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簡介：蘇州大學碩士學位論文語篇理解與分析系統(tǒng)功能語言學與心理語言學的互補性研究姓名林璐申請學位級別碩士專業(yè)英語語言文學指導教師嚴世清20070301ABSTRACTSYSTEMICFUNCTIONALLINGUISTICSSFLANDPSYCHOLINGUISTICSA地CONSIDEREDASTWOGREATLYINFLUENTIALLINGUISTICTHEORIESINTHETWENTIETHCENTURYSFLISASOCIOLOGICALLYORIENTEDFUNCTIONALLINGUISTICAPPROACHWHICHHASGREATEFFECTOLLVARIOUSDISCIPLINES弛I刪TOLANGUAGE，SUCHASLANGUAGETEACHING∞DOLI咧SDC8，TEXTANALYSIS，STYLISTICSANDMACHINETRANSLATIONPSYCHOLINGUISTICSJSTHEEMPIRICALANDTHEORETICALSTUDYOFLANGUAGECOMPREHENSIONLANGUAGEPRODUCTIONANDLANGUAGEACQUISITIONTHEDIFFCLENCCSANDCORRELATIONSB讎WCCNSFLANDPSYCHOLINGUISFICSHAVEBEEN缸嘲OFACADEMICINTERESTFORMANYLINGUISTSDESPITEDLCDI‰NCE8INTHEIRTHEORETICALSTANDRESEARCHMETHODOLOGYANDOBJECTIVESTHISTHESISEXPLORESTHECOMPLEMENTARITYBETWEENTHETWOBRANCHESOFLINGUISTICSFROMTHEPERSPECTIVEOFTEXTCOMPREHENSIONANDANALYSISCHAP缸ONEPRESE曲ABRIEFACCOUNTOFTHEDEVELOPMENTOFTEXTCOMPREHENSIONANDANALYSIS，AND珥OP∞鶴THATSFLANDPSYCHOLINGUISTICS鋤HAVEMANYOVERLAPPINGANDCOMPLEMENTARY羽腳WHICHNEEDFURTHEREXPLORATIONCHAPTERTWOOFFERS柚OVERVIEWOFSFLANDPSYCHOLINGUISTICSANDPUTSFORWARDTHETHREETHEORETICALBASESFORTHE伽衄PL烈暖鋤T缸I王YBOTWCERLLTHETWOCHAPTERTHREEISDEVOTEDTOTHEEXPOSITIONOFSFLSTEXTANALYSISTHCORIC8WHILECHAPTERFOUR鯽ADETAILEDACCOUNTOFTHETHREEMOSTINFLUENTIALPSYCHOLINGUISTICTHEORIESFORTEXTCOMPREHENSIONTHEPROPOSITIONALTH哪THE8CHCMATHEORYANDTHECAPACITYTHCO哆ONSUCHABASIS，CHAP地RFIVEEXPLORESTHECOMPLEMENTARITYBETWEALTHETWOINTHEFIELDOFTEXTCOMPREHE璐IONANDANALYSISSFLC鋤COMPLEMENTPSYCHOLINGUISFICSINSUCHASPECTSA8THESITUATIONMODEL，THCSOCIALCONSUUCTIVITYOFLANGUAGEANDTHEROLEOFCONTEXTANDPSYCHOLINGL】ISTICSCALLMAKEUPFORSFLSDEFICIENCIESTO∞噼EXTENTASSPECIFICALLYSHOWNBYTHEFOLLOWINGFOURPOINTSTEXTASASEMANTICUNITTHERELATIONSHIPB咖嘲COHESIONANDCOHERENCE。THEROLEOFWORLDKNOWLEDGEANDTHEROLEOFINFERENCEINCHAPTERSIX，AFTERTHECOMPARATIVEANDEXPLORATIVESTUDYINTHEPRSVIONSCHAPTERS，THEAUTHORCOMESTOTHECONCLUSIONTHATIFSFLCALLDRAWUPONPSYCHOLINGUISTICSINRESEARCHMETHODOLOGYANDFINDINGS，ITMAYARRIVEATNEW

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簡介：學校代碼分類號10126論文題目受縣于々編號31205041學專業(yè)生E國適壹堂區(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位論文是本人在導師的指導下進行的研究工作及取得的研究成果。除本文已經注明引用的內容外，論文中不包含其他人已經發(fā)表或撰寫過的研究成果，也不包含為獲得囟墓直太堂及其他教育機構的學位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均己在論文中作了明確的說明并表示謝意。學位論文作者簽名刁A鯊II羔ET期衛(wèi)避圭絲指導教師簽名日在學期間研究成果使用承諾書本學位論文作者完全了解學校有關保留、使用學位論文的規(guī)定，即內蒙古大學有權將學位論文的全部內容或部分保留并向國家有關機構、部門送交學位論文的復印件和磁盤，允許編入有關數據庫進行檢索，也可以采用影印、縮印或其他復制手段保存、匯編學位論文。為保護學院和導師的知識產權，作者在學期間取得的研究成果屬于內蒙古大學。作者今后使用涉及在學期間主要研究內容或研究成果，須征得內蒙古大學就讀期間導師的同意；若用于發(fā)表論文，版權單位必須署名為內蒙古大學方可投稿或公開發(fā)表。學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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簡介：CLASSIFIEDINDEXUDC18291工3CODE10075NO041142ADISSERTATIONFORTHEDEGREEOFMARTSANANALYSISOFTHEDYNAMICNATUREOFTEXT_ASYSTEMICFUNCTIONALAPPROACHTODISCOURSEANALYSISCANDIDATECAOJINGSUPERVISORASSOCIATEPROFZHAODEQUANSPECIALTYENGLISHLANGUAGEANDLITERATUREACADEMICDEGREEAPPLIEDFORMASTEROFARTUNIVERSITYHEBEIUNIVERSITYDATEOFORALEXAMINATIONJUNE，2007進行的研究工作及取得外，論文中不包含其他教育機構的學位或證書所使剛過的材料。與我一同工作的同志對本研究所做的任何貢獻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』月坐一同學位論文使用授權聲明本人完全了解河北大學有關保留、使用學位論文的規(guī)定，即學校有卡義保留并向國家有關部門或機構送交論文的復印什和咆予版，允YL論文被查閱和借閱。學?？梢怨癑論文的傘部或部分|人J容，可以采用影印、縮印或其他復制于段保存論文。本學位論文屬于1、保密口，在年月F1解密后適_HJ水授權聲明。2、不保密叫。清在以上相應方格內打“4”作者簽名導師簽名H其YJ丑年生月√芝H同期丞華F上月4F1‘

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簡介：的地方外，論文中不包含其他人已經發(fā)表或撰寫的研究成果，也不包含為獲得江西財經大學或其他教育機構的學位或證書所使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已在論文中作了明確的說明并表示了謝意。關于論文使用授權的說明本人完全了解江西財經大學有關保留、使用學位論文的規(guī)定，即學校有權保留送交論文的復印件，允許論文被查閱和借閱；學?？梢怨颊撐牡娜炕虿糠謨热?，可以采用影印、縮印或其他復制手段保存論文。保密的論文在解密后遵守此規(guī)定簽名I蘭苧導師簽名鯉日期迦絲墮鯊摘要㈣㈣㈣Y1845岑詞語轉類是一種有趣的語言學現象，對其研究既涉及到了詞匯學構詞方式、語義學I百J義特征、語用學使用情景、修辭學煉詞、文體學文體特色、文本類型學在不同類型文本的分布，又牽涉到諸如認知科學詞語生成與識讀機理、翻譯研究轉類詞的翻譯處理、詞典學詞類標注和對比語言學不同語言之間轉類詞之異同等所關注的問題。HALLIDAY的及物性理論把各種經驗，如發(fā)生、行動、感知、意思、存在、成分等分成多種不同的過程，并指明與各種過程有關的參與者和環(huán)境成分。不同的過程和不同的參與者就組成了不同的選擇。本文以北京大學現代漢語語料庫為依托，自建名動轉類、名形轉類、形動轉類語料庫，從系統(tǒng)功能語言學及物性的角度對轉類現象進行統(tǒng)計分析。本研究圍繞以下三個問題展開1在名動轉類、名形轉類、形動轉類中的主要過程是什么2在文學語篇、報刊語篇、公共語篇中轉類詞的主要過程是什么3與不發(fā)生轉類詞的過程相比，發(fā)生轉類詞現象的過程有何特殊的功能研究結果表明1在名動轉類、名形轉類、形動轉類中的主要過程分別是物質過程、關系過程、物質過程；2在文學語篇、報刊語篇、公共語篇中轉類詞的主要過程也是物質過程、關系過程、物質過程3發(fā)生轉類詞現象的過程自有其一定的功能，如能使描述更為形象和生動在語篇中更好地傳遞作者的思想內容；使語篇中的語言更為豐富。本研究能夠為轉類詞在不同語境下的不同意義以及表現形式提供理論解釋并有利于人們在實際語言運用過程中對轉類詞的把握和理解。關鍵詞轉類詞；系統(tǒng)功能語言學；及物性；語料庫

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簡介：哈爾濱工業(yè)大學碩士學位論文語言學習觀念研究及對英語教學的啟示姓名關曉紅申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師王桂芝20050601竺皇堡簍罌簍塞蘭竺壘呈簍ABSTRACTLANGUAGELEARNINGBELIEFLLBISONEOFTHEMOSTIMPORTANTFACTORSOFLEARNERS’INDIVIDUALDIFFERENCESTHATMAYINFLUENCETHELANGUAGELEARNINGPROCESSINTHEFIELDOFFOREIGNLANGUAGELEARNING，FINDINGSINCOGNITIVEPSYCHOLOGYHAVEENLIGHTENEDRESEARCHERSONHOWAFOREIGNLANGUAGEISLEARNEDRESEARCHINRECENTDECADESINSECONDANDFOREIGNLANGUAGEDEVELOPMENTHASMADEUSAWARETHATLANGUAGELEARNINGISPRIMARILYALEARNERORIENTEDACTIVITYTHEFOCUSOFTHERESEARCHERSHASMOVEDFROMTHETEACHERS，TEACHINGMATERIALSANDTEACHINGMETHODOLOGIESTOTHELEARNERSTHISTHESISWASBASEDONASTUDYTHATINVESTIGATEDTHELLBSOF177POSTGRADUATESOFSCIENCEANDENGINEERINGFORTHEMASTER’SDEGREETHESTUDYISCARRIEDOUTINTHEFORMOFAQUESTIONNAIREWHICHCONSISTSOFSIXDIMENSIONSOFLLBS，ATHEROLEOFTEACHER；BTHEROLEOFFEEDBACK；CTHELEARNER’SSENSEOFSELFEFFICACY；DIMPORTANTSTRATEGIES；EDIMENSIONSOFSTRATEGYRELATEDBEHAVIOR；DTHENATUREOFLANGUAGELEARNINGTHROUGHANALYSISANDCOMPARISON，ITCALLBECONCLUDEDTHATLLBSARECLOSELYRELATEDWITHWORKINGEXPERIENCESANDTHELANGUAGELEARNINGPROFICIENCYTHESTUDENTSWITHWORKINGEXPERIENCEHAVEMORESTRONGAUTONOMOUSLEARNINGABILITYTHANTHESTUDENTSWITHOUTWORKINGEXPERIENCETHESTUDENTSWITHHIGHERLANGUAGEPROFICIENCIESCOULDUSUALLYFINDMOREOPPORTUNITIESTOPRACTICEANDUSEENGLISHLANGUAGELEARNINGBELIEFCOULDINTERVENEIILTHELANGUAGELEARNINGANDLANGUAGETEACHINGPROCESSCLASSROOMTEACHERSSHOULDBEAWAREOFTHELEARNERS’LANGUAGELEARNINGBELIEFSANDHELPTHEMCHANGETHENEGATIVELEARNINGBELIEFSINTOPOSITIVELEARNINGBELIEFSANDACQUIRETHEAUTONOMOUSLEARNINGABILITY

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簡介：武漢理工大學碩士學位論文基于認知語言學的大學英語口語教學模式研究姓名張青申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師朱漢雄20091101武漢理工大學碩士學位論文ABSTRACTITHADBEENFOUNDTHATMANYOFTHECHINESECOLLEGESTUDENTSCOULDNOTCOMMUNICATEEFFECTIVELYWITHPEOPLEFROMENGLISHSPEAKINGCOUNTRIESASSHOWNINSOMEINVESTIGATIONSTHISISBECAUSESPOKENENGLISHTEACHINGINCOLLEGESHASBEENAWEAKASPECTANDTHERESEARCHESHAVENOTMADEREMARKABLEPROGRESSASEXPECTEDHOWTOIMPROVEANDDEVELOPCOLLEGESPOKENENGLISHTEACHINGINCHINAHASBECOMEONEOFTHEMOSTIMPORTANTISSUESINTEACHINGENGLISHASAFOREIGNLANGUAGETEFL，ANDHASDRAWNGREATATTENTIONOFBOTHTEACHERSANDEDUCATORSFORTHISPROBLEM，THEAUTHORHYPOTHESIZEDTHATTHECOGNITIVETHEORYBASEDTEACHINGMODELCANIMPROVETHESTUDENTS’ORALENGLISHABILITYANDCANPROVIDESOMEREFERENTIALINFORMATIONFORTHEFUTURERESEARCHINTHISFIELDMEANWHILE，THEAUTHORALSODIDSOMEEXPERIMENTRESEARCHES，WHICHBASEDONCOGNITIVETHEORYANDITSRELATIONSHIPWITHCOLLEGESPOKENENGLISHTEACHINGARERATERM’SLEARNING，THERESULTSREFLECTTHATTHETEACHINGMETHODCANIMPROVESTUDENTS’ORALENGLISHABILITYUPUNTILNOWFEWSTUDIESOFORALENGLISHTEACHINGHAVEBEENCARRIEDOUTFROMTHEPERSPECTIVEOFCOGNITIVETHEORYITISSAFETOSAYTHATTHISAPPROACHWILLBROADENTHESCOPEOFORALENGLISHTEACHINGTHISTHESISISANEXPERIMENTALSTUDYSTUDENTSFROMWUHANENGINEERINGINSTITUTEWERECHOSENTOBETHESUBJECTIVEATTHEBEGINNINGOFTHISACADEMICTERM，THEAUTHORUSEDAPREQUESTIONNAIRETOINVEIGATETHECURRENTSITUATIONOFTHESTUDENTS。ORALENGLISHLEARNINGTHENTHEAUTHORUSEDAPRETESTTOEXAMTHESTUDENTSORALENGLISHPROFICIENCYANDFOUNDTHATTHESTUDENTSORALENGLISHPROFICIENCYISGENERALLYLOWTHEREAREMANYFACTORSTHATAFFECTTHESTUDENTSSPEAKINGABILITYINCLUDINGTHESTUDENTSFACTORTHETEACHERSFACTORANDTHELEARNINGENVIRONMENTTOIMPROVETHESTUDENTSORALENGLISHPROFICIENCYANDRESOLVETHEPROBLEMSHINDERINGTHESTUDENTSORALENGLISHLEARNING，THEAUTHORAPPLIEDCOGNITIVELINGUISTICTHEORYBASEDTEACHINGMETHODTOTHECLATSSIDOIUTEACHINGINWUHANENGINEERINGINSTITUTEATTHEENDOFTHEACADEMICTERM，ACCORDINGTOAPOSTTESTANDTHEINTERVIEWS，THEAUTHORFOUNDTHATCOGNITIVELINGUISTICTHEORYBASEDORALENGLISHTEACHINGISPOSSIBLEANDEFFECTIVEINIMPROVINGTHESTUDENTSSPEAKINGABILITYTHISTHESISCONSISTSOFFIVECHAPTERSCHAPTERONEISINTRODUCTIONITBRIEFLYINTRODUCESTHERESEARCHBACKGROUNDTHESIGNIFICANCEANDPILRPL∞EOFTHERESEARCHⅡ

簡介：上海交通大學碩士學位論文從功能語言學的角度對狂人日記和孔乙己的兩個英文譯本的對比分析姓名葛群燕申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師陳德民20080117IIABSTRACTTHESYSTEMICFUNCTIONALGRAMMARSFG,FIRSTLYPRESENTEDBYMAKHALLIDAY,PROVIDESPEOPLEWITHANEWPERSPECTIVETOCOGNIZELANGUAGEITISGENERALLYACCEPTEDASANEFFECTIVETHEORETICALFRAMEWORKTOANALYZELANGUAGEINSFG,LANGUAGEISREGARDEDASTHEOUTCOMEOFSOCIALACTIVITIESANDPERFORMSVARIOUSFUNCTIONSSYSTEMICFUNCTIONALLINGUISTICSCONSISTSOFTWOPARTSSYSTEMICLINGUISTICSANDFUNCTIONALLINGUISTICSFUNCTIONALLINGUISTICS,ONWHICHTHISDISSERTATIONLAYSFOUNDATION,ISCONCERNEDWITHHOWLANGUAGEISUSEDANDISVIEWEDASATOOLFORSOCIALCOMMUNICATIONACCORDINGTOHALLIDAY,THEWAYSINWHICHHUMANBEINGSUSELANGUAGEARECLASSIFIEDINTOTHREEBROADCATEGORIES,WHICHISREFERREDTOASTHREEMETAFUNCTIONSTHEYAREIDEATIONAL,INTERPERSONALANDTEXTUALMETAFUNCTIONTHETHREEMETAFUNCTIONSOFLANGUAGEINTERRELATEONEANOTHER,ANDWEIGHEQUALLYIMPORTANTINTHESTUDIESOFSFGINTHISPAPER,THETWOENGLISHVERSIONSOFKUANGRENRIJIANDKONGYIJIWRITTENBYLUXUNARESTUDIEDUNDERTHEFRAMEWORKOFFUNCTIONALLINGUISTICSTHEYARECOMPAREDINTERMSOFTHEDIFFERENTDEGREESTOWHICHTHEINTERPERSONALANDTEXTUALFUNCTIONSOFTHEORIGINALAREREPRODUCEDINTHETRANSLATIONSWITHTHETHEORETICALINTRODUCTIONANDEXAMPLEILLUSTRATION,THISDISSERTATIONISTODEEPERTHEREADER’SUNDERSTANDINGOFFUNCTIONALLINGUISTICS,ANDMOREIMPORTANTLY,TOENCOURAGEMOREAPPLICATIONOFTHISTHEORETICALFRAMEWORKTOTHETRANSLATIONCRITICISMANDTRANSLATIONPRACTICEKEYWORDSFUNCTIONALGRAMMAR,INTERPERSONALMEANING,TEXTUALMEANING,TRANSLATIONCOMPARISON