簡(jiǎn)介：天津大學(xué)碩士學(xué)位論文從認(rèn)知語(yǔ)言學(xué)視角解析語(yǔ)篇連貫姓名程淑媛申請(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)教師賈欣嵐20070601ABSTRACTASALLESSENTIALCONCEPTOFDISCOURSEANALYSIS，COHERENCEISAHOTTOPICFORLINGUISTSPASTSTUDIESHAVECONTRIBUTEDVARIOUSAPPROACHESTOTHEANALYSISOFDISCOURSECOHERENCETHISTHESISWILLFURTHEREXPLORETHISSUBJECTWITHFOURMAJORTHEORIESOFCOGNITIVELINGUISTICSTHEIDEALIZEDCOGNITIVEMODELICM，THECOGNITIVEREFERENCEPOINTERE，CONCEPTUALMETAPHORSANDICONICITY1CMCANBEUSEDTOANALYZEDISCOURSECOHERENCEFROMAMICROSEMANTICPERSPECTIVEITISQUITEHELPFULTOSEEKADEEPCONNECTIONBETWEENDIFFERENTINFORMATIONINADISCOURSEBYFILLINGMISSINGINFORMATIONANDITISALSOWORKABLEFORINTERPRETINGGRAMMATICALCOHERENCETHEOTHERTHREEAPPROACHESALLTAKEAMACROSTRUCTURALPERSPECTIVECRPDOMINATESTHEINTERPRETATIONOFDISCOURSECOBERENCEWITHTHEVIEWPOINTOFADISCOURSE，WHICHDETERMINESTHEMENTALPROCESSOFINFORMATIONORGANIZATIONCONCEPTUALMETAPHORSAREUSEFULFORTHEANALYSISOFDISCOURSECOHERENCEFORTHEYINVOLVETWOSETSOFINFORMATIONTHATISCLOSELYLINKEDTHROUGHTHEMAPPINGRELATIONSHIPTHEESSENCEOFICONICITYLIESINTHATOURLINGUISTICEXPRESSIONSREFLECTOURCOGNITIONOFTHEOBJECTIVEWORLDTHEREFORE，IFADISCOURSEISCONSTRUCTEDINAWAYTHATACCORDSWITHOUREXPERIENCEWITHTHEWORLD，ITSHOULDBEJUDGEDASACOHERENTONEALLTHEFOURAPPROACHESDISCUSSEDINTHISTHESISESTABLISHACLOSERELATIONBETWEENTHESURFACELINGUISTICFORMSANDTHEUNDERLYINGMEANINGSATADEEPSTRUCTURE，SOTHEYPROVIDEUSWITHADYNAMICWAYTOINTERPRETDISCOURSECOHERENCEBESIDES，THEINTERPRETATIONOFDISCOURSECOHERENCEWITHTHESEAPPROACHESALLINVOLVESOURCOGNITIVEACTIVITIES，WHICHARECARRIEDOUTIN0111“MENTALWORLDTHUS，MEYACTUALLYLEADTLSTOCONSTRUCTAMENTALCOHERENCETHESETWOASPECTSCONSTITUTEAGOODCOMPLEMENTANDDEVELOPMENTOFPASTSTUDIESTHISTHESISHOPESTOSHEDSOMELIGHTONTHECONSTRUCTIONOFACOMPREHENSIVEANDSYSTEMATICTHEORYFORDISCOURSECOHERENCEKEYWORDSDISCOURSECOHERENCE；ICM；CRP；CONCEPTUALMETAPHORS；ICONICITY；DYNAMICANALYSIS；MENTALCOHERENCEH

簡(jiǎn)介：1廣西師范大學(xué)碩士學(xué)位論文EMOTIVEFACTORSANDENGLISHLANGUAGELEARNING情感因素與英語(yǔ)語(yǔ)言學(xué)習(xí)院﹑系外語(yǔ)學(xué)院年級(jí)1998級(jí)在職專業(yè)英語(yǔ)語(yǔ)言文學(xué)研究方向英語(yǔ)語(yǔ)言與教學(xué)導(dǎo)師陳吉棠教授研究生麥小敏完成日期2002年4月3ACKNOWLEDGEMENTSFIRSTOFALL,IWOULDLIKETOEXPRESSMYGRATITUDETOMYSUPERVISOR,PROFESSORCHENJITANG,WHONOTONLYGIVESMEHISGUIDANCE,INVALUABLEADVICEANDENCOURAGEMENT,BUTALSOHELPSMEALOTINWIDENINGMYACADEMICSCOPEIALSOOWEMYTHESISTOTHEFOLLOWINGTEACHERSANDFRIENDSPROFESSORLIUSHAOZHONGSHOWSHISCONSTANTENCOURAGEMENTTOMYWORKPROFESSORLUQIAOLINGALWAYSEXPRESSESHERCONCERNTOMYTHESISANDHELPSMECLARIFYSOMECONFUSINGPROBLEMSPROFESSORLIXIAOOFFERSMEHERVALUABLESUGGESTIONANDIWOULDLIKETOAPPRECIATETHETEACHERSINTHECOLLEGEOFFOREIGNSTUDIES,GUANGXINORMALUNIVERSITYANDMYFRIENDSINOTHERCOLLEGESANDUNIVERSITIESFORTHEIRCONSISTENTSUPPORTWITHOUTTHEIRHELPANDENCOURAGEMENT,MYTHESISWOULDNOTHAVEBEENCOMPLETED

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)專業(yè)研究生英語(yǔ)論文中語(yǔ)篇錯(cuò)誤的研究姓名王丹妮申請(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)教師隋銘才20040501再次，語(yǔ)篇的前后不一致是個(gè)較為突出的問題，它在一定程度上破壞了論文的連續(xù)性，使語(yǔ)篇不能夠正常發(fā)展。本文只是對(duì)英語(yǔ)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)專業(yè)研究生畢業(yè)論文中語(yǔ)篇錯(cuò)誤的一個(gè)嘗試性分析，希望這些有限的研究和發(fā)現(xiàn)能夠引起研究生們的關(guān)注，在寫作的過程中能多注意其論文的邏輯性，科學(xué)性和學(xué)術(shù)性，及時(shí)避免一些可以預(yù)見的語(yǔ)篇錯(cuò)誤。關(guān)鍵詞錯(cuò)誤分析語(yǔ)篇錯(cuò)誤研究生論文

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簡(jiǎn)介：復(fù)旦大學(xué)碩士學(xué)位論文漢語(yǔ)口吃現(xiàn)象的語(yǔ)言學(xué)研究姓名馮鈺婷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師楊劍橋20070527摘要從70年代開始國(guó)外已經(jīng)有語(yǔ)言學(xué)家對(duì)口吃的語(yǔ)言學(xué)特征進(jìn)行分析研究，所涉及的學(xué)科包括神經(jīng)語(yǔ)言學(xué)、病理語(yǔ)言學(xué)、心理語(yǔ)言學(xué)以及認(rèn)知語(yǔ)言學(xué)等。其中對(duì)于口吃在語(yǔ)流中發(fā)生的位置與詞類的關(guān)系的研究是近幾年該領(lǐng)域一個(gè)較新的課題。本文的研究發(fā)現(xiàn)國(guó)外語(yǔ)言學(xué)家在英語(yǔ)、德語(yǔ)和西班牙語(yǔ)的口吃研究中發(fā)現(xiàn)的口吃發(fā)生與功能詞一實(shí)詞區(qū)別的規(guī)律性聯(lián)系在漢語(yǔ)中也存在類似情況，但是由于漢語(yǔ)本身所具有的不同于印歐語(yǔ)的特點(diǎn)，漢語(yǔ)口吃現(xiàn)象又有有別于其他語(yǔ)言的地方。通過具體分析研究，本文發(fā)現(xiàn)漢語(yǔ)的口吃發(fā)生有以下幾點(diǎn)規(guī)律1兒童在功能詞上容易發(fā)生口吃，而實(shí)詞上幾乎不發(fā)生口吃；隨著年齡增長(zhǎng)，青少年在實(shí)詞和功能詞上的口吃發(fā)生率都有所增加；但是到成年人以后功能詞上的口吃發(fā)生率明顯降低，而實(shí)詞上的口吃發(fā)生率繼續(xù)增加，以至于超出功能詞上的口吃發(fā)生率；2在一個(gè)語(yǔ)音詞內(nèi)部，實(shí)詞前的功能詞比實(shí)詞后的功能詞更容易發(fā)生口吃；3在一個(gè)語(yǔ)音詞內(nèi)部，位置靠前的詞都比位置靠后的詞更容易發(fā)生口吃；4盡管存在序列位置效應(yīng)，實(shí)詞在不同序列位置的口吃發(fā)生率卻并不是一個(gè)單純的遞減變化，實(shí)詞在第二個(gè)詞位上發(fā)生口吃的幾率最高，到第三個(gè)詞則又降低。目前國(guó)內(nèi)對(duì)口吃的研究主要集中在矯正手段、效果的研究方面，從語(yǔ)言學(xué)的角度來研究口吃的發(fā)生和詞類之間的關(guān)系還是一個(gè)很新的課題。本文立足于大量一手錄音資料，力求客觀準(zhǔn)確地對(duì)漢語(yǔ)口吃現(xiàn)象進(jìn)行描述，并與印歐語(yǔ)中的同類研究進(jìn)行比較分析，在學(xué)術(shù)上和實(shí)踐意義上都有一定價(jià)值。關(guān)鍵詞語(yǔ)音詞功能詞實(shí)詞EXPLAN序列位置效應(yīng)中圖分類號(hào)H082

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文英語(yǔ)語(yǔ)言學(xué)中語(yǔ)境功能的分析與應(yīng)用姓名于波申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（英語(yǔ)）指導(dǎo)教師宋興蘊(yùn)20040301ABSTRACT55PARESTHEANALYSISANDAPPLICATIONOFTHECONTEXTFUNCTIONSINENGLISHLINGUISTICSMARCH2004INRECENTYEARS，THEIDEATHATALINGUISTICSENTENCECALLBEFULLYANALYZEDWITHOUTTAKING‘CONTEXT’INTOACCOUNTHASBEENSERIOUSLYQAESTIONEDW7HATDOWEDOWHENASKEDWHETHERAPARTICULARSENTENCEIS‘ACCEPTABLE’DOWENOTIMMEDIATELYANDQUIRENATURALLYSETABOUTCONSTRUCTINGSOMECIRCUMSTANCESIEA。CONTEXT’INWMCHTHESENTENCECOULDBEAECEPTABLYUSEDINTHEPRESENTENGLISHCLASSROOMTEACHING，TEACHERSEBBTHETRADITIONALTEACHINGPROCEDUREEXCESSIVELY，THEYEXPLAINKNOWLEAGEPOINTSCAREFALL3，，THENDRILLTHEMMECHANICALLY，LACKFLEXIBLETEACHINGMETHODSANDSELFMADECONTEXT，HINDERTHEDEVELOPMENTOFSTUDENTSEOMMUNICATIVECOMPETENCEINTHELONGTERMENGLISHCLASSROOMTEACHING，SOMEQUESTIONSHAVETOBEREEVALUATEDASBOTHMECOORDINATORANDSUPERVISOROFSTADENTS‘ACTIVITIES～TEACHERS，HOWTOPLAYANIMPORTANTROLEBYSYNTHESIZINGALLKINDSOFELEMENTSOFCONTEXTHOWTOCHOOSETHEIRTEACHINGCONTENTDESIGNMEIROVENSYHABUSANDARRANGETHEIRCLASSSH。ACTURE喇HIEHDOULDBEV蕊。憾EHAKLENGE瓤DMEANINGFULHOWTOTHILLKOFVARIETIESOFWAYSTOCREATEANDACHIEVEAVARIETYOFEFFECTSTOACCOMPLISHANINTERESTINGANDCOOPERATIVELEANUNGATMOSPHERELANGUAGECONTEXTISTHE’ENVIRONMENT’，OR‘CIRCUMSTANCES‘INWHICHLANGUAGEISUSEDTHEDISCOURSEANALYSTFLOATSHISDATAASTHERECORDOFDVNAMIEPROCESSINWHICHLANGUAGEWASUSEDASALIINSTNMAENTOFCOMMUNICATIONLAACONTEXTBYASPEAKER／嘶TERTOEXPRESSMEANINGSMADACHIEVEINTENTIONSWORKINGFROMTHEDATA，THEANALYSTSEEKSTODESCRIBEREGULARITIESINTHELINGUISTICREALIZATIONSUSEDBYPEOPLETOCOMMUNICATETHOSEMEANINGSANDINTENTIONSNEPAPERANALYZESTHETWOASPECTSOFCONTEXTNECONTEXTOFSITUATIONANDTHEEXPANDINGCONTEXTTHEAPPHEATIONOFCONTEXTBELONGSTOAPPLIEDLINGUISTICSJUSTASSPITCORDERSAYS。OFALLTHEAREASOFAPPLIEDLINGUISTICS，NONEHASSHOVMTHEEFFECTOFLINGUISTICFINDINGSPRINCIPLESAND

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文初中英語(yǔ)教材的社會(huì)語(yǔ)言學(xué)分析姓名周迎芳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師舒白梅20040401◎碩士學(xué)位論文MAS砸象’S弧黜料，并訓(xùn)練成功實(shí)現(xiàn)言語(yǔ)行為的策略。社會(huì)文化價(jià)值多是間接地體現(xiàn)在教材中。由于它們暗藏在文字背后而沒有被明說，因而要通過仔細(xì)分析教材才能揭示出來。教材中的社會(huì)文化語(yǔ)境應(yīng)是學(xué)生熟悉和理解的。此外，教材還應(yīng)考慮到來自不同地區(qū)、不同民族、以及不同社會(huì)背景的學(xué)生的興趣。在上述社會(huì)語(yǔ)言學(xué)研究的基礎(chǔ)上，作者建立了一個(gè)針對(duì)教材分析的框架，在此框架中，作者列出同這四令方面的社會(huì)語(yǔ)言學(xué)研究相關(guān)的問題，并通過回答這些問題來分析教材。∥通過分析，作者指出初中英語(yǔ)教材的優(yōu)點(diǎn)和不足。作者發(fā)現(xiàn)該套教材中的大多數(shù)語(yǔ)言材料貼近學(xué)生的生活，趣味性強(qiáng)，有明確的語(yǔ)境，并且反映出了編者剝于不同社會(huì)語(yǔ)境中語(yǔ)苦變體的重視；交際模式及言語(yǔ)行為得到了合理的處理社會(huì)文化知識(shí)通過各種方式得到了介紹；教材體現(xiàn)了開放、樂觀、人文的態(tài)度。同時(shí)，這套教利中也存在許多缺點(diǎn)，主要是對(duì)于清單中包含的許多社會(huì)語(yǔ)言學(xué)因素體現(xiàn)得不夠均衡，有的沒有得到充分或合理的體現(xiàn)，而有的則完全沒有涉及。作者最后總結(jié)認(rèn)為，我國(guó)初中英語(yǔ)教材中體現(xiàn)了社會(huì)語(yǔ)言學(xué)因素。有的因素得到了充分、恰當(dāng)?shù)伢w現(xiàn)，而有的則沒有相同的因素有時(shí)處理得充分合理，有時(shí)則不夠；不同分冊(cè)的處理方式也不一樣。教師在使用該套教材時(shí)，應(yīng)注意揚(yáng)長(zhǎng)避短，做出適當(dāng)?shù)恼{(diào)整。關(guān)鍵詞教材分析；框架；社會(huì)語(yǔ)言學(xué)初中英語(yǔ)教材

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簡(jiǎn)介：武漢理工大學(xué)碩士學(xué)位論文英語(yǔ)反義關(guān)系及修辭應(yīng)用語(yǔ)言學(xué)研究姓名楊帆申請(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)教師劉升民20071101武漢理工大學(xué)碩士學(xué)位論文ABSTRACTTHISDISSERTATIONISASTUDYOFANTOAYMYINENGLISHFROMLINGUISTICAND山舳LAPPROACHESESPECIALLYITSSEMANTICFEATURESANDRHETORICALAPPLICATIONMNIS110COUSCN蛐ABOUTTHEDE五NI蝎OFAMONYMYTRADITIONALVIEWCLASSIFIESANTONYMSINTOOTMLONYMSAADDERIVATIOMLANTONYMSFROMMORPHOLOGICALPOIMOFVIEWWITHM呲睇MAAFICTHANMOTPHOLOGKALCONCERNMODEMLINGUISTSCATEGORIZEOPPOSITESINTOVARIOUSTY睜，BUTTHETERMATMMYMISNARROWEDONLYTOREFERTOGRADABLEOPPOSITESEXCLUDINGOTHERTYPESOFOPPOSITESSUCHASCOMPLEMENTARIESANDCOLLVASETERMS，ETCTHETOOSTRICTSCNS49GOESAGAI璐TTHEFACTTHATANTONYMYISCOMMONLYUSEDINLLATURALLANGUAGESTHISSTUDYHOLDSTHATTHETERMABTO岬ISTOINCLUDEVARIOUSTYPESOFOPPOSITES，IC，ANTONYMSINAWIDER瓤棚功ONTHECONDITIONTHATTHETWOWORDSA北SEMANTICALLYCONTRASTEDANDHAVESHAREDSEMANTICRANGEAATONYMYPOSSESSESSEVERALUNIQUEPROPEFTIE8SUCH罄BINARITYHHERENTNCSSANDP址ENCYALTHOUGHANTONYMYISOOMIDERED罄AH耐OFOPPOSITIONBYSOMCLINGUISTSINORDERTOSTUDYANTOAYMYINRH醣啪ICAL眥。ANTONYMSAREEQUALTOOPPOSITESINAWIDCR蛐SCTHEPROPERTIESOFVARIOUSOPPOSITESALLGEXPLORED證DETAILWITHREFERENCETOTHEIR∞M衄讎CHARACTERISTICSWITHMPHASJSPAIDONGRADABLEOPPOSITEANDITS弘OPCRTI鶴蜘BCOMPARISONOOMMITTEDNESSANDMARKEDNE鰱H礎(chǔ)TOHAVEABETTERMDEMANDINGOFTHENATUREOFAMONYMYNEAROPPOSITESWHICHDOCONTRASTINSOMEWAYBUTA聆NOTCONSIDEREDTRUEANTONYMSAIEALSOEXAMINEDASANIMPORTANT1TICRCLATIONANTONYMYISOFTENRHETORICALLYUSEDINTHEPRACTICEOFLANGUAGETHEREISTHEUSEOFONLYONEMEMBERRHETORICALLYBUTMOROOFTEN剮?kù)蜪STHE∞C虻咖Ⅱ∞OFBOTHMEMBERSOFANANTONYMPAIRUSEDEITHERLITERALLYSEMANTICALLYNORMSORFIGURATIVELYSEMANTICALLYABNORMALTHEBASESOFTHECOOCCTLNENCEARCEXPLOREDPSYCHOLOGICALLYANDPHILOSOPHICALLYANDTHESYNTACTICF3RAMESOFTHECO‘X℃U玎_CNCCAICOBSERVECLANTONYMYISCLOSELYASSOCIATEDWITHTHEFORMINGOFIDIOMSANDFIGURESOFSPEECHTOACHLCVCRHETORICALEFFECTSUCHASⅡ

簡(jiǎn)介：合肥工業(yè)大學(xué)碩士學(xué)位論文認(rèn)知語(yǔ)言學(xué)框架下的英漢俗語(yǔ)對(duì)比研究姓名陳茜申請(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)教師王華20100401ACONTRASTIVESTUDYOFPOPULARENGLISHANDCHINESESAYINGSFROMTHECOGNITIVELINGUISTICPERSPECTIVEABSTRACTASACOMMONPHENOMENONOFLANGUAGE，POPULARSAYINGSMANIFESTTHEWISDOMANDCULTUREOFANATIONANDPLAYANIMPORTANTROLEINCROSSCULTURALCOMMUNICATIONPEOPLETENDTOUSETHEMINBOTHTHEORALANDWRIRENFORMPOPULARSAYINGSAREDEEPLYROOTEDINTHEHIGHERORDERCOGNITIVESTRUCTUREANDCANREPRESENTTHECOGNITIVEPSYCHOLOGICALBASISOFANATIONPOPULARSAYINGSAREOFTWOCATEGORIESBROADSENSEANDNARROWSENSETHEFORMERISALSOCALLED“IDIOMS”，INCLUDINGPHRASES，ALLUSIONS，POPULARSAYINGS，PROVERBS，ADAGESANDSLANG；THELATTERISAKINDOFINDEPENDENTLANGUAGEPHENOMENON，INPARALLELTOPROVERBS，PHRASESANDALLUSIONSNARROWSENSEPOPULARSAYINGSSPECIFICALLYREFERTOTHOSEORALLYPOPULARLANGUAGEUNITSWIDELYSPREADAMONGPEOPLE，NOTONLYAKINDOFSTEREOTYPEDBUTALSOFREQUENTLYUSEDFLEXIBLEPHRASESMOSTPOPULARSAYINGSAREVIVID，IMAGINATIVEANDPHILOSOPHICALINTHEIRCHARACTERISTICSTHISTHESISMAINLYFOCUSESONTHENALTOWSENSEPOPULARSAYINGSFIRSTLYWEINTENDTOGIVETHENARROWSENSEPOPULARSAYINGSANACCURATEPOSITIONTHROUGHTHEANALYSISWITHOTHERCATEGORIESOFIDIOMS，ESPECIALLYTHECOMPARISONWITHPROVERBSTHENONTHEBASISOFTHERESEARCHRESULTSOFCONTEMPORARYTHEORYONMETAPHORWESHALLMAKEATENTATIVEEXPLORATIONOFTHEFORMATIONANDDISCOVERAMECHANISMFORTHEUNDERSTANDINGOFENGLISHANDCHINESEPOPULARSAYINGSFROMTHEPERSPECTIVEOFCOGNITIVELINGUISTICSTHECREATIONANDCOMPREHENSIONOFPOPULARSAYINGSAREDEEPLYROOTEDINONE’SNATIONALCULTURETHEACTUALUSEOFPOPULARSAYINGSINLIFEREFLECTSTHEROLETHATTHECONCEPTUALMETAPHORPLAYSINPEOPLE’SKNOWLEDGEOFTHEWORLDMETAPHORSOCCURINTHEPROCESSOFMETAPHORICALTHINKING，REVEALINGHOWPEOPLEGETTOKNOWTHEWORLDASDIFFERENTNATIONSHAVETHEIROWNCULTURE，POPULARSAYINGS，F(xiàn)ROMONEASPECT，REFLECTTHEAPPLICATIONANDINTERPRETATIONOFONE’SNATIONALCULTURE，INORDERTOREVEALTHEVARIEDANDSIMILARUNDERLYINGCULTURALPATTERNS，POPULARSAYINGS

簡(jiǎn)介：中國(guó)石油大學(xué)（華東）碩士學(xué)位論文從系統(tǒng)功能語(yǔ)言學(xué)角度剖析語(yǔ)境在語(yǔ)篇連貫中的作用姓名陳麗申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師孫承榮20080401ASYSTEMICFUNCTIONALAPPROACHTOTHEANALYSISOFFUNCTIONSOFCONTEXTINACHIEVINGTEXTCOHERENCECHENLIENGLISHLANGUAGELITERATUREDIRECTEDBYPROF．SUNCHENGRONGABSTRACTTHISTHESISISANATTEMPTTOEXPLORECONTEXT’SFUNCTIONSINACHIEVINGTEXTCOHERENCEBASEDONTHEFRAMEWORKOFSYSTEMICFUNCTIONALLINGUISTICS．THEAIMSFORTHESTUDYARETOTESTIFYTHEOPERATIONALITYANDPRACTICABILITYOFAPPLYINGHALLIDAYANCONTEXTTHEORYINTOTHEEXPLORATIONOFACHIEVINGTEXTCOHERENCE．THETHEORETICALBASESINCLUDETHETHEORYOFCONTEXTOFSITUATION，THETHREEMETAFUNCTIONSOFLANGUAGEANDTHEIRREALIZATIONINTHELEXICOGRAMMATICALLEVELTHETRANSITIVITYSYSTEM，THEMOODSYSTEMANDTHEMODALITYSYSTEM,ANDTHETHEMERHEMESYSTEMINHALLIDAY’SFUNCTIONALLINGUISTICTHEORY．THESEMIOTICCOMPONENTSOFCONTEXTAREFIELD，TENORANDMODEWHICHARESYSTEMICALLYRELATEDTOTHEFUNCTIONALCOMPONENTSIDEATIONAL，INTERPERSONALANDTEXTUALOFTHESEMANTICSFIELDTOTHEIDEATIONALCOMPONENT，TENORTOTHEINTERPERSONALCOMPONENTANDMODETOTHETEXTUALCOMPONENT．THEIDEATIONALCOMPONENTISREALIZEDBYTRANSITIVITYSYSTEM．THEINTERPERSONALCOMPONENTISREALIZEDBYMOODANDMODALITY．THETEXTUALCOMPONENTISSHOWNSTRUCTURALLYBYTHEMATICSTRUCTUREOFSENTENCESANDNONSTRUCTURALLYBYCOHESIVEDEVICES．THUSTHECOHERENCEOFATEXTCANBEEXPLAINEDBYANALYSISONTHETRANSITIVITYSYSTEM，MOODANDMODALITY,ANDTHEMATICSTRUCTUREINATEXT．THETRANSITIVITYANALYSISREVEALSTHATTHECHOICEOFTHETRANSITIVITYOFSENTENCESSHOULDBEFITINWITHTHENEEDOFTHETEXT’SFIELD．INORDERTOCONVEYCORRECTINFORMATIONTOTHEREADERSANDLISTENERS，TEXTSMUSTREPRESENTTHEREALWORLDORFICTIONALWORLD、ⅣI也CERTAINAPPROPRIATETRANSITIVITYSYSTEM．MOODANDMODALITYANALYSESREVEALTHATDIFFERENTMOODSANDMODALITIESAREUSEDTOCONVEYDIFFERENTINTERPERSONALMEANINGSINCONCRETETEXT．INORDERTOESTABLISHANDMAINTAININTERPERSONALRELATIONSHIP，WRITERSMUSTCORRECTLYCHOOSETHEMOODANDMODALITYACCORDINGTOTHETENOROFTHETEXT．THEMERHEMESYSTEMANALYSISREVEALSTHATAPPROPRIATEANDCONSISTENTTHEMATICSTRUCTURECANBEEASILYRECOGNIZEDANDACCEPTEDBYTHEREADERSANDLISTENERS．ITISNEEDEDTOASSIGNTHETEXT、ⅣITHTHEAPPROPRIATETHEMEACCORDINGTOTHEMODEOFTHETEXT．INTHISTHESIS，TOMAKETHELANGUAGEDATAANALYSISMORERELIABLE，VALIDANDCONVINCING，I

簡(jiǎn)介：分類號(hào)密級(jí)UDC編號(hào)10736碩士學(xué)位論文西北師范大學(xué)東干族留學(xué)生語(yǔ)言學(xué)習(xí)情況調(diào)研報(bào)告研究生姓名時(shí)雙成指導(dǎo)教師姓名、職稱魏鵬副教授專業(yè)名稱國(guó)際漢語(yǔ)教育研究方向?qū)ν鉂h語(yǔ)教學(xué)二〇一五年五月鄭重聲明鄭重聲明本人的學(xué)位論文是在導(dǎo)師指導(dǎo)下獨(dú)立撰寫并完成的，學(xué)位論文沒有剽竊、抄襲、造假等違反學(xué)術(shù)道德、學(xué)術(shù)規(guī)范和侵權(quán)行為，否則，本人愿意承擔(dān)由此而產(chǎn)生的法律責(zé)任和法律后果，特此鄭重聲明。學(xué)位論文作者（簽名）時(shí)雙成2015年6月7日

簡(jiǎn)介：CONTENTS摘要IVABSTRACTVICHAPTERONEINTRODUCTION111PURPOSEANDSIGNIFICANCEOFTHESTUDY212METHODOLOGY413STRUCTUREOFTHETHESIS5CHAPTERTWOLITERATUREREVIEW621COOPERATIVEPRINCIPLEANDITSMAXIMS622LITERATUREREVIEWONTHENONOBSERVANCEOFCP923LITERATUREREVIEWONHUMOR17231DEFINITIONOFHUMOR17232CLASSIFICATIONOFHUMOR19233THEORIESONHUMOR2024LITERATUREREVIEWONHOMEWITHKIDS22241BRIEFINTRODUCTIONTOHOMEWITHKIDS22242STUDIESONHOMEWITHKIDS23CHAPTERTHREECOOPERATIVEPRINCIPLEANDHOMEWITHKIDS2531REASONSFORCHOOSINGHOMEWITHKIDSASTHEMATERIAL2532CPINHOMEWITHKIDS25CHAPTERFOURNONOBSERVANCEOFCPANDHOMEWITHKIDS2941NONOBSERVANCEOFCP29411FLOUTINGTHEMAXIMOFQUANTITY29412FLOUTINGTHEMAXIMOFQUALITY31413FLOUTINGTHEMAXIMOFRELATION33414FLOUTINGTHEMAXIMOFMANNER35ACKNOWLEDGEMENTSMYSTUDYATSISUWILLSOONCOMETOANENDANDATTHECOMPLETIONOFMYGRADUATIONTHESIS,IWOULDLIKETOTAKETHISOPPORTUNITYTOEXPRESSMYSINCEREGRATITUDETOALLTHOSEWHOHAVEGENEROUSLYOFFEREDMEINVALUABLEHELPDURINGMYSTUDYYEARSFIRST,IWOULDLIKETOEXPRESSMYHEARTFELTGRATITUDETOMYSUPERVISOR,PROFESSORLIJI’AN,FORHISCONSTANTENCOURAGEMENTANDCAREFULGUIDANCEHEHASWALKEDMETHROUGHALLTHESTAGESOFWRITINGTHISTHESISHEKEPTONINSPIRINGMETOOVERCOMETHEDIFFICULTIESWHILEIWASWRITINGTHISPAPERWITHOUTHISCONSISTENTANDILLUMINATINGINSTRUCTION,THISTHESISCANNOTHAVEREACHEDITSPRESENTFORMSECONDLY,IWISHTOGIVEMYSINCERETHANKSTOALLTHEOTHERFACULTYMEMBERSOFTHEGRADUATESCHOOLANDCOLLEGEOFENGLISHOFSISUFORTHEIRPATIENTINSTRUCTIONSINVARIOUSCOURSESANDTHEIRPRECIOUSSUGGESTIONSFORMYSTUDYFURTHERMORE,IWOULDLIKETOTHANKMYBESTFRIENDSANDALSOMYROOMMATES,XUTINGFANG,BIJINGHUI,LUJIAOJIAOANDGAOCHANG,FORTHEIRHELPANDENCOURAGEMENTIALSOTHANKTHEMFORLISTENINGTOMYCOMPLAINTSINTHECOURSEOFTHETHESISLASTBUTNOTLEAST,MYTHANKSALSOGOTOMYBELOVEDPARENTSANDSISTERFORTHEIRLOVINGCONSIDERATIONSANDGREATCONFIDENCEINMEALLTHROUGHTHESEYEARS

簡(jiǎn)介：山東大學(xué)碩士學(xué)位論文二語(yǔ)習(xí)得中的語(yǔ)言學(xué)習(xí)者和語(yǔ)言姓名白春昭申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師陳翠鳳20030315山東大學(xué)碩士學(xué)位論文ABSTRACTINRECENTYEARS，ALONGWITHTHEDEVELOPMENTOFFOREIGFILANGUAGELEARNINGANDSECONDLANGUAGEACQUISITIONRESEARCH，RESEARCHERS’FOCUSHASBEENGRADUALLYSHIFREDFROMNATIREANGUAGEANDTARGETLANGUAGETOLANGUAGELEARNERANDLEARNERLANGUAGEASINDIVIDUALS，LANGUAGELEARNERSRECEIVEINPUTINSETTINGSANDPRODUCETHEIR1EARNERLANGUAGESTHEAUTHORBEARSINMINDBOTHLANGUAGE1EARNERAND1EARNER1ANGUAGE，ANALYZES】ANGUAGELEARNER’SAFFECTIVEFACTORS，IETHEPSYCHOLOGICALFACTORSOFLANGUAGEACQUISITIONANDCOGNITIVEPROCESSANDTHESUBSTANCEOFLANGUAGERESEARCH，IETHELEARNERLANGUAGE，ANDINTRODUCESTHEFEATURESANDTHEAFFECTIREFACTORSRESPECTIVELYFINALLY，THEAUTHORCOMESTOTHECONCLUSIONTHATVARIOUSFACTORSSHOULDBETHECONCERNOFRESEARCHERSANDFOREIGNLANGUAGETEACHERSINTHEIRRESEARCH，ANDTHESLAANDTEACHINGCANTHENBEPERFORMEDEFFECTIVELYCHAPTERONEMAINLYINTRODUCESSECONDLANGUAGELEARNINGTHEDRIES，SUCHASERRORANALYSIS，INTERLANGUAGETHEORY，JUSTFORTHEPURPOSEOFUNDERSTANDINGTHEBASICPLOTOFSLACHAPTERTWOANALYZESTHELEARNER’SINDIVIDUALDIFFERENCESANDEXTERNALINFLUENCES，ANDDISCUSSESBRIEFLYTHEIMPLICATIONANDAPPJCATIONTOLANGUAGELEARNINGANDTEACHINGCHAPTERTHREEANALYZESTHEPROCESSOFLANGUAGELEARNER’S1EARNINGSTRATEGIES，INCLUDINGAFFECTIVESTRATEGIES，JUSTFORREMINDINGTHELEARNERSANDTEACHERSOFTHECOMPLEXPROCESSINVOLVEDINTHEIRLEARNINGANDTEACHINGCHAPTERFOURANALYZESLANGUAGELEARNER’SLANGUAGE，THEDEVELOPINGSEQUENCESANDTHEFIRSTLANGUAGE’SINFLUENCE，ANDTHENEXPLORESTHERETATIONSMPBETWEENTHELEARNERANDLANGUAGEINHOPESTHATITCANBEAREFERENCEFORTEACHERSANDSTUDENTSINWORKORSTUDYANDBEAPPLIEDINTHEIRSECONDLANGUAGETEACHINGANDLEARNINGKEYWORDSLANGUAGEEARNERSLAINTERLANGUAGE5

簡(jiǎn)介：西安電子科技大學(xué)碩士學(xué)位論文影響大學(xué)英語(yǔ)閱讀因素的心理語(yǔ)言學(xué)分析姓名趙姝玥申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師秦荻輝20030101ABSTRACTREADINGOCCUPIESAVERYIMPORTANTPLACEINCOLLEGEENGLISHTEACHING．OURSTUDENTS’READINGABILITYHASBEENGREATLYIMPROVED，BUTWESTILLFINDTHATMANYSTUDENTSHAVESTRONGDEPENDENCEANDLOWINDEPENDENTREADINGABILITY．THEYHAVEBIGPSYCHOLOGICALPRESSUREINFACEOFDIFFICULTIES，REACTSLOWLYTOWRITTENLANGUAGE，COMPREHENDMATERIALSUPERFICIALLY,ANDHAVEDISSATISFACTORYREADINGEFFECTIVENESS．COUNTERINGTHEOBSTACLESOFVOCABULARY,READINGSKILLSANDACTUALLANGUAGEUSE，WHICHINFLUENCETHESTUDENTS’IMPROVEMENTOFREADING，THEPSYCHOLINGUISTICANALYSISINREADINGISDEVELOPED，SUMMARIZEDANDFORMEDONTHEBASISOFTHEORETICALRESEARCHINPSYCHOLINGUISTICSANDMANYYEARS’TEACHINGPRACTICE．CHAPERLOFTHISPAPERINTRODUCESTHECONNECTIONISMANDSOMEOTHERTHEORIESABOUTLANGUAGEPROCESSINGASTHEBASICKNOWLEDGEOFTHEWHOLEANALYSIS．THEN，CHAPTER2EXPLAINSTHESURVEYAMONGCOLLEGESTUDENTSONREADINGOBSTACLES．THEMAINCONTENTOFPSYCHOIINGUISTICANALYSISINVOLVESWORDLEVEL，SENTENCELEVEL，ANDTEXTLEVELANALYSES，WHICHAREDISCUSSEDINCHAPTERS3，4，AND5RESPECTIVELY．ANDTHETHREECHAPTERSPUTFORWARDSOMEEFFECTIVESTRATEGIESANDCONSTRUCTIVESUGGESTIONSONHOWTOOVERCOMETHEREADINGOBSTACLES．FINALLY,ACONCLUSIONISDRAWNTOSUMUPTHEPSYCHOLINGUISTICSTUDY．HOWEVER,THESTUDYINTHISPAPERISBYNOMEANSEXHAUSTIVEOWINGTOTHELIMITATIONOFRESOURCES，REFERENCESANDTIME．ANDHOWTOAPPLYPSYCHOLINGUISTICSINTODAY’STEACHINGISSTILLAPROBLEMWORTHFURTHERSTUDYING．KEYWORDSENGLISHREADINGABILITYREADINGOBSTACLESCONNEETIONISMPSYCHOHNGUISTICANALYSISLANGUAGEPROCESSING