完整版英语本科毕业论文格式Word格式文档下载.docx
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完整版英语本科毕业论文格式Word格式文档下载.docx
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专业:
英语
班级:
05英一
学生姓名:
马XX
学号:
指导教师姓名:
钱XX
职称:
副教授
评阅教师姓名:
谭XX
讲师
2009年5月
本页所有文字居中,1.5倍行距,开始空三行
Phrase-ApproachtoVocabularyLearning
—AReadingof×
×
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TimesNewRoman三号加粗倾斜
by
MaJian→TimesNewRoman三号加粗
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UndertheSupervisionof→TimesNewRoman小三号Mr.Ms.×
Submittedinpartialfulfillment
Oftherequirementsforthedegreeof
BachelorofArts
SchoolofForeignLanguages
ChangzhouInstituteofTechnology
May2009
TimesNewRoman四号
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TableofContents
空一行本页以下内容两端对齐,单倍行距小四号小写罗马字母
AcknowledgementsTimesNewRoman小四号...................................i
Abstract&
KeywordsinEnglish………..……..…….…....…………......…...…ii
KeywordsinChinese..............................………...........iii
空一行以下内容TimesNewRoman小四号
Introduction...................................................................1
空一行
1.Thecurrentsituationofvocabularylearning...................................1
2.Aliteraturereview..........................................................2
2.1Semanticfield..........................................................2
2.2Neurolinguistics.......................................................3
2.3Phrase-approach.......................................................4
3.Acomparativeexperimentonphrase-approach.................................5
3.1Procedure.............................................................5
3.1.1Materialpreparation..............................................5
3.1.2Learningthematerial.............................................6
3.1.3Testing..........................................................6
3.1.4Checkingtheanswers.............................................7
3.2Analysisoftheexperiment.............................................7
3.2.1Result...........................................................7
3.2.2Analysis.........................................................7
4.Attitudestophrase-approach.................................................8
4.1Aninvestigation........................................................8
4.2Discussion.............................................................9
5.Suggestions................................……...........................10
Conclusion.................................................................11
References..................................................................12
Acknowledgements
I…
i
Abstract:
Postmodifiers…
Keywords:
EST;
attributiveclause;
translation
ii
摘要:
后置修饰语是……。
关键词:
科技英语;
定语从句;
翻译
iii
Introduction
Itiswellknownthatvocabularyplaysaveryimportantroleinlanguagestudybecauseitistheessenceofalanguage.Withoutvocabulary,therewouldbenosentence,notextandnolanguage.Therefore,inordertomasteralanguagewell,itisnecessaryforlanguagelearnerstolearnvocabularywell.Butinfact,itseemsverydifficultformostofthemtodothejobwell.Theyarealwaystroubledinthememoryandcomprehensionofvocabulary.
Inthispaper….
1.Thecurrentsituationofvocabularylearning
Generallyspeaking,vocabularyEnglishstudy.Forexample,withthereferenceofSyllabusforTEMFourandEight,Englishmajorsarerequiredtomaster5000~6000wordsforTEMFourand9000~12000wordsforTEMEight.Thoughvocabularyplaysacoreroleinlearningaforeignlanguage,itseemsthatitoneoftheprincipalobstaclestomostpeopleforalongtime,becausetherequiredvocabularyissolargeandmanyawordonemeaning.
Recently,manyscholarsandexpertsgreatinterestinwords.ShenWanfang(1997:
281)forinstance,oncesuggestedsomemethodsinlexicalteachingofCollegeEnglish,suchaslearningwordsthroughthesameroot(e.g.“project”,“reject”,“object”and“eject”whoserootis“ject”)andclassifyingrelatedwords(suchas“laugh”,“smile”,“giggle”and“snigger”etc)intoagroup.Thosemethodstheapproachofword–approach,whichisalsocalledbyZhangZhengdong(2000:
323)aspoint-approach,whichmeansthatlearnerstendtolearnanewwordinisolation.Inpractice,itcannotbeignoredthatpoint-approachalwayscausessomeproblems:
sometimeslearnerscanneithercatchtheexactmeaningsofawordindifferentcontextsnorusewordscorrectlyornaturallyinwritingandspeaking.InLuGuoqiang’sopinion(1997:
11),suchabottom-upapproach(i.e.letteridentification→wordrecognition→phrase→sentence→textunderstanding)differentcontexts…
2.Aliteraturereview
Itiswellknownthatvocabularyplaysaveryimportantroleinlanguagestudybecauseitistheessenceofalanguage.Withoutvocabulary,therewouldbenosentence,notextandnolanguage.Therefore…
2.1Semanticfield
SinceGermanscholarG.Ipson(1924)firstpointedouttheconceptofsemanticfieldandJ.Trierestablishedthetheoreticalstructureatthebeginningofthe1930s,muchresearchinthisfielddoneinlinguistics,psychology,logic,philosophyandpedagogy.Amongmanysuccessfulfigures,oneshouldbementioned,thatisLehrer(1974:
1)whocreatedatypicaldefinition,whichoncelinguistics.Inareaofexperienceandperception,whichisdelimitedandsubcategorizedbyasetofinterrelatedvocabularyitemsinalanguage.”suchas:
colorfield:
red,blue,yellow,white,black,brown,pink
fruitfield:
apple,banana,orange,peach,pear
furniturefield:
bed,table,chair,crab,wardrobe
cookingfield:
steam,fry,bake,boil,stem
…
3.1.1Materialpreparation
Conclusion
Thispaperfocusesonthefunctionsofphrasesinthememoryandcomprehensionofwordsandaimstoillustratetheeffectivenessofphrase-approach.Onthebaseofthecomparativeexperimentandthetheoriesofsemanticfieldsandnuerolinguistics,phrase-approacheffectivelymemorizeandcomprehendtheexactmeaningsofwords,whichisveryimportantandmeaningfultolanguagelearners.ThoughitisnoteasyformostEnglishlearnerstoofthisapproach.Itisespeciallystillbigproblemshowtofindaspecificsemanticfieldforeachwordandhowtocombinepoint-approachandphrase-approachscientifically.Thetaskistough,buttheprospectisbright.
Notes:
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References:
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