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簡介：⑩淼‰S碩士學(xué)位論文基于系統(tǒng)功能語言學(xué)的恩施方言句末語氣詞研究論文作者熊朔指導(dǎo)教師王勇教授學(xué)科專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)研究方向功能語言學(xué)華中師范大學(xué)外國語學(xué)院2014年4月華中師范大學(xué)學(xué)位論文原創(chuàng)性聲明和使用授權(quán)說明原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的研究成果。除文中已經(jīng)標(biāo)明引用的內(nèi)容外，本論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對(duì)本文的研究做出貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。作者簽名煞嗣日期功，午年‘月27日學(xué)位論文版權(quán)使用授權(quán)書學(xué)位論文作者完全了解華中師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬華中師范大學(xué)。學(xué)校有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許學(xué)位論文被查閱和借閱；學(xué)?？梢怨紝W(xué)位論文的全部或部分內(nèi)容，可以允許采用影印、縮印或其它復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后遵守此規(guī)定保密論文注釋本學(xué)位論文屬于保密，在年解密后適用本授權(quán)書。非保密論文注釋本學(xué)位論文不屬于保密范圍，適用本授權(quán)書。作者簽名熊朔日期Z，OF爭年F月17日導(dǎo)師簽名日期日本人已經(jīng)認(rèn)真閱讀“CALIS高校學(xué)位論文全文數(shù)據(jù)庫發(fā)布章程“，同意將本人的學(xué)位論文提交“CALIS高校學(xué)位論文全文數(shù)據(jù)庫”中全文發(fā)布，并可按“章程”中的規(guī)定享受相關(guān)權(quán)益。固意論文提交后進(jìn)后I旦坐生I旦二笙；旦三生發(fā)查。作者簽名戡朔日期Z。件年J月工7日導(dǎo)師簽名日期吖1步黲年B／日

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簡介：分類編號(hào)密級(jí)單位代碼10065學(xué)號(hào)03211011天滓J幣卮大學(xué)研究生學(xué)位論文學(xué)生姓名塑圭墓申請(qǐng)學(xué)位級(jí)別亟申請(qǐng)專業(yè)名稱這適言塞主堂研究方向社會(huì)蚤宣堂指導(dǎo)教師姓名顯遺邊專業(yè)職稱塾援提交論文日期呈QQ魚生壘旦圣Q目摘要人名產(chǎn)生于社會(huì)交際的需要。它是社會(huì)人的身份標(biāo)志，以語言文字的形式存在，作為人的另一個(gè)載體參與社會(huì)分工。人名扎根于民族文化的土壤，它具有鮮明的民族特征，蘊(yùn)含著豐富的文化內(nèi)涵。本文分別從現(xiàn)代漢語語音、文字、語義、語法、修辭等角度對(duì)現(xiàn)代漢民族人名進(jìn)行闡釋，詮釋人名的特點(diǎn)，以及在不同歷史時(shí)期的表現(xiàn)，盡可能地挖掘其內(nèi)在原因，并對(duì)人名規(guī)范化問題進(jìn)行了具體的詮述。關(guān)鍵詞現(xiàn)代漢族人名語言學(xué)闡釋

簡介：湖南師范大學(xué)博士學(xué)位論文湖南親屬稱謂的地理語言學(xué)研究以湘東北及湘中部分地區(qū)為立足點(diǎn)姓名孫益民申請(qǐng)學(xué)位級(jí)別博士專業(yè)漢語言文字學(xué)指導(dǎo)教師鮑厚星200910ABSTRACTBASEDONCOMPREHENSIVEINVESTIGATIONOFTHESYSTEMOFKINSHIPAPPELLATIONIN245DIALECTSPOTS‘THROUGHOUTTHENORTHEASTANDTHECENTRALOFHUNANPROVINCEANDTHEGEOGRAPHICALDISTRIBUTIONOFTHEMBYDRAWINGLINGUISTICMAPS，THISDISSERTATIONEXPLORESTHECOURSEOFDIACHRONICEVOLUTIONOFSOMEKINSHIPTERMSANDDEDUCESTHECAUSEOFINTERACTIONBETWEENTHEMBYUSINGGEOGRAPHICALLINGUISTICMETHODSTHDDISSERTATIONINCLUDESTHEFOLLOWINGSIXPARTS‘。CHAPTERONEBRIEFLYINTRODUCESTHEGEOGRAPHICALFEATURES，HISTORYDISTRIBUTIONOFDIALECTINTHENORTHEASTANDTHECENTRALOFHUNANPROVINCEANDMAKESBRIEFCOMMENTSONTHERECENTRESEARCHABOUTCHINESEKINSHIPTERMSITALSOBRIEFLYINTRODUCESTHEDISSERTATION’SRESEARCHINGCONTENT，METHODS，SIGNIFICANCE，’ASWELLASTHEDIALECTSPOTSWHICHHAVEBEENSTUDIEDANDTHEPEOPLEWHOHAVEPROVIDEDPRONUNCIATIONCHAPTERTWOANDCHAPTERTHREESHOWTHEGEOGRAPHICALDISTRIBUTIONOFSOMEKINSHIPTERMSSUCHASGREATPARENTS，PATERNALGRANAPARENTS，MATERNALGRANDPARENTS，F(xiàn)ATHERMOTHERPATERNALAUNTANDDEDUCETHECOURSEOFDMCLLRONLCEVOLUTIONOTTHEMBYUSINGGEOGRAPHICALLINGUISTICMETHODSCHAPTERFOUREXPLORESTHECAUSEAND’COURSEOFINTERACTIONBETWEENPATERNALGRANDPARENTSANDPARENTS‘CHAPTERFIVESUMMARIZESTHEMETHODSOFRESEARCHINGKINSHIPTERMSANDTHECHARACTENSUCOTHUNANKMSHLPTERMSNLELASTCHAPTERMAKESALISTOF24KINSHIPTERMSIN245DIALECTSPOTSTHROUGHOUTTHENORTHEASTANDTHECENTRALOTHUNANPROWNCEKEYWORDSKMSMPTERMS，GEOGRAPLALCALLINGUISTICS，LINGUISTICMAP，HUNANDIALECT，DIACHRONICEVOLUTION，INTERACTION“

簡介：河北大學(xué)碩士學(xué)位論文對(duì)比語言學(xué)理論下的英漢姓名多維對(duì)比姓名曹潤宇申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語語言文學(xué)指導(dǎo)教師李文良20090601ABSTRACTABSTRACTNAMESTUDYISABRANCHOFLINGUISTICS．ATTHEEARLYSTAGE，LINGUISTSTREATEDITASAPURELANGUAGEPHENOMENON．THISDISSERTATIONINTENDSTOBREAKUPTHELIMITATIONSFROMOLDTRADITIONS，EMPLOYINGTHELATESTCONTRASTIVELINGUISTICSTHEORIESTOMAKEAMULTIDIMENSIONALSTUDYOILENGLISHNAMESANDCHINESENAMES，COVERINGAWIDERANGEOFTHEORIGIN，HISTORICALDEVELOPMENT，CATEGORY,CONSTITUTION，NAMINGFEATURES，LITERATURE，CULTUREANDSEXISM．INTHISTHESIS，THEAUTHORMAKESCOMPARATIVESTUDIESONTHESIMILARITIESANDDIFFERENCESINCHINESEANDENGLISHPERSONALNAMESANDTHEIRCULTURALCONNOTATION．THECOMPARISONSAREMADEINTHESTRUCTUREOFCHINESEANDENGLISHPERSONALNAMES，THEORIGINOFCHINESEANDENGLISHFAMILYNAMES，NAMINGCUSTOMSOFCHINESEANDENGLISHNAMESANDTHECULTURALCONNOTATIONREFLECTEDINTHELITERARYWORKS．THESEREVEALTHEINFLUENCEOFDEEPGOINGCULTURALCONNOTATIONANDDIFFERENTSOCIALCULTURESONCHINESEANDENGLISHNAMES．THECULTUREGENERALITYINCHINESEANDENGLISHCULTURELEADSTOTHESIMILARITIESINTHEDIFFERENTNAMESYSTEMSOFCHINESEANDENGLISH,FOREXAMPLE，WORSHIPOFNAMES，TOTEMS，CONSCIOUSNESSOFROOTSEEKING，PSYCHOLOGICALSUGGESTION,SEXDIFFERENCEOFCULTURE．THEDIFFERENTCULTURALCONNOTATION，F(xiàn)OREXAMPLE，THEANCESTRALIDEA，HIERARCHY,GROUPORIENTATION，THEPURSUITOFAESTHETICANDTHEASSIMILATIONOFHANCULTUREAREALLREFLECTEDINCHINESENAMES，WHILETHERELIGION，INDIVIDUALISMORIENTATIONANDEMPHASISOFPERSONALITYAREALSOREFLECTEDINENGLISHNAMES．THESTUDYOFCOMPARISONOFENGLISHANDCHINESENAMESANDTHEIRCULTURALCONNOTATIONCALLHELPUSTOHAVEABETTERUNDERSTANDINGOFCHINESEANDENGLISHPEOPLEANDTHEIRCULTURES．KEYWORDSSURNAMEGIVENNAMEENGLISHCHINESECONTRASTIVESTUDYCULTURALSIMILARITYANDDIFFERENCEII

簡介：分類號(hào)UDC密級(jí)學(xué)校代碼Q壘窆2劣潷程歹大穿學(xué)位論文中文題目蟲國塹式圓終疊哩適數(shù)社金適直堂魚生查適壹堂嬰宜英文題ASOCIOLINGUISTICANDECOLINGUISTICSTUDYOFCHINESENEWFORMSOFADDRESSONTHEINTEMET研究生姓名鏖直越指導(dǎo)教師姓名望蘭坦L職稱J幽曼一學(xué)歷』墜單位名稱武這理王太堂坌國蚤堂院郵編壘蘭QQ2Q申請(qǐng)學(xué)位級(jí)別』延L學(xué)科專業(yè)名稱2E國適宣堂皇座用語言堂論文提交日期2Q13Q論文答辯日期2Q墨生里月2魚目學(xué)位授予單位武這理王太堂學(xué)位授予日期答辯委員會(huì)主席塞簽墊評(píng)閱人墨監(jiān)蟬2013年11月摘要近十年來中國的網(wǎng)絡(luò)快速發(fā)展取得了驚人的成就。從2003年寬帶業(yè)務(wù)剛剛在中國大陸起步到十年后的今天，中國網(wǎng)民人數(shù)已達(dá)到591億，毫無疑問因特網(wǎng)己成為人們生活中不可或缺的一部分。在網(wǎng)絡(luò)空間建立起來的虛擬社會(huì)中，人們獲取最新信息，互相交換意見，同時(shí)也逐漸形成了一種特殊的聊天書寫方式一一網(wǎng)絡(luò)語言。網(wǎng)絡(luò)語言與因特網(wǎng)一樣易掌握、有效率，最重要的是它能以自己獨(dú)特的方式反映現(xiàn)實(shí)生活中的社會(huì)事件。最近，一些新型網(wǎng)絡(luò)稱謂進(jìn)入我們的視線并引起了人們的重視。其中，有兩類特別值得我們注意，一類是“ABB“式結(jié)構(gòu)稱謂，例如“范跑跑“、“樓歪歪”；另一類是“中心詞外化親屬稱謂“式結(jié)構(gòu)稱謂，如“‘表’哥”、“‘房’嬸“等。這些詞隨著其相應(yīng)的熱點(diǎn)社會(huì)事件所產(chǎn)生，他們與中國傳統(tǒng)的稱謂形式和用法有所不同，但人們很快的接受了這些新稱謂，自然地運(yùn)用到日常生活中，并積極地創(chuàng)造出更多這類的詞語。這樣的現(xiàn)象中有很多問題值得我們思考。這些新型稱謂有特定的類型嗎人們?yōu)槭裁磳?duì)這些詞感興趣呢這些稱謂詞與它們背后的社會(huì)事件有什么聯(lián)系社會(huì)因素對(duì)這些詞的產(chǎn)生又有什么影響這些詞反映出其使用者怎樣的感情或意愿這些稱謂詞的存在在語言學(xué)上是好還是壞這些詞有什么生態(tài)語言學(xué)特征這些問題作者在本文中都將有所涉及。本文旨在通過對(duì)這些問題的探討揭示此類詞語內(nèi)部和外部的特點(diǎn)，闡釋語言學(xué)理論及社會(huì)因素對(duì)中國新型網(wǎng)絡(luò)稱謂的產(chǎn)生與發(fā)展的影響，并探索其生態(tài)語言學(xué)機(jī)制以及其對(duì)現(xiàn)實(shí)社會(huì)的深遠(yuǎn)影響。本文充分利用網(wǎng)絡(luò)資源，文中所有數(shù)據(jù)資料及例子均由國內(nèi)外著名新聞?lì)惞倬W(wǎng)中的相關(guān)新聞報(bào)道中選取，以期望本文中分析的客觀及有效性?；谇捌诖罅康拈喿x、搜索及數(shù)據(jù)搜集，本文對(duì)兩種特定結(jié)構(gòu)中國新式網(wǎng)絡(luò)稱謂的研究得出這類詞語不僅僅屬于虛擬空間，它們豐富和發(fā)展了我們的詞匯。從更大意義上來講，新式網(wǎng)絡(luò)稱謂所代表的網(wǎng)絡(luò)語言賦予了傳統(tǒng)詞匯新的意義和用法，有著其獨(dú)特的價(jià)值和存在意義。關(guān)鍵詞網(wǎng)絡(luò)語言，網(wǎng)絡(luò)稱謂，社會(huì)語言學(xué)，生態(tài)語言學(xué)

簡介：指導(dǎo)小組成員李熙宗教授陳光磊教授劉大為教授祝克懿教授IILFLLRFLJIIIIIIRIIIIIY19708001傳記敘事意義中的隱喻。352傳記敘事中隱喻的理解機(jī)制363傳記敘事中一種突出體現(xiàn)隱喻意義的語言手段名物化38第三節(jié)傳記體中的敘述者與作者421傳記體中敘述者和作者的同一和分裂432傳記體中敘述者與作者同一的表現(xiàn)453傳記體中敘述者與作者分裂的表現(xiàn)49第四節(jié)傳記體的敘事時(shí)間研究551傳記體中時(shí)問凸顯的特性與意義。552傳記體的敘事順序583傳記體的敘事頻率62第四章傳記體的語篇研究一69第一節(jié)傳記體的語篇結(jié)構(gòu)研究691傳記體的宏觀功能結(jié)構(gòu)692傳記體的宏觀語義結(jié)構(gòu)一713傳記體宏觀語義結(jié)構(gòu)的功能78第二節(jié)傳記體的主位結(jié)構(gòu)研究801傳記體主位的研究802傳記體的主位推進(jìn)研究。88第三節(jié)傳記體的及物性研究911傳記體語篇中及物性的表現(xiàn)及特點(diǎn)。912傳記體語篇中及物性表現(xiàn)的成因闡釋O94第四節(jié)傳記體的引語研究。951傳記體中事件情景層面引語的類型及功能特點(diǎn)952傳記體中事件情景之外引語的類型及功能特點(diǎn)1003傳記體中不同引語形式的功能及成因103第五章傳記體的修辭研究105第一節(jié)傳記體的修辭特點(diǎn)概觀1051傳記體中消極修辭的表現(xiàn)和特點(diǎn)。1052傳記體中積極修辭的表現(xiàn)和特點(diǎn)106第二節(jié)傳記體中幾種典型修辭格的例析1071傳記體中比喻修辭的表現(xiàn)和特點(diǎn)1072傳記體中別自修辭的表現(xiàn)和特點(diǎn)1093傳記體中自釋修辭的表現(xiàn)和特點(diǎn)1102

簡介：湖南師范大學(xué)碩士學(xué)位論文中國水電水利八局青少年語音變異的社會(huì)語言學(xué)調(diào)查姓名陳靜申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語言文字學(xué)指導(dǎo)教師鮑厚星20090501ABSTRACTTHISPAPERFOUSESONV撕ATIONOFYOUNGSTEROFSINOHYDROBUREAU8C0，L11DDIALECTTHISTHESISUSESSOCI01INGUISTICWAY，INVESTIGATESTHEPHONETICVARIATIONOFYOUNGSTEROFSINOHYDROBUREAU8CO，L17DDIALECTANDANALYZESTHECAUSESOFCHANGESTHISTHESISCONTAINSFIVECHAPTERTHE行RSTCHAPTERPREFACETHESECONDCHAPTERTHEOLDPHONOLOGICALSYSTEMOFSINOHY1ROBUREAU8CO，U’DDIALECT，THEPHON0109ICALSYSTEMOFYUNYANDISTRICTOFGUIYANGCITYANDMUYUNTO、M，CHANGSHACOUNTYOFCHANGSHACITYTHETHIRDCHAPTERSOCIOLMGUISTCALINVESTIGATIONOFTHEPHONETICSOFSINOHYDROBUREAU8CO，L1DDIALECTTHEFOUNHCH印TERTHEREASONOFCHANGESOFSINOHYDR0BUREAU8CO，LTDDIALECTTHEFIRHCH印TERCONCLUDINGREMARKS7I’HROUGHINVESTIGATIONANDANALYSIS，THISTHESISHOLDSTHATTHE10NGPERIONDCONTACTANDINFLUENCEHAVEANINFLUENCEONTHEPHONETICSOFSINOHYDROBUREAU8CO，LTDDIALECTKEYWORDSINOHYDROBUREAU8CO，LTDDIALECT；PHONETICV撕ATION；SOCIOLINGUISTICS；II

簡介：浙江大學(xué)外國語言文化與國際交流學(xué)院碩士學(xué)位論文焦慮與語言學(xué)習(xí)小學(xué)六年級(jí)學(xué)生的表達(dá)姓名朱新斌申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)科教學(xué)（英語）指導(dǎo)教師張建民20080401ABSTRACTSINCE1970S’THCSLARESEARCHHASSHIFTED舶MTEACHINGMETHODSTOTHE1EAMINGPROCESSTHEFOREI盟LANGUAGEA11【IETYFLA，AS0NEOFTHEKEYAFFECTIVEVARIABLES，HASGAINEDITSVALUEHRGE鋤0UNTSOFRESEARCHESHAVEBEENDONETOEXPLORETHERELATIONSHIPBE倆EENLANGUAGEANXIETYANDLAILGUAGELEAMINGWITHV喇OUSRESEARCHMETHODSHO刑ITZALLDCOPE1986INTE印RETEDTHEFLA‘么SNDISTTNCTCOMPTEXOSELFPERCEPTI0燃，BETIE拇FEETI孔GS，ANDBEH口VTORSRETATEDT0CLNSSROOMT口NGMNGELENRNTNGARIS流GFROMTHEUNIQUENESSOFTHEL口NGUNGELEARN訊GPROCESS”，‘M矗DESCR灑ETHREECO，NPON￡NTS0FFOREIGNTNNGUNGEAMCIE毋COMMUNIC口TION口PPREHENSION，TESTA孔氟E勘AND批口RD，托E弘矗VE印口Z“口打D，ZFLA峪FOREI印LANGUAGECLASSROOMA11XIETYSCALEHASBEENDEVELOPEDBYHORWITZAILDWIDELYADOPTEDBYMAILYRESEARCHERSTOMEASURELEAMERS’FOREIGNLANGUA鱸孤XIETYAFTERSEARCHINGRELATEDACADEMICJOUMALS，IFINDMOSTOFTHERESEARCHRESULTSINLAILGUAGEAIⅨIETYAREEITHER0NCOLLEGESTUDENTS0RSECONDARRSTUDENTS，F(xiàn)EWONPUPILS0FTHEPRIMARYSCHOOLSINREALITY，F(xiàn)LAEXTENSIVELYEXISTSINTHELANGLLAGELEAMING鋤ONGTHOSEPUPILSENGLISHTEACHINGHASBEENIMPLEMENTEDTOAN3RD6THGRADERS舶MTHEACADEMICYEAR2001，THECRITICALPERIODTHEORYTOLDUSTHATTHEPRIMARYSTAGEISTHEGOLDENTIMEFOREN舀ISHLE鋤ER，BUTTHEIRLANGUAGEACHIEVEMENTISALSOLIKELYTOBEAFFECTEDBYTHEFL八INCLUDINGBEINGAFTAIDOFTAKINGTESTS，MAKINGMISTAKES，NEGATIVEEVALUATION鋤DSOONOFCOURSETHEAILXIETYPROVOKINGSOURCESMI曲TAROUSEF如MSELFPERCEPTION，PARENTALPRESSURE，TEACHER7SINSTLLLCTINGBEHAVIOR，ETC耽ISSTUDYAIMSTODETECTTHELANGUAGEAILXIETYOF6TN伊ADERSIILTHEPRIMARYSCHOOL；THECORRELATIONBEMEENTHESTUDENTS’LANGUAGEANXIETYLEVELALLDEN舀ISHSPEAL【INGPROFICIENCY；THESTUDENTS’RESPONSESANDSUGGESTIONSREGARDINGTHESOURCESANDFACTORSTHATCAUSETHEIREN酉ISHLE舡NINGANXIETYINANDOUTOFTHECLASSROOMTHESUBJECTSCONSISTOF346MGRADERSINSLMCTEDBYTHERESEARCHERHIMSELFATYJSPRIMARYSCHOOLINTHECITYOFTBNG“NGTHERESEARCHERCA玎IEDOUTTWOQUESTIONNAIRESFLCASAND15OPENENDEDQUESTIONSTOTHE34SUBJECTST11ESTUDENTS’ENGLISHSPEAKINGPROFICIENCYSCORES，EN蓉ISHEX鋤INATIONRESULTS，AUDIOTAPESOFSEMISTRUCTUREDINTERYIEWANDVIDEOTAPESOFCLASSROOMOBSERVATIONARECONECTEDFBRBOTHQUANTITATIVEANALVSISTHROU2血SPSS130ANDQUALITATIVEANALYSISTHROU曲DATAC01LECTIONANDSONINGINTHISSTUDYNERESEARCHFINDINGSARESUMMARIZEDASFOLLOWS1NIS0BVIOUSTHATV撕OUSLAN2UAGEANXIETYFACTORSEXISTIN6TH擘，ADERS2THEREISANEGATIVECORRELATIONBETWEENLANGUAGEANXIETYANDEN91ISHSPEAKINGPROFICIENCYFORTHE6M刪ERS3NEREISASI印IFICALLTDIFFERENCEINEN班SHSPE越NGPROFICIENCYAMONGTHETHREEGROUPSOFSTUDENTSWITHDIFI’ERENTANXIETYLEVELSFORTHE6MGRADERSMOREOFTHESTUDENTSWITHHIGHANXIETV1EVELTENDT0BE10WACHIEVERSANDMOREOFTHESTUDENTSWITHLOWANXIETVIEVEITENDTOBEHI2血ACHIEVERS；MOREOFTHEHI霉血ACHIEVERSTENDTOBESTUDENTSWITHLOWERANXIETY1EVELSANDMOREOFTHELOWACHIEVERSTENDTOBESTUDENTSWITHHIGHANXIETY1EVEL4THKINGTESTSISREGARDEDASONEOFTHEMOSTSEROUSCAUSESTHATMAKETHESTUDENTSANXIOUSINTHEIRENGLISHLEAMING

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