系名稱：外語系專業(yè)名稱：年級：姓名：指導(dǎo)教師：2021年5月日TheUseofLinkingAdverbialsbyChineseAThesisSubmittedtoFacultyofInternationalStudiesofHenaninPartialFulfillmentoftheRequirementsfortheDegreeofBachelorofArtsByLiuHiataoSupervisor：LiQingdongMay5,2021全文每段首行縮進(jìn)3-5個字符TimesNewRomanAcknowledgement全文每段首行縮進(jìn)3-5個字符TimesNewRomanIwouldliketothankallthosewhohavegivenmetheirgeneroushelps,commitmentandenthusiasm,whichhavebeenthemajordrivingforcetocompletethecurrentpaper.…TimesNewRomanTimesNewRoman，1.5倍行距羅馬數(shù)字羅馬數(shù)字編排頁碼摘要…關(guān)鍵詞：連接副詞；大學(xué)英語學(xué)習(xí)者；使用；教學(xué)(內(nèi)容僅供參考)宋體，

Abstract宋體，TimesNewRoman全文每段首行縮進(jìn)3-5個字符Theaimofthisresearchis,throughageneralcomparisonbetweenlearners’corporaandNSs’corpora,toprobeintothecharacteristicsofChineseEFLlearnerswithregardtotheiruseoflinkingadverbialsinwritingandspeaking,andgiveanimpersonaldescriptionaboutthenon-nativenessthatthelearnersdemonstrateintheuseoflinkingadverbials.ItisfoundthatChineseEFLlearnershaveshownanoveralloverusingtendencyinusinglinkingadverbialsintheirspeakingandwriting.TheresultshaveshownthatthefactorswhichcontributingtoChineseEFLlearners’useoflinkingadverbialsaremultifold,suchasmothertonguetransfer,pedagogicalinstructions,stylisticawareness,semanticunderstanding,pragmaticconsiderations.TimesNewRoman全文每段首行縮進(jìn)3-5個字符KeyWords:LinkingAdverbials;ChineseEFLlearners;Use;TeachingTimesNewRomanTimesNewRoman，1.5倍行距TimesNewRomanTimesNewRoman

TableofContentsTimesNewRomanAcknowledgement...............................................................ITimesNewRoman摘要..........................................................................IIAbstract.......................................................................IIITableofContents...............................................................IVChapterOneIntroduction...............................................1ResearchBackground...........................................1MotivationsandObjectives.......................................2ChapterTwoTheTheoreticalFrameworkofChildLanguageLearning...........5TimesNewRoman2.1Introduction..................................................5TimesNewRoman2.2ASelectiveReviewofChildLearning..............................52.3ChildLanguageLearning......................................13ChildFirstLanguageDevelopment...........................14ChildSecondLanguageDevelopment........................16ChildForeignLanguageLearning............................192.4SummaryofKeyLearningPrinciples.............................23ChapterThreeSomeCriticalIssuesinPrimaryEFLInstructioninChineseContext...........253.1Introduction.................................................253.2TheDebateabouttheInclusionofEnglishinthePrimaryCurriculum....253.3TheContentsofPrimaryEnglishCurriculum.......................273.4ApproachestoPrimaryInstruction................................303.5AssessmentinPrimaryEnglishCurriculum........................34ChapterFourResearchDesign–ASurveyStudy............................374.1Introduction.................................................374.2TheSurveyBackground........................................374.3Subjects....................................................374.5DataCollectionandAnalysis....................................43ChapterFiveResultsandDiscussions.....................................455.1Introduction.................................................455.2TheOverviewofPrimaryEFLPrograminHenan5.3TheCurrentSituationofPrimaryEnglishClassroomInstruction........52ChapterSixConclusion...............................................696.1MajorFindingsandContributions................................696.2RecommendationsforFutureResearch............................71Appendixes..........................................................73Bibliography...................................................................82全文每段首行縮進(jìn)3-5個字符TimesNewRoman全文每段首行縮進(jìn)3-5個字符TimesNewRomanResearchBackgroundTimesNewRomanTimesNewRoman,Inthefirstdecade1ortwoafterWorldWar=2\*ROMANII,theintroductionofforeignlanguagesintheelementaryschoolintheU.S.A.U.S.A.istheabbreviationofTheUnitedStatesofAmerica.,andofprimaryschoolFrenchinBritain,andsimilardevelopmentsinothercountrieswerepartofawidespreadsearchforwaysof“improvingtheeffectivenessoflanguageeducationbytakingintoaccountintotimetableoflanguagedevelopmentinchildhood〞(Stern,1983,363).Thepastdecadehasseensignificantincreaseinforeignlanguageprogramsforyounglearners.InmanyAfricanandAsiancountries,primarychildrenhavelongbeentaughtFrenchorEnglishaspreparationfortheiruseasamediumofinstruction.TimesNewRomanTimesNewRoman,U.S.A.istheabbreviationofTheUnitedStatesofAmerica.MotivationsandObjectivesTimesNewRoman，TimesNewRoman，正文局部用阿拉伯?dāng)?shù)字編排頁碼正文局部用阿拉伯?dāng)?shù)字編排頁碼TimesNewRoman，Note:〔此局部可選〕TimesNewRoman，1.Decadeistenyears.NewRoman，2.NewRoman，