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英语专业本科生论文模版(APA)(DOC)

河南师范大学新联学院本科生英语专业毕业论文装订顺序

（APA格式）

（注：此格式用于文学、翻译方向之外的所有论文）

1.毕业论文封面（汉语）

2.毕业论文首页（英语）

3.致谢（英文）

4.毕业论文中文摘要及关键词

5.毕业论文英文摘要及关键词

6.目录

7.正文

8.尾注（可选）

9.参考文献（英语文献在前，汉语文献在后）

10.附录（可选）

附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）

APA格式的具体写法

1.期刊内的文章

引注参考资料的顺序是：作者（姓，名. 名.）、年份、文章名、刊期号、页数。（1）期刊文章，只有一个作者。

举例：

Kember,D.(2001).Orientations to enrolment of part-time students: A classification system based upon students’ perceived lifelong learning. Higher Education Research

学号：0305114000

使用情况调查

系部名称：外语系专业名称：英语教育年级班别： 2002 级 5 班姓名：刘海涛指导教师：李庆东

2015年 5 月

The Use of Linking Adverbials by Chinese College English Learners

A Thesis Submitted

to Department of Foreign Languages of

Xinlian College, Henan Normal University

in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Arts

Liu Hiatao

Supervisor：Li Qingdong

May, 2015

enthusiasm, which have been the major driving force to complete the current paper. …

无论在口语还是在写作中，

中国大学英语学习者在连接副词的使用上都有过多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的，如母 (

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 writing. The results have shown that the factors which contributing to Chinese EFL learners’ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations.

Key Words: Linking Adverbials; Chinese EFL learners; Use; Teaching

Times New Roman

五号粗体

Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. II Chapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Two 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 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . . . . .25

3.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2 The Debate about the Inclusion of English in the Primary Curriculum. . . .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 Chapter Four 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 Chapter Five 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. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

6.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82

河南师范大学新联学院本科毕业论文

Chapter One Introduction

1.1 Research Background

In the first decade 1 or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A.1, and of primary school French in Britain, and similar developments in other countries were pa rt of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, 363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.

1.2 Motivations and Objectives Times New Roman 五号，1.5倍行距

Times New Roman 三号，粗体，居中

Times New Roman , 小四号，粗体

全文每段首行缩进3-5个字符

Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 (pp.

20-69).

Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar: Edward Arnorld.

Halliday, M. A. K., & Husan, R. (1970). Language Structure and Language Function. In Lyons (Ed.), Peguin Books (pp. 221-224).

Hatch, E. (1992). Discourse and Language Education. London: Cambridge University Press. Quirk, R. et al (1972). A Grammar of Contemporary English. London: Longman.

罗瑞球. (2002). 英语习语翻译教学. 湖南师范大学教育科学学报(3).

徐其画 & 王乃文. (1989). 实用英译汉教程. 上海: 上海外语教育出版社.

杨慧中(主编). (2002).语料库语言学导论. 上海：上海外语教育出版社。

冯庆华. (2002). 实用翻译教程. 上海: 上海外语教育出版社.

张培基等

(以上格式分别为“期刊文章”、“两位作者”、“编集著作”、“单一作者”、“多个作者”等的英文书目格式，及“期刊文章”、“两位作者”、“编集著作”、“单一作者”、“多个作者”等的中文书目格式)

封底

（此部分不编入页码，且不写入任何内容）