簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文非英語(yǔ)專(zhuān)業(yè)學(xué)生語(yǔ)言學(xué)習(xí)風(fēng)格和詞匯學(xué)習(xí)策略關(guān)系的研究姓名羅小杰申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（英語(yǔ)）指導(dǎo)教師鄧云華20091001風(fēng)格。受條件限制，該實(shí)驗(yàn)也存在一些不足。例如，參與實(shí)驗(yàn)的人數(shù)有限；盡管作者對(duì)學(xué)習(xí)風(fēng)格和詞匯學(xué)習(xí)策略作了重點(diǎn)探討，但像年齡、動(dòng)機(jī)、性別等也會(huì)影響學(xué)習(xí)風(fēng)格和詞匯學(xué)習(xí)策略的因素都沒(méi)有考慮進(jìn)去。這將成為作者今后進(jìn)一步研究的課題，但我們希望實(shí)驗(yàn)中的一些成果將對(duì)提高外語(yǔ)學(xué)習(xí)者的詞匯成績(jī)和外語(yǔ)教師的詞匯教學(xué)質(zhì)量能有一定的幫助。關(guān)鍵詞學(xué)習(xí)風(fēng)格；學(xué)習(xí)策略；詞匯學(xué)習(xí)策略；詞匯成績(jī)；非英語(yǔ)專(zhuān)業(yè)IV

簡(jiǎn)介：湘潭大學(xué)碩士學(xué)位論文基于范疇的意義觀認(rèn)知語(yǔ)言學(xué)視野下的話(huà)語(yǔ)理解姓名陳善敏申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師文衛(wèi)平20060518ENGLISHABSTRACTIIENGLISHABSTRACTTHREEMODELSFUTTERANCEUNDERSTINGHAVEBEENDEVELOPEDCODEMODELINFERENTIALMODELOSTENSIVEINFERENTIALMODELTHEYALLHAVECONTRIBUTEDALOTTOTHESTUDIESOFHUMANCOMMUNICATIONRELEVANCETHEYINPARTICULARHASBEENAWIDELYACCEPTEDPARADIGMFRESEARCHESONCOMMUNICATIONBUTTHEYAREALLBOUNDTOBECONFRONTEDWITHGREATTROUBLEOWINGTOTHEIRASSUMEDTHEETICALBASISUTTERANCEUNDERSTINGISAPROCESSOFINFERRINGWEHOLDTHAT“INFERRING”INLANGUAGEUSEISNOTANENDINITSELFBUTRATHERAMEANSTOUNDERSTINGWHENITCANNOTPRACTICALLYMEETITSSTARTINGPOINTITWILLREMAINHELPLESSNOMATTERHOWWELLWECANREVISEITONTHEOTHERHTHETHEYOFMEANINGHASBEENACENTRALTOPICDURINGTHEDEVELOPMENTOFTHEPHILOSOPHYOFLANGUAGETHATOFLINGUISTICSTHETHEYOFMEANINGHASBEENANIMPTANTELEMENTURGINGTHEDEVELOPMENTOFMODERNPHILOSOPHYOFLANGUAGEWHICHINTURNSERVESTOGUIDETHECONSTRUCTIONOFTHETHEYOFMEANINGTHISPAPERISRIGHTBASEDONTHE20THCENTURY’S“COGNITIVETURN”INPHILOSOPHYTAKINGACOGNITIVEPERSPECTIVETODISCUSSTHEMEANINGTHEUNDERSTINGOFUTTERANCESINTHISPAPERWEPROPOSETHATMEANINGISCATEGYBASEDINOTHERWDSANYLANGUAGEUNITISPERSEACOGNITIVECATEGYWITHALLITSPOTENTIALMEANINGSSENSESASITSCATEGYMEMBERSWEFIRSTDISCUSSBRIEFLYTHEDIFFERENCEBETWEENCLASSICCATEGIESCOGNITIVECATEGIESEMPHASIZINGTHELATTER’SGREATIMPTANCEINSEMANTICSTUDIESINDERTOREANALYZETHECOGNITIVEPROCESSOFCATEGIZATIONWEPUTFWARDANEWMODELFCATEGIZATIONUNDERSTINGAFTERABRIEFRETROSPECTIONOFLANGACKER’SMODELWEALSODISCUSSTHENATUREOFCATEGYBASEDMEANINGPROVIDINGANEWTHEETICALGROUNDFUTTERANCEUNDERSTINGWEHOLDTHATUTTERANCEUNDERSTINGISNOTAPROCESSOFMEANINGINFERRINGBUTANAUTOMATICCOGNITIVEACTIVATIONOFTHEMEANINGCATEGY’SPROTOTYPICALMEANINGMEMBERAFTERWEHAVEBUILTANEWMODELFUTTERANCEUNDERSTINGWETAKEENGLISHIRONIESCHINESEIRONIESASACASEOFFERADETAILEDANALYSISFTHEIRUNDERSTINGWHICHLEADSTOANATURALCONCLUSIONTHATUTTERANCEUNDERSTINGRELIESMUCHONCOGNITIVEACTIVATIONRATHERTHANANINFERRINGPROCESSTHISSHOULDBEACOGNITIVELAWWITHUNIVERSAL

簡(jiǎn)介：{}TJ地坐監(jiān)Q垃目墮M}授代日J(rèn)Q§AL四川師范大學(xué)教育碩士學(xué)位論文ANAPPLICATIONOFLANGUAGELEARNINGSTRATEGIESTOSPEAKINGINCHINESEMIDDLESCHOOL語(yǔ)言學(xué)習(xí)策略在中學(xué)英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用陳善瓊培養(yǎng)單位四刪啞洹盍堂赴國(guó)量堂瞌指導(dǎo)教師金明瑾職稱(chēng)煎援專(zhuān)業(yè)名稱(chēng)堂垂}熬芏繭重研冗方同蟲(chóng)堂墓語(yǔ)熱望論文完成日期三魚(yú)Q土生四且三旦第三章描述了在口語(yǔ)教學(xué)中三類(lèi)有用的口語(yǔ)學(xué)習(xí)策略、元認(rèn)知策略、情感策略和交際策略。第四章討論了口語(yǔ)學(xué)習(xí)策略培訓(xùn)的目的、模式、數(shù)據(jù)收集方法及其教師作用。第五章描述了一個(gè)口語(yǔ)學(xué)習(xí)策略培訓(xùn)實(shí)驗(yàn)設(shè)計(jì)。最后是本文的總結(jié)部分，作者基于前面的分析和探討，提出在中國(guó)中學(xué)英語(yǔ)教學(xué)中培訓(xùn)口語(yǔ)策略有助于提高學(xué)生的13語(yǔ)水平，并對(duì)進(jìn)行口語(yǔ)學(xué)J策略培訓(xùn)的英語(yǔ)教師提出了一些建議。關(guān)鍵詞問(wèn)題口語(yǔ)口語(yǔ)學(xué)習(xí)策略培訓(xùn)設(shè)計(jì)

簡(jiǎn)介：AREPORTONTHETRANSLATIONOFTHESOCIOLINGUISTICSOFLANGUAGECHAPTER1ADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANNORMALUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFTRANSLATIONANDINTERPRETINGBYSHENKESUPERVISORZHAOWENJINGDECEMBER2015摘要本文是針對(duì)拉爾夫法索爾德所著社會(huì)語(yǔ)言學(xué)第一章所撰寫(xiě)的翻譯實(shí)踐報(bào)告。經(jīng)查閱，該書(shū)目前在國(guó)內(nèi)尚無(wú)譯本出現(xiàn)。該章節(jié)闡釋了語(yǔ)言中最普遍的現(xiàn)象，即稱(chēng)代形式。原文列舉多種事例對(duì)語(yǔ)言中這一現(xiàn)象加以解釋說(shuō)明，通俗易懂，利于國(guó)內(nèi)社會(huì)語(yǔ)言學(xué)研究者的學(xué)習(xí)。該文本屬于學(xué)術(shù)著作，語(yǔ)言抽象、客觀，是典型的信息型文本。依據(jù)賴(lài)斯的文本類(lèi)型理論，此類(lèi)文本的核心在于傳遞與原文等效的觀點(diǎn)和信息，進(jìn)一步向讀者介紹相關(guān)社會(huì)語(yǔ)言學(xué)理論知識(shí)。因此，譯者在翻譯過(guò)程中力求譯文整體連貫、通順。結(jié)合目的論，針對(duì)翻譯中的難點(diǎn)，如專(zhuān)業(yè)術(shù)語(yǔ)的翻譯、縮略詞的翻譯、從句翻譯等，譯者采取多種翻譯策略，包括歸化與異化、銜接與連貫、詞性轉(zhuǎn)變等，使譯文更加符合漢語(yǔ)的行文習(xí)慣J使信息有效傳遞。通過(guò)此次翻譯實(shí)踐，譯者進(jìn)一步加深對(duì)社會(huì)語(yǔ)言學(xué)的理解，翻譯能力得到進(jìn)一步提高。關(guān)鍵詞翻譯實(shí)踐報(bào)告，拉爾夫法索爾德，社會(huì)語(yǔ)言學(xué)ILL

簡(jiǎn)介：．188Q‘5竹崔LJJO研究生學(xué)位論文ASTYLISTICSTUDYOT。BUSINESSLETTERSF．1‘0111|HEPEL‘SPECTIVEOFSYSLEMICL,。。UNCTIONALLINGUISTICS從系統(tǒng)功能語(yǔ)言學(xué)的角度看商務(wù)信函的文體特點(diǎn)“剛_?～至玉垡卅MI們61一堂德輾一敷握Ⅲ舯似ⅫI盟±一∽毗札皇}國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言蘭一_咤置替阱I訓(xùn)1．2006年6月日嶧時(shí)阿RL”L2006年6月中國(guó)海洋大學(xué)四章、第五章和第六章分別從經(jīng)驗(yàn)功能、人際功能和語(yǔ)篇功能的角度出發(fā)，對(duì)及物性系統(tǒng)、語(yǔ)氣和情態(tài)系統(tǒng)以及主位系統(tǒng)的具體理論進(jìn)行了闡釋?zhuān)⒃诖嘶A(chǔ)上對(duì)兩個(gè)商務(wù)信函語(yǔ)篇實(shí)例進(jìn)行了詳細(xì)的分析。第七章對(duì)十五篇英語(yǔ)商務(wù)信函在及物性系統(tǒng)、語(yǔ)氣和情態(tài)系統(tǒng)、以及主位述位系統(tǒng)中進(jìn)行了詳細(xì)分析，進(jìn)而討論了商務(wù)信函在詞匯語(yǔ)法層上的主要特征。第八章是本文的結(jié)論，指出了本文的不足以及進(jìn)一步研究的建議．本文通過(guò)研究發(fā)現(xiàn)英語(yǔ)商務(wù)信函語(yǔ)篇在及物性方面，主要由物質(zhì)過(guò)程、關(guān)系過(guò)程和心理過(guò)程來(lái)實(shí)現(xiàn)，它們主要用來(lái)描述讀者或作者的行為，提供與產(chǎn)品或服務(wù)有關(guān)的信息，說(shuō)明讀者應(yīng)購(gòu)買(mǎi)產(chǎn)品或接受對(duì)方貿(mào)易條件的原因；在語(yǔ)氣方面，此類(lèi)語(yǔ)篇大量使用陳述句、祈使句，這表明商務(wù)信函的作用主要是提供信息，其次是邀請(qǐng)對(duì)方采取進(jìn)一步行動(dòng)以促進(jìn)商務(wù)活動(dòng)的順利進(jìn)行；在情態(tài)方面，大量使用情態(tài)和意態(tài)動(dòng)詞，其中又以意態(tài)詞居多，它們主要用于描述作者的意愿和作者為讀者規(guī)定的義務(wù)；通過(guò)對(duì)語(yǔ)氣系統(tǒng)的研究我們還發(fā)現(xiàn)，此類(lèi)語(yǔ)篇的主語(yǔ)大量使用人稱(chēng)代詞“我們”和“你們”，這表明商務(wù)信函的風(fēng)格傾向于非正式，更像是作者與讀者間面對(duì)面的交談，從而增強(qiáng)了他們之間的親近感；在主位系統(tǒng)方面，此類(lèi)語(yǔ)篇主要采用簡(jiǎn)單主位和語(yǔ)篇主位經(jīng)驗(yàn)主位形式的多重主位，較少使用標(biāo)記性主位和句項(xiàng)主位。無(wú)論是簡(jiǎn)單主位還是多重主位，此類(lèi)語(yǔ)篇的經(jīng)驗(yàn)主位多由人稱(chēng)代詞“我們”、“你們”來(lái)承擔(dān)，這表明作者始終把從事商貿(mào)活動(dòng)的人作為論述的起點(diǎn)，因?yàn)樗麄兪巧藤Q(mào)活動(dòng)的主體，貿(mào)易活動(dòng)的成功與否直接取決于他們的行為。以上論述和分析表明系統(tǒng)功能語(yǔ)法的理論能夠用來(lái)分析英語(yǔ)商務(wù)信函語(yǔ)篇，而且這種分析方法是行之有效的。作者希望本文能對(duì)商務(wù)英語(yǔ)的研究盡一份微薄之力，并希望本文的分析能對(duì)提高商務(wù)英語(yǔ)寫(xiě)作教學(xué)有一定的幫助。關(guān)鍵詞系統(tǒng)功能語(yǔ)法；及物性；語(yǔ)氣和情態(tài)；主位；英語(yǔ)商務(wù)信函

簡(jiǎn)介：RF7S391．11、LF＼{華東師范大學(xué)、2004年度同等學(xué)力申請(qǐng)碩士學(xué)位論文江西吉安芷迎撼地區(qū)鄉(xiāng)村戶(hù)外標(biāo)語(yǔ)口號(hào)合法性的社會(huì)語(yǔ)言學(xué)調(diào)查與分析一’／，專(zhuān)業(yè)話(huà)言文字學(xué)導(dǎo)師胡范鑄申請(qǐng)人一聶桂蘭2004年5月／英文摘要SLOGANITSELFISATYPEOFSPEECHACTWHICHINCLUDESLOCUTION．川OCATIONANDPERLOCUTION．AL|SPEECHACTSAREFUIFILLEDINACERTAINCONTEACTBYSPEAKERSANDIISTENERS．ONONEHAND，THEMEANINGOFASLOGANVARIESFROMTIMEANDSITUATION；ONTHEOTHERHAND，THEATTITUDETOASAMESLOGANANDTHEACCEPTANCEDEGREEALSOVARYWITHACCERTORS．THEMAINPURPOSESOFPASTINGUPPOSTERSANDSHOUTINGSLOGANSAREPROPAGANDAANDAGITATIONWITHTHEHOPEOT’AROUSINGTHEPUBLIC’SPOSITRERESPONSETOTHERELEVANTISSUE．WETHINKTHEKEYTOACHIEVINGTHEPURPOSESISTHELEGITIMACYOFTHESLOGANITSEIFHAVINGSYNTHESIZEDTHEREVANTDATAOFCORPUS，PRAGMATICSANDCOMMUNICATIONSUBJECT，THEPAPERCONDUCTSASCIENTIFICINVESTIGATIONANDANALYSISONTHESLOGANSOF50VILLAGESINJI’AN，JIANGXIPROVINCEBYWAYOFSAMPLESURVEYANDQUESTIONAIER．ONTHEBASISOFTHEINVESTIGATIONANDANALYSIS，THEPAPEREXPLORESTHELEGITIMACYOFTHEOUTDOORSLOGANSINVJLLAGES．WETHINKTHATTHELEGITIMACYSHOULDINCLUDE3LEVELS1．THESTANDARDIZATIONOFITSLINGUISTICFORM．ORITSGRAMMATICALITY2．THEAPPROPRIATERESSOFRSSOCIALCONCEPT3．THEVALIDITYOFITSPRAGMATICACT．ORITSFEASIBILITYOURRESEARCHISCARRIEDOUTFROMTHEFOLLOWINGANGLES?一“INCONTEXTACCEPTSNCEMEASUREMENT“．TOMEASUREIFTHEPEOPLEINTHEINVESTIGATEDAREACANACCEPTTHEOUTDOORSLOGANS?．‘‘OUTOFCONTEXTACCEPTANCEMEASUREMENT’’．TOMEASAREIFTHEPEOPLEOUTSIDETHEINESTIGOTEDAREACANACCEPTTHOSESLOGANS．WHYORWHYNOTTHERESULTSSHOWTHATDESPITETHEIRPRAGMATICVALUE，THERESTILLEXISTUNNEGLIGIBLEPROBLEMSINVILLAGESLOGANS．THESEPROBLEMSDONOTONLYREFERTOTHOSESOCALLED“SLOGANSOFANOTHERTYPE”BUTALSOTOTHOSENEVERNOTICEDORDISCUSSEDBEFORE．THEEXISTENCEOL‘THOSEPROBLEMSINFLUENCESORRESTRICTSTHELEGITIMACYOFTHCVILLAGESLOGANS．ITSTHETASKNOTONLYOFSLOGANANNOUNCERSBUTOFIINGUISTICRESEARECHERSTOINCREASETHELCPITIMACYDEGREEOFSLOGANS，THUSTOLETTHEPUBLICRULESTOINCREASETHELEGITIMACYDEGREEOFTHEVILLAGESLOGANSOFOUTCOUNTRY．

簡(jiǎn)介：華中科技大學(xué)碩士學(xué)位論文大學(xué)英語(yǔ)學(xué)習(xí)中語(yǔ)言學(xué)習(xí)策略使用上的性別差異姓名王瓊曼申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師梁麗20031105華中科技大學(xué)碩士學(xué)位論文皇墨_Z，日LL置ABSTRACTRECENTESLCLASSROOMRESEARCHHASLNDICATEDTHATTHEREARCGENDERDIFFCFENCESJNLANGUAGELEARNINGSTRATEGYLLSUSE．THISSTUDYSETSOUTTOINVESTIGATETHERCLATKMSHIPOFGENDER，LLSUSEANDCE’FIVGRADESINCOLLEGEENGLISHSTUDYINCHINA．THE291SUBJECTS60GIRLSAND231BOYSINVULVCDINTHEQUESTIONNAIRESURVEYARESECONDYEARNON，ENGLISHMAJORSFROMTHREEGORGESUNIVERSITY．THEYGRADEDFORTHEMSELVESINTHEQUESTIONNAIREINTERMSOFLEARNINGMOTIVATIONLEARNINGATTITUDES，ANXIETY,ANDLANGUAGELEARNINGSTRATEGIES．WHATSMORC，I0OFTHESUBJECTSWEREPARTICULARLYCHOSENATRANDOMFORALLINTERVIEWINORDERTOFINDOUTTHEREASONSWHYTHELEARNINGSTRATEGIESWEREOFTENUSED．BESIDES，30BOYSAND30GIRLSWCFCCHUSENATRANDOMTOFORMTWOGROUPSTOBCGIVENASERIESNFTTESTAMDYSISTOVCRIRYTHERELATIONSHIP．LAST，CORRELATIONANALYSISWASCONDUCTEDTOANALYZEDTHECORRCATKNBETWEENCETIVGRADESANDLLSUSEIOTHEMALEANDTHEFEMALESUBJECTS．THERESEARCHCVIDCNCCSTHATTHCFEMALESANDTHENTALCSSHOWRDVORITISNLTODIFFCRENTSTRATEGIES．THEFEMALESUSEFORMALPRACTICESTRATEGYMNSTFREQUENTLY,ANDUSCMOTHERTUNGUCSTRATEGYLEAST．DIFFERENTFROMTHEFEMALES，THEMALESAREMOSTINTERESTEDINFUNCTIONALPRACTICESTRATEGYANDSHOWLEASTINTERESTINSOCIEFFECTIVESTRATEGY．THERESEARCHFINDINGSALSOINDICATETHEFEMALELEARNERS，ASAWHOLE，SCCMTOBEMORESTRATEGICALLYCOMPETENTTHANTHEMALES．WITHTHECORRELATIONANALYSIS，ITCANBESECNTHATTHECORRELATIONBETWEENTHEFEMALES’LLSUSCANDTHEIRCETIVGRADESISMORESTRIKINGTHANTHATOFTHEMALECOUNTERPARTS’．BASEDONTHEFINDINGS，ITISRECOMMENDEDTHATTHECOLLEGESTUDENTSSHOUNBCTRAINEDDIFFERENTLYINLLSUSE，ANDACCORDINGLYSOMESUGGESTIONSARCMADEINTHISPAPERONTHESTRATEGICTRAINING．KEYWORDSGENDERDIFFERENCECORRELATIONANALYSISLANGUAGELCARNINGSTRATEGYTTESTSTRATEGICTRAININGII

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文初中生語(yǔ)言學(xué)習(xí)策略使用情況調(diào)查姓名韓艷申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師金輝20070401ABSTRACTTHISTHESISISBASEDONASURVEYOFLANGUAGELEARNINGSTRATEGIESUSEDBYJUNIORMIDDLESCHOOLSTUDENTSTHEPURPOSEOFDOINGTHISRESEARCHISTOFMDOUTTHEOVERALLUSEOFLANGUAGELEARNINGSTRATEGIESBYSTUDENTS，THEDIFFERENCESBETWEENGOODLANGUAGELEARNERSANDLESSSUCCESSFULLANGUAGELEARNERS，THEEFFECTSOFGENDERANDSOMELANGUAGELEARNINGBELIEFSONTHEUSEOFLEARNINGSTRATEGIESTHEANALYSISOFTHEDATAPROVIDESTHEFOLLOWINGFINDINGS1THEJUNIORMIDDLESCHOOLSTUDENTSSOMETIMESUSELANGUAGELEARNINGSTRATE。舀ES2GENDERHASITSEFFECTONTHEUSEOFMETACOGUITIVESTRATEGIES，AFFECTIVESTRATEGIESANDSOCIALSTRATEGIES3GOODLANGUAGELEARNERSUSEMOREVARIETYOFLEARNINGSTRATEGIESINALLSIXCATEGORIES，ANDTHESIXCATEGORIESAREMEMORYSTRATEGIES，COGNITIVESTRATEGIES，COMPENSATIONSTRATEGIES，METACOGNITIVESTRATEGIES，AFFECTIVESTRATEGIESANDSOCIALSTRATEGIES4STUDENTS’LANGUAGELEARNINGBELIEFSALSOHAVEINFLUENCEONTHEUSEOFLEARNINGSTRATCGIESBASEDONTHEFINDINGS，THEWRITERTENTATIVELYEXPLAINSTHEREASONSWHYTHEREEXISTDIFFERENCESINUSINGLEARNINGSTRATEGIESANDWHYTHESTUDENTSPREFERSOMESTRATEGIESTOOTHERSTHISTHESISAIMSTOHELPTHEJUNIORMIDDLESCHOOLSTUDENTSANDTEACHERSREALIZETHEIMPORTANCEOFREGULARUSEOFLEARNINGSTRATEGIESITALSOHASTHEINTENTIONTOHELPTHETEACHERSDOTHESTRATEGYTRAININGINCLASSBASEDONTHEFINDINGSINTHISTHESISKEYWORDSLANGUAGELEARNINGSTRATEGIES，JUNIORMIDDLESCHOOLSTUDENTS，CLASSIFICATIONOFLEARNINGSTRATEGIES

簡(jiǎn)介：基于WEB的數(shù)據(jù)庫(kù)應(yīng)用程序是繼動(dòng)態(tài)WEB之后新的網(wǎng)絡(luò)編程技術(shù)它的出現(xiàn)標(biāo)志著WWW技術(shù)的發(fā)展應(yīng)用趨于成熟與完善與一般的客戶(hù)機(jī)服務(wù)器程序相比基于WEB的數(shù)據(jù)庫(kù)應(yīng)用程序有兩個(gè)突出的優(yōu)點(diǎn)一是它的平臺(tái)無(wú)關(guān)性既可運(yùn)行于UNIX類(lèi)平臺(tái)又能運(yùn)行于WINDOWS平臺(tái)二是都用瀏覽器作為客戶(hù)端程序用戶(hù)界面統(tǒng)一不用單獨(dú)安裝客戶(hù)端程序任何一臺(tái)位于互聯(lián)網(wǎng)的主機(jī)都可以作為客戶(hù)機(jī)這樣在編程方面就有一定的難度程序的所有輸入輸出都要通過(guò)瀏覽器WEB服務(wù)器這樣一個(gè)中間層就客戶(hù)端而言其動(dòng)態(tài)部分的程序設(shè)計(jì)不能直接使用操作系統(tǒng)的應(yīng)用程序接口API而要用瀏覽器支持的腳本語(yǔ)言目前在WEB上使用的數(shù)據(jù)庫(kù)及其應(yīng)用程序編程語(yǔ)言和開(kāi)發(fā)工具都較為成熟其中PHP和MYSQL是最完美的組合PHP的主要特點(diǎn)一是平臺(tái)無(wú)關(guān)二是功能強(qiáng)大而簡(jiǎn)單易用三是支持的數(shù)據(jù)庫(kù)多數(shù)據(jù)庫(kù)操縱能力強(qiáng)MYSQL是一個(gè)中小型的關(guān)系型數(shù)據(jù)庫(kù)其最大特點(diǎn)是速度快這就特別有利于在網(wǎng)絡(luò)上使用它的另一個(gè)優(yōu)點(diǎn)是價(jià)格便宜作者開(kāi)發(fā)設(shè)計(jì)的FTRAN語(yǔ)言學(xué)習(xí)系統(tǒng)從應(yīng)用領(lǐng)域來(lái)劃分屬于計(jì)算機(jī)輔助教學(xué)CAICOMPUTERAIDINSTRUCTION就編程類(lèi)型而言是一個(gè)基于WEB的數(shù)據(jù)庫(kù)應(yīng)用程序程序主要使用PHP語(yǔ)言編程數(shù)據(jù)庫(kù)管理系統(tǒng)采用MYSQL論文對(duì)FTRAN語(yǔ)言學(xué)習(xí)系統(tǒng)的設(shè)計(jì)過(guò)程進(jìn)行了概括和總結(jié)介紹了基于WEB的數(shù)據(jù)庫(kù)應(yīng)用程序設(shè)計(jì)方法和技術(shù)背景以及程序設(shè)計(jì)中所用到的各種計(jì)算機(jī)語(yǔ)言超文本標(biāo)注語(yǔ)言HTMLHYPERTEXTMARKUPLANGUAGE、客戶(hù)端腳本語(yǔ)言JAVRIPT、服務(wù)器端腳本語(yǔ)言PHPPERSONALHOMEPAGE、數(shù)據(jù)庫(kù)查詢(xún)語(yǔ)言SQLSTRUCTURALQUERYLANGUAGE概括了PHP的特點(diǎn)并與其它服務(wù)器端技術(shù)進(jìn)行了比較總結(jié)了PHP在LINUXAPACHE與WINDOWSIIS兩種平臺(tái)下的安裝與配置要點(diǎn)介紹了常用的網(wǎng)絡(luò)數(shù)據(jù)庫(kù)MYSQL以及與其它數(shù)據(jù)庫(kù)管理系統(tǒng)DBMS的比較分模塊講述了程序設(shè)計(jì)過(guò)程中的一些技術(shù)要點(diǎn)和解決方法其中涉及了PHP的許多高級(jí)應(yīng)用如模式匹配、會(huì)話(huà)SESSION

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文影響中學(xué)生英語(yǔ)閱讀能力因素的心理語(yǔ)言學(xué)分析姓名周小群申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師蘇承志20070401ABSTRACTREADINGABILITYONEOFTHEMOSTIMPORTANTFACTORSINEVALUATINGTHESTUDENTS’LANGUAGECOMPETENCE，PLAYSAMOREANDMOREIMPORTANTROLEINTHEENGLISHLEARNINGOFHIGHSCHOOLSTUDENTSTHEREFORETOFINDANAPPROPRIATEREADINGTEACHINGMETHODISOFGREATIMPORTANCEFORENGLISHTEACHERSPSYCHOLINGUISTICSISALLINTEGRATIONOFTHEFIELDSOFPSYCHOLOGYANDLINGUISTICSITPROVIDESTHETHEORETICALBASESFORTHERESEARCHINTEACHINGMETHODOLOGYFROMTHEPERSPECTIVEOFPSYCHOLINGUISFICS，THISPAPERGIVESADETAILEDANALYSISOFTHEFACTORSWHICHAFFECTTHEREADINGCOMPREHENSIONOFHIGHSCHOOLSTUDENTSITINCLUDESFACTORSAFFECTINGTHECOMPREHENSIONOFTHELEXICON，SYNTAX，DISCOURSE，ANDEVELLTHEINTERNALHURDLESOFTHESTUDENTSINTHEREADINGPROCESSBASEDONTHEANALYSIS，ITALSODISCUSSESTHEIMPLICATIONSINTHEPEDAGOGICALFIELDTHOUGHTHEREISNOPERFECTWAYOFLANGUAGETEACHINGANDLEARNING，WECALLMAKEOUREFFORTSTOHELPSTUDENTSOVERCOMETHEDIFFICULTIESINORDERTOBRINGOUTTHEMOSTEFFECTIVEOUTCOMEOFREADINGTEACHINGANDLEARNINGKEYWORDSPSYCHOLINGUISTIES，READINGCOMPREHENSION，LEXICON，SENTENCETEXT，INTERNALHURDLES

簡(jiǎn)介：上海交通大學(xué)碩士學(xué)位論文從語(yǔ)言學(xué)角度分析狄更斯作品大衛(wèi)科波菲爾的文體特色姓名唐燕冰申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師陳德民20050101ABSTRACTTHISPAPERANALYZEDTHESTYLEOFDICKENS’SNOVELDAVIDCOPPERFIELDINTERMSOFLINGUISTICFEATURESCRELATINGWITHEXTRALINGUISTICEVENTSTHESTUDYFEATURESPATTERNSOFTHEMATICDEVELOPMENTUSEOFACTERISTICFIGURESOFSPEECHCHOICEOFWDSVARIATIONOFSENTENCEPATTERNSSEMANTICFIELDSENSERELATIONSHIPREGISTERETCSTYLEREFLECTSTHELANGUAGEHABITOFONEPERSONITCONCENTRATESONTHESEFEATURESINAPERSON’SEXPRESSIONSWHICHAREPARTICULARLYUNUSUALIGINALSCHOPENHAUERONCESAID“STYLEISTHEPHYSIOGNOMYOFTHEMINDASAFERINDEXTOACTERTHANTHEFACE”DICKENS’SSTYLEISACTERIZEDBYMELODRAMASENTIMENTALITYIRONYMASTERYOFCOMICLANGUAGEVIVIFICATIONOFACTERINCONTRASTINGBENTHAM’SUTILITARIANISMINCPATINGTHE“ASSOCIATIONISTPSYCHOLOGY”WITHTHEHUMANISMHELDBYLESDICKENSTHEAUTHIGINALLYELICITEDTHEHUMANISTICROUTEPOSTULATEDBYLESDICKENSINNOVELDAVIDCOPPERFIELDISANAUTOBIOGRAPHICALNOVELTHEREAREALWAYSINTIMATIONSOVERTONESABOUTHISPASTMEMYDAVID’SINCESSANTFEARLONGANXIETYSTUPEFIEDINTELLIGENCESOLITUDEOFTHEPOIMPRISONEDCHILDHOODALLTHISISSADTOSEEINAPPRECIATINGDICKENS’SVISIONOFLIFEASIRONICTRAGICCOMEDYOFDECEPTIONTHEAUTHEMPLOYEDTHERHETICALDEVICEOFVERBALIRONYASWELLASTECHNIQUEOFBLACKCOMEDYCARICATUREDDEIONTHEFEATUREOFMONOMANIACSOFDICKENS’SIMAGINATIONVISIONARYIMAGINATIONWHICHLEADSTOTHEMELODRAMATICFEATUREOFWRITINGISSTRESSEDTHEDEPICTIONOFSCENESOCCURRENCESISFULFILLEDFROMAREALISTICPERSPECTIVE

簡(jiǎn)介：學(xué)校代號(hào)10532學(xué)號(hào)密級(jí)湖南大學(xué)碩士學(xué)位論文基于TAM擴(kuò)展模型的高校學(xué)生移動(dòng)語(yǔ)言學(xué)習(xí)影響因素研究ASTUDYOFFACTORSTHATINFIUENCEMALL’SADOPTIONINLANGUAGELEARNINGBASEDONANEXTENDEDMODELOF1AMINCHINAHIGHEREDUCATIONBYHEIDANBAXINYANGNORMALUNIVERSITY2007ATHESISSUBMITTEDINPARTIALSATISFACTIONOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFARTS1NLINGUISTICSANDAPPLIEDLINGUISTICSINTHEGRADUATESCH00LOFHUNANUNIVERSITYSUPERVISORPROFCSSORHULINGAPFIL，2011

簡(jiǎn)介：江西師范大學(xué)碩士學(xué)位論文中學(xué)生語(yǔ)言學(xué)習(xí)策略運(yùn)用及其與英語(yǔ)成績(jī)的關(guān)系姓名李潔宏申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)英語(yǔ)教育指導(dǎo)教師饒振輝20040901ABSTRACTLANGUAGELEARNINGSTRATEGIESARESPECIFICACTIONSORTECHNIQUESTHATSTUDENTSUSE，OFTENINTENTIONALLYTOIMPROVETHEIRPROGRESSINDEVELOPINGL2SKILLSSTRATEGIESENCOMPASSAWIDERANGEOFBEHAVIORSTHATCALLHELPTHEDEVELOPMENTOFLANGUAGECOMPETENCEINMANYWAYSINSPITCOFTHEINCREASINGPOPULARITYOFRESEARCHOILLANGUAGELEARNINGSTRATEGIES，LITTLERESEARCHHASBEENCONDUCTEDINEFLEDUCATIONINCHINA、ESPECIALLYWIMREGARDSTOMIDDLESCHOOLSTUDENTSWHATISTHERELATIONSHIPOFTHEOVERALLSTRATEGYUSETOLANGUAGEPROFICIENCYWHATISTHEFREQUENCYOFSTRATEGYUSEFORTHISGROUPOFSTUDENTSWHICHOFTHESTRATEGIESSHOWSIGNIFICANTASSOCIATIONS謝血PROFICIENCYTOANSWERTHESEQUESTIONSIHADMADEANEXTENSIVEREVIEWOFTHELITERATUREINTHISALEAANDCONDUCTEDALLEMPIRICALSTUDYTHESUBJECTSWERE80STUDENTSSTUDYINGATTHEMIDDLESCHOOLATTACHEDTONANCHANGPOWERPLANTTHREEINSTRUMENTSWEREUSEDINTHISSTUDYANINDIVIDUALBACKGRONNDJQUESTIONNAIREIBQ，THEENGLISHSIMULATEDTESTESTSETBYTHECOMMITTEEOFEDUCATIONINNANCHANGANDTHESTRATEGYINVENTORYFORLANGUAGELEARNINGESL／EFLSTUDENTVERSIONPROPOSEDBYREBECCALOXFORDTHEANALYSISOFTHEDATAWASCARRIEDOUTUSINGTHESPSSSTATISTICALPROGRAM，THERESULTSOF也ESTUDYSHOW，●1THESESTUDENTSUSEDOVERALLLANGUAGELEARNINGSTRATEGIESATAMEDIUMLEVELTHERELATIONSHIPBETWEENOVERALLLANGUAGELEARNINGSTRATEGIESANDLANGUAGEPROFICIENCYWASLINEARINOTHERWORDS，THEHIGHERTHEIRESTSCORES，THEMORELANGUAGELEARNINGSTRATEGIESSTUDENTSUSED2AMONGTHESIXCATEGORIESOFLANGUAGELEARNINGSTRATEGIES，THEMEMORYCATEGORYHADTHEHIGHESTMEAN，F(xiàn)OLLOWEDBYCOMPENSATION，METACOGNITIVE，ANDCOGNITIVECATEGORIES，WITHSOCIALANDAFFECTIVESTRATEGIESLEASTUSED3THEREWASSIGNIFICANTPOSITIVEVARIATIONINPROFICIENCYINRELATIONTOTHIRTEENSTRATEGIES，TWOOFWHICHFALLINTOTHEMEMORYCATEGORY2，8，F(xiàn)OURINTOTHECOGNITIVECATEGORY13，16，20，23，SIXINTOTHEMETACOGNITIVECATEGORY31，32，33，34，35，36，ANDONEINTOTHECOMPENSATIONCATEGORY29AFTERADETAILEDDISCUSSIONOILTHECAUSESOFTHERESULTSOBTAINED，THEPAPERPROVIDESTHEFOLLOWINGSUGGESTIONSFORENGLISHTEACHINGANDLEARNINGINCHINAI【

簡(jiǎn)介：河南大學(xué)碩士學(xué)位論文從系統(tǒng)功能語(yǔ)言學(xué)看漢語(yǔ)案件新聞標(biāo)題和內(nèi)容的關(guān)系姓名王麗麗申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師王振華20060401結(jié)構(gòu)安排。第二章綜述了此領(lǐng)域前人所作過(guò)的研究并為這篇論文奠定了基礎(chǔ)。許多學(xué)者都曾對(duì)新聞作過(guò)研究，尤其是針對(duì)標(biāo)題，具有代表性的是羅伯特、貝爾和凡戴克。但是對(duì)新聞的標(biāo)題與內(nèi)容關(guān)系的研究卻很少引起注意，除了我國(guó)學(xué)者王振華2003，2004和張加民2004。第三章以韓禮德的系統(tǒng)功能語(yǔ)法為基礎(chǔ)，構(gòu)建了本文的理論框架。作者首先對(duì)語(yǔ)境的概念進(jìn)行了歷史性的回顧，然后指出語(yǔ)境包括兩個(gè)層次情景語(yǔ)境和文化語(yǔ)境，其中，韓禮德把情景語(yǔ)境等同于語(yǔ)域，文化語(yǔ)境等同于語(yǔ)類(lèi)。語(yǔ)類(lèi)層是高于語(yǔ)域，而語(yǔ)域?qū)佑指哂谡Z(yǔ)言層，同時(shí)語(yǔ)言實(shí)現(xiàn)了語(yǔ)域。語(yǔ)域和語(yǔ)類(lèi)是語(yǔ)篇的系統(tǒng)功能視角的兩個(gè)實(shí)現(xiàn)層次。事實(shí)上，語(yǔ)域和語(yǔ)類(lèi)是闡釋同一語(yǔ)界的兩個(gè)不同的視角，一個(gè)是從意義的角度，另個(gè)是從結(jié)構(gòu)的角度。第四章從意義和結(jié)構(gòu)上對(duì)漢語(yǔ)案件新聞的標(biāo)題和內(nèi)容之間的關(guān)系進(jìn)行了定性和定量分析，是這篇論文的核心部分。在語(yǔ)義上，筆者從三個(gè)情景變量的角度，也就是語(yǔ)場(chǎng)、語(yǔ)旨和語(yǔ)式來(lái)分析標(biāo)題和內(nèi)容是如何聯(lián)系的，而這三個(gè)情景變量反過(guò)來(lái)又由韓禮德的三個(gè)元功能來(lái)實(shí)現(xiàn)概念功能、人際功能和語(yǔ)篇功能，并得出漢語(yǔ)案件新聞的標(biāo)題和內(nèi)容在意義上是相I刊的，也就是蛻，他們表達(dá)了記者相同的經(jīng)歷，看法和態(tài)度。從結(jié)構(gòu)上，分析是通過(guò)語(yǔ)類(lèi)理論，以波浪理論為題，由馬丁的圖式結(jié)構(gòu)來(lái)實(shí)現(xiàn)。筆者認(rèn)為，標(biāo)題是整個(gè)語(yǔ)篇的最高層次的宏觀主位，而內(nèi)容中則包括宏觀主位，超主位和宏觀新信息。所以，標(biāo)題與內(nèi)容雖然所表達(dá)的意義相同，卻有著不同的結(jié)構(gòu)。也就是況，標(biāo)題預(yù)示內(nèi)容，同時(shí)，其要點(diǎn)又通過(guò)內(nèi)容中的段落來(lái)實(shí)現(xiàn)。但是，標(biāo)題只是從宏觀角度為讀者提供了案件信息，而內(nèi)容則是更詳細(xì)地，一步一步地對(duì)標(biāo)題進(jìn)行了闡釋和說(shuō)明。第五章是整篇論文的總結(jié)。筆者首先回顧了分析的理論基礎(chǔ)，并得出這項(xiàng)研究的結(jié)果，然后提出這項(xiàng)研究的局限性以引發(fā)進(jìn)一步的修正。關(guān)鍵詞案件新聞；情景語(yǔ)境；文化語(yǔ)境；語(yǔ)域；語(yǔ)類(lèi)

簡(jiǎn)介：?jiǎn)挝淮a10359學(xué)號(hào)201111291逝密級(jí)坌五分類(lèi)號(hào)H3J曼皇侖肥工學(xué)大警HEFEIUNIVERSITYOFTECHNOLOGY碩士學(xué)位論文MASTER，SDISSERTATION論文題目呈堡型曼麴主型圈終語(yǔ)言數(shù)簽曼堂功能僉扭學(xué)位類(lèi)別堂壓亟專(zhuān)業(yè)名稱(chēng)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)作者姓名籃差薈導(dǎo)師姓名翅佳友麴援完成時(shí)間2Q壘生3月3目ADISSERTATIONSUBMITTEDFORTHEDEGREEOFMASTERSEMIOTICFUNCTIONALANALYSISOFLETTEREDANDNUMERALNETWORKLANGUAGEBYZHANGQIAOHUIHEFEIUNIVERSITYOFTECHNOLOGYHEFEI，ANHUI，PRCHINAMARCH，2014