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簡(jiǎn)介：學(xué)校代碼分類號(hào)10126論文題目受縣于々編號(hào)31205041學(xué)專業(yè)生E國(guó)適壹堂區(qū)廑旦適壹堂研究方向丕統(tǒng)功篚適宣堂姓名型塞渲指導(dǎo)教師奎遺壺2015年5月25日原創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師的指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。除本文已經(jīng)注明引用的內(nèi)容外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含為獲得囟墓直太堂及其他教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均己在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名刁A鯊II羔ET期衛(wèi)避圭絲指導(dǎo)教師簽名日在學(xué)期間研究成果使用承諾書(shū)本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，即內(nèi)蒙古大學(xué)有權(quán)將學(xué)位論文的全部?jī)?nèi)容或部分保留并向國(guó)家有關(guān)機(jī)構(gòu)、部門(mén)送交學(xué)位論文的復(fù)印件和磁盤(pán)，允許編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，也可以采用影印、縮印或其他復(fù)制手段保存、匯編學(xué)位論文。為保護(hù)學(xué)院和導(dǎo)師的知識(shí)產(chǎn)權(quán)，作者在學(xué)期間取得的研究成果屬于內(nèi)蒙古大學(xué)。作者今后使用涉及在學(xué)期間主要研究?jī)?nèi)容或研究成果，須征得內(nèi)蒙古大學(xué)就讀期間導(dǎo)師的同意；若用于發(fā)表論文，版權(quán)單位必須署名為內(nèi)蒙古大學(xué)方可投稿或公開(kāi)發(fā)表。學(xué)位論文作者簽名虱曳絲日期砬迤主絲胳名荔知日

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簡(jiǎn)介：CLASSIFIEDINDEXUDC18291工3CODE10075NO041142ADISSERTATIONFORTHEDEGREEOFMARTSANANALYSISOFTHEDYNAMICNATUREOFTEXT_ASYSTEMICFUNCTIONALAPPROACHTODISCOURSEANALYSISCANDIDATECAOJINGSUPERVISORASSOCIATEPROFZHAODEQUANSPECIALTYENGLISHLANGUAGEANDLITERATUREACADEMICDEGREEAPPLIEDFORMASTEROFARTUNIVERSITYHEBEIUNIVERSITYDATEOFORALEXAMINATIONJUNE，2007進(jìn)行的研究工作及取得外，論文中不包含其他教育機(jī)構(gòu)的學(xué)位或證書(shū)所使剛過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在淪文中作了明確的蛻F刃并表示了致謝。作者簽名EI其J盟年』月坐一同學(xué)位論文使用授權(quán)聲明本人完全了解河北大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有卡義保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印什和咆予版，允YL論文被查閱和借閱。學(xué)?？梢怨癑論文的傘部或部分|人J容，可以采用影印、縮印或其他復(fù)制于段保存論文。本學(xué)位論文屬于1、保密口，在年月F1解密后適_HJ水授權(quán)聲明。2、不保密叫。清在以上相應(yīng)方格內(nèi)打“4”作者簽名導(dǎo)師簽名H其YJ丑年生月√芝H同期丞華F上月4F1‘

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簡(jiǎn)介：的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)的研究成果，也不包含為獲得江西財(cái)經(jīng)大學(xué)或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)所使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示了謝意。關(guān)于論文使用授權(quán)的說(shuō)明本人完全了解江西財(cái)經(jīng)大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留送交論文的復(fù)印件，允許論文被查閱和借閱；學(xué)?？梢怨颊撐牡娜炕虿糠謨?nèi)容，可以采用影印、縮印或其他復(fù)制手段保存論文。保密的論文在解密后遵守此規(guī)定簽名I蘭苧導(dǎo)師簽名鯉日期迦絲墮鯊摘要㈣㈣㈣Y1845岑詞語(yǔ)轉(zhuǎn)類是一種有趣的語(yǔ)言學(xué)現(xiàn)象，對(duì)其研究既涉及到了詞匯學(xué)構(gòu)詞方式、語(yǔ)義學(xué)I百J義特征、語(yǔ)用學(xué)使用情景、修辭學(xué)煉詞、文體學(xué)文體特色、文本類型學(xué)在不同類型文本的分布，又牽涉到諸如認(rèn)知科學(xué)詞語(yǔ)生成與識(shí)讀機(jī)理、翻譯研究轉(zhuǎn)類詞的翻譯處理、詞典學(xué)詞類標(biāo)注和對(duì)比語(yǔ)言學(xué)不同語(yǔ)言之間轉(zhuǎn)類詞之異同等所關(guān)注的問(wèn)題。HALLIDAY的及物性理論把各種經(jīng)驗(yàn)，如發(fā)生、行動(dòng)、感知、意思、存在、成分等分成多種不同的過(guò)程，并指明與各種過(guò)程有關(guān)的參與者和環(huán)境成分。不同的過(guò)程和不同的參與者就組成了不同的選擇。本文以北京大學(xué)現(xiàn)代漢語(yǔ)語(yǔ)料庫(kù)為依托，自建名動(dòng)轉(zhuǎn)類、名形轉(zhuǎn)類、形動(dòng)轉(zhuǎn)類語(yǔ)料庫(kù)，從系統(tǒng)功能語(yǔ)言學(xué)及物性的角度對(duì)轉(zhuǎn)類現(xiàn)象進(jìn)行統(tǒng)計(jì)分析。本研究圍繞以下三個(gè)問(wèn)題展開(kāi)1在名動(dòng)轉(zhuǎn)類、名形轉(zhuǎn)類、形動(dòng)轉(zhuǎn)類中的主要過(guò)程是什么2在文學(xué)語(yǔ)篇、報(bào)刊語(yǔ)篇、公共語(yǔ)篇中轉(zhuǎn)類詞的主要過(guò)程是什么3與不發(fā)生轉(zhuǎn)類詞的過(guò)程相比，發(fā)生轉(zhuǎn)類詞現(xiàn)象的過(guò)程有何特殊的功能研究結(jié)果表明1在名動(dòng)轉(zhuǎn)類、名形轉(zhuǎn)類、形動(dòng)轉(zhuǎn)類中的主要過(guò)程分別是物質(zhì)過(guò)程、關(guān)系過(guò)程、物質(zhì)過(guò)程；2在文學(xué)語(yǔ)篇、報(bào)刊語(yǔ)篇、公共語(yǔ)篇中轉(zhuǎn)類詞的主要過(guò)程也是物質(zhì)過(guò)程、關(guān)系過(guò)程、物質(zhì)過(guò)程3發(fā)生轉(zhuǎn)類詞現(xiàn)象的過(guò)程自有其一定的功能，如能使描述更為形象和生動(dòng)在語(yǔ)篇中更好地傳遞作者的思想內(nèi)容；使語(yǔ)篇中的語(yǔ)言更為豐富。本研究能夠?yàn)檗D(zhuǎn)類詞在不同語(yǔ)境下的不同意義以及表現(xiàn)形式提供理論解釋并有利于人們?cè)趯?shí)際語(yǔ)言運(yùn)用過(guò)程中對(duì)轉(zhuǎn)類詞的把握和理解。關(guān)鍵詞轉(zhuǎn)類詞；系統(tǒng)功能語(yǔ)言學(xué)；及物性；語(yǔ)料庫(kù)

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簡(jiǎn)介：哈爾濱工業(yè)大學(xué)碩士學(xué)位論文語(yǔ)言學(xué)習(xí)觀念研究及對(duì)英語(yǔ)教學(xué)的啟示姓名關(guān)曉紅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師王桂芝20050601竺皇堡簍罌簍塞蘭竺壘呈簍ABSTRACTLANGUAGELEARNINGBELIEFLLBISONEOFTHEMOSTIMPORTANTFACTORSOFLEARNERS’INDIVIDUALDIFFERENCESTHATMAYINFLUENCETHELANGUAGELEARNINGPROCESSINTHEFIELDOFFOREIGNLANGUAGELEARNING，F(xiàn)INDINGSINCOGNITIVEPSYCHOLOGYHAVEENLIGHTENEDRESEARCHERSONHOWAFOREIGNLANGUAGEISLEARNEDRESEARCHINRECENTDECADESINSECONDANDFOREIGNLANGUAGEDEVELOPMENTHASMADEUSAWARETHATLANGUAGELEARNINGISPRIMARILYALEARNERORIENTEDACTIVITYTHEFOCUSOFTHERESEARCHERSHASMOVEDFROMTHETEACHERS，TEACHINGMATERIALSANDTEACHINGMETHODOLOGIESTOTHELEARNERSTHISTHESISWASBASEDONASTUDYTHATINVESTIGATEDTHELLBSOF177POSTGRADUATESOFSCIENCEANDENGINEERINGFORTHEMASTER’SDEGREETHESTUDYISCARRIEDOUTINTHEFORMOFAQUESTIONNAIREWHICHCONSISTSOFSIXDIMENSIONSOFLLBS，ATHEROLEOFTEACHER；BTHEROLEOFFEEDBACK；CTHELEARNER’SSENSEOFSELFEFFICACY；DIMPORTANTSTRATEGIES；EDIMENSIONSOFSTRATEGYRELATEDBEHAVIOR；DTHENATUREOFLANGUAGELEARNINGTHROUGHANALYSISANDCOMPARISON，ITCALLBECONCLUDEDTHATLLBSARECLOSELYRELATEDWITHWORKINGEXPERIENCESANDTHELANGUAGELEARNINGPROFICIENCYTHESTUDENTSWITHWORKINGEXPERIENCEHAVEMORESTRONGAUTONOMOUSLEARNINGABILITYTHANTHESTUDENTSWITHOUTWORKINGEXPERIENCETHESTUDENTSWITHHIGHERLANGUAGEPROFICIENCIESCOULDUSUALLYFINDMOREOPPORTUNITIESTOPRACTICEANDUSEENGLISHLANGUAGELEARNINGBELIEFCOULDINTERVENEIILTHELANGUAGELEARNINGANDLANGUAGETEACHINGPROCESSCLASSROOMTEACHERSSHOULDBEAWAREOFTHELEARNERS’LANGUAGELEARNINGBELIEFSANDHELPTHEMCHANGETHENEGATIVELEARNINGBELIEFSINTOPOSITIVELEARNINGBELIEFSANDACQUIRETHEAUTONOMOUSLEARNINGABILITY

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簡(jiǎn)介：武漢理工大學(xué)碩士學(xué)位論文基于認(rèn)知語(yǔ)言學(xué)的大學(xué)英語(yǔ)口語(yǔ)教學(xué)模式研究姓名張青申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師朱漢雄20091101武漢理工大學(xué)碩士學(xué)位論文ABSTRACTITHADBEENFOUNDTHATMANYOFTHECHINESECOLLEGESTUDENTSCOULDNOTCOMMUNICATEEFFECTIVELYWITHPEOPLEFROMENGLISHSPEAKINGCOUNTRIESASSHOWNINSOMEINVESTIGATIONSTHISISBECAUSESPOKENENGLISHTEACHINGINCOLLEGESHASBEENAWEAKASPECTANDTHERESEARCHESHAVENOTMADEREMARKABLEPROGRESSASEXPECTEDHOWTOIMPROVEANDDEVELOPCOLLEGESPOKENENGLISHTEACHINGINCHINAHASBECOMEONEOFTHEMOSTIMPORTANTISSUESINTEACHINGENGLISHASAFOREIGNLANGUAGETEFL，ANDHASDRAWNGREATATTENTIONOFBOTHTEACHERSANDEDUCATORSFORTHISPROBLEM，THEAUTHORHYPOTHESIZEDTHATTHECOGNITIVETHEORYBASEDTEACHINGMODELCANIMPROVETHESTUDENTS’ORALENGLISHABILITYANDCANPROVIDESOMEREFERENTIALINFORMATIONFORTHEFUTURERESEARCHINTHISFIELDMEANWHILE，THEAUTHORALSODIDSOMEEXPERIMENTRESEARCHES，WHICHBASEDONCOGNITIVETHEORYANDITSRELATIONSHIPWITHCOLLEGESPOKENENGLISHTEACHINGARERATERM’SLEARNING，THERESULTSREFLECTTHATTHETEACHINGMETHODCANIMPROVESTUDENTS’ORALENGLISHABILITYUPUNTILNOWFEWSTUDIESOFORALENGLISHTEACHINGHAVEBEENCARRIEDOUTFROMTHEPERSPECTIVEOFCOGNITIVETHEORYITISSAFETOSAYTHATTHISAPPROACHWILLBROADENTHESCOPEOFORALENGLISHTEACHINGTHISTHESISISANEXPERIMENTALSTUDYSTUDENTSFROMWUHANENGINEERINGINSTITUTEWERECHOSENTOBETHESUBJECTIVEATTHEBEGINNINGOFTHISACADEMICTERM，THEAUTHORUSEDAPREQUESTIONNAIRETOINVEIGATETHECURRENTSITUATIONOFTHESTUDENTS。ORALENGLISHLEARNINGTHENTHEAUTHORUSEDAPRETESTTOEXAMTHESTUDENTSORALENGLISHPROFICIENCYANDFOUNDTHATTHESTUDENTSORALENGLISHPROFICIENCYISGENERALLYLOWTHEREAREMANYFACTORSTHATAFFECTTHESTUDENTSSPEAKINGABILITYINCLUDINGTHESTUDENTSFACTORTHETEACHERSFACTORANDTHELEARNINGENVIRONMENTTOIMPROVETHESTUDENTSORALENGLISHPROFICIENCYANDRESOLVETHEPROBLEMSHINDERINGTHESTUDENTSORALENGLISHLEARNING，THEAUTHORAPPLIEDCOGNITIVELINGUISTICTHEORYBASEDTEACHINGMETHODTOTHECLATSSIDOIUTEACHINGINWUHANENGINEERINGINSTITUTEATTHEENDOFTHEACADEMICTERM，ACCORDINGTOAPOSTTESTANDTHEINTERVIEWS，THEAUTHORFOUNDTHATCOGNITIVELINGUISTICTHEORYBASEDORALENGLISHTEACHINGISPOSSIBLEANDEFFECTIVEINIMPROVINGTHESTUDENTSSPEAKINGABILITYTHISTHESISCONSISTSOFFIVECHAPTERSCHAPTERONEISINTRODUCTIONITBRIEFLYINTRODUCESTHERESEARCHBACKGROUNDTHESIGNIFICANCEANDPILRPL∞EOFTHERESEARCHⅡ

簡(jiǎn)介：上海交通大學(xué)碩士學(xué)位論文從功能語(yǔ)言學(xué)的角度對(duì)狂人日記和孔乙己的兩個(gè)英文譯本的對(duì)比分析姓名葛群燕申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師陳德民20080117IIABSTRACTTHESYSTEMICFUNCTIONALGRAMMARSFG,FIRSTLYPRESENTEDBYMAKHALLIDAY,PROVIDESPEOPLEWITHANEWPERSPECTIVETOCOGNIZELANGUAGEITISGENERALLYACCEPTEDASANEFFECTIVETHEORETICALFRAMEWORKTOANALYZELANGUAGEINSFG,LANGUAGEISREGARDEDASTHEOUTCOMEOFSOCIALACTIVITIESANDPERFORMSVARIOUSFUNCTIONSSYSTEMICFUNCTIONALLINGUISTICSCONSISTSOFTWOPARTSSYSTEMICLINGUISTICSANDFUNCTIONALLINGUISTICSFUNCTIONALLINGUISTICS,ONWHICHTHISDISSERTATIONLAYSFOUNDATION,ISCONCERNEDWITHHOWLANGUAGEISUSEDANDISVIEWEDASATOOLFORSOCIALCOMMUNICATIONACCORDINGTOHALLIDAY,THEWAYSINWHICHHUMANBEINGSUSELANGUAGEARECLASSIFIEDINTOTHREEBROADCATEGORIES,WHICHISREFERREDTOASTHREEMETAFUNCTIONSTHEYAREIDEATIONAL,INTERPERSONALANDTEXTUALMETAFUNCTIONTHETHREEMETAFUNCTIONSOFLANGUAGEINTERRELATEONEANOTHER,ANDWEIGHEQUALLYIMPORTANTINTHESTUDIESOFSFGINTHISPAPER,THETWOENGLISHVERSIONSOFKUANGRENRIJIANDKONGYIJIWRITTENBYLUXUNARESTUDIEDUNDERTHEFRAMEWORKOFFUNCTIONALLINGUISTICSTHEYARECOMPAREDINTERMSOFTHEDIFFERENTDEGREESTOWHICHTHEINTERPERSONALANDTEXTUALFUNCTIONSOFTHEORIGINALAREREPRODUCEDINTHETRANSLATIONSWITHTHETHEORETICALINTRODUCTIONANDEXAMPLEILLUSTRATION,THISDISSERTATIONISTODEEPERTHEREADER’SUNDERSTANDINGOFFUNCTIONALLINGUISTICS,ANDMOREIMPORTANTLY,TOENCOURAGEMOREAPPLICATIONOFTHISTHEORETICALFRAMEWORKTOTHETRANSLATIONCRITICISMANDTRANSLATIONPRACTICEKEYWORDSFUNCTIONALGRAMMAR,INTERPERSONALMEANING,TEXTUALMEANING,TRANSLATIONCOMPARISON