应用语言学论文
应用语言学论文
Critical Review姓名：常首鸣班级：08级外应2班学号：2008142 专业：翻译理论及实践Article: Cohesion Is Not Coherence Author: Patricia L. Carrell1.Introduction:The author of the article is Patricia L. Carrell, a professor of linguistics at Southern Illinois University at Carbondale where she teaches in the M.A. in EFL/ESL program, and she is currently visiting Professor of ESL at the University of Hawaii. Her article, Cohesion Is Not Coherence, is published in 1982 when a tremendous attention has been paid to the field of studying text as a unit of language beyond the sentence level, and almost at the same time many researchers of first language as well as applied and second language researchers have been proposed a variety of approaches and theoretical accounts in the field, trying to explain the fundamental properties of text. These approaches are called text grammars, among which Michael Halliday and Rugaiya Hasan’s cohesion theory has been the most influential one.The purpose of the article is to criticise cohesion theory as a criterion of textual coherence from the perspective of schema-theoretical view which has taken the reader into caaount, and which has viewed both reading and writing as an interactive process involving the writer and the reader, as well as the text.Personally the article is worth writing for it has not only challenged the cohesion theroy which has been regarded as a measure of textual coherence, pointing out the weakness of the theory, but provided some penetrating points which, I think, is a insightful contribution to the ESL research, especially on writing and reading.The article is a well-origanized writing, especially the first paragraph which functions as an abstract. In terms of the elements a complete abstract should have, thisparagraph could be a model writing on the level of both structure and logic.2.Body2.1 On the Introduction Part of This Articlethe writer clearly and concisely reviews the background information that Halliday and Hasan proposed the concept of cohesion, and shows the organization of her article: the first part reviews Halliday and Hasan’s cohesion theory as a criterion of textual coherence; the scond part criticizes the cohesive view of coherence both theoretically and empirically; the third and final part relates this criticism of cohesion as a measure of coherence to the applied fiel d—the teaching of writing and reading in a second language, especially ESL.2.2On Reviewing Cohesion TheoryCarrell objectively and fairly describes cohesion theory and categorise it as the traditional text grammar. The theory treats text in the field of linguistics. After pointing out that register and cohesion, the letter of which is Halliday and Hasan’s main concern, are the combination of coherence, or texture which establishes what is the properities of texts in English, and what it is that distinguishes a text from a disconnected sequence of sentence, the author stating that cohesion concerns semantic relations rather than content of passeges or textual meaning; and then she briefly summarizes the four cohesive ties or relations—reference, substituation, conjunction and lexical cohesion—which Halliday and Hasan believe to be the resources for creating texture, or coherence.Finally Carrell concludes that Halliday and Hasan’s mian point appears to be that coherence of content alone is not enough to produce a coherent text, and there must be some additional device, such as ochesive ties, to make a text coherent.2.3On The Criticism Of The Cohesive View Of Coherence2.3.1 From the Theoretical ConsiderationsCarrell has briefly reviewed the criticism towards the cohesion view of textual coherence from different perspectives, such as that of Karen Feathers’ which arguesthat cohesion theory operates on the superfical surface structure of a text in establishing the cohesive ties.However the criticism of this article is in line with schema-theoretical views of text processing. The theoretical criticism emanates from Morgan and Sellner’s opinion. They sharply state that text grammars, including cohesion theory, talk about text analisis just for the sake of linguistic analysis for these approaches ignore a crucial and indispensable element in the text processin g—reader. Language is the reflection of the real world, and text is produced for reader.From the point of schems-theory, Morgan and sellner argue that Halliday and Hasan mistakingly take certain aspects of linguistic forms, namely cohesive ties as the cause, not the effect, of coherence. To convince the suggestion, they examine the first and simplest example in Halliday and Hasan’s book, Cohesion in English published in 1975. And then they state that Halliday and Hasan provide no reason in their notion. In the end, Carrell maintains the idea that text coheres not because the existence ofo lexical cohesive ties, but because readers have access to interpreting the schems in text. Without such a schems text will fail to cohere.2.3.2 From Empirical StudiesOn the empirical criticism part, Carrell uses three separate empirical studies to support Morgan and Sellner’s theoretical criticism of Halliday and Hasan’s notion. The first study carried out by Tierney and Mosenthal is to examine the extent to which Halliday and Hasan’s cohesion concept correlated with coherence. They find that toic or content appears to affect the writer’s choice in using cohesive ties. The study indicates that a cohesion index is causally unrelated to a text’s coherence. The second experiment by Freebody and Anderson shows the effects of three different levels of cohesion on reaers’understanding of written texts. The experiment also indicates that vocablary difficulty had a dramatic effect on understanding, but the amount of cohesion did not. The last empirical study by Steffensen who studied the interactive effects of both cohesive ties and cultural background knowledge on readers’comprehension of short prose texts. Steffensen found that causal and adversaitve cohesive elements were recalled better by readers from the text of theirown culture than the text of foreign culture. It suggests that cultural elements will cause the loss the textual cohesion. In other words, without the background schema underlying the text the cohesive ties will not produce a coherent text on the part of readers.2.4 Implications For Second Language/ESLThe critical of the paper on cohesiontheory in the light of schema-theory is to caytion those in second language teaching, especially in ESL, not to think that cohesion theory will be a panacea to solve reading and writing problem at the level of text. A coferent text will likely be coheisve, not of necessary, that is only an effect of the coherent content.Cohesion theory is worth studing. However it is not an measure of coherence of a text.2.5EvaluationAfter reading the article, we could gain a clear idea from the well-organized structure. Excellence of the article lies in the methodology used in it, that is, the theoretical criticism supported by the the empirical work which is carried out upon the same theoretical framework. However the limitations of the article are also its strengths. On the theoretical part, the critical opinion mainly comes from other researchers rather than Carrell herself; and on the empirical part, the three separate empirical studies are not finished by Carrell.3.ConclusionThe article criticises the concept of cohesion as a measure of the coherence, pointing out that the notion hold by Halliday and Hasan is in line with the linguistic analysis. With the orientation of schema-theory, the auhtor strongly criticises cohesion theory which fails to take the contribution of readers’into consideration in text processing, and objectively sates that cohesion theory hold by many researchers, especially in second language teaching/ESL, will not be a ultimate solution to writing and reading problem. The article has drawn some critical insight towards the second languageteaching and learning, which has been supported theoretically and empirically. The article is thought provoking.REFERENCES：Bobrow, D. G., and D. A. Norman. 1975. Some principles of memory schemata. In D.G. Bobrow and A. M. Collins ( Eds. ), Representation and understanding:Studies in cognitive science. New York: Academic Press.Carpenter, C., and J. Hunter. 1982. Functional exercises: Improving overall coherence in ESL writing. TESOL Quarterly 15, 4:425-434.Feathers, K. 1981. Text unity: A semantic perspective on mapping cohesion and coherence. Unpublished paper, Indiana University.Freebody, P., and R. C. Anderson. 1981. Effects of vocabulary difficulty, text cohesion, and schema availability on reading comprehension. Technical Report No. 225, Center for the Study of Reading. Champaign, IL: University of Illinois.Fries, C. 1952. The structure of English. New York: Harcourt.Goodin, G., and K. Perkins. 1982. Discourse analysis and the art of coherence.College English 44: 57-63.Hagerup-Neilsen, A. R. 1977. Role of macrostructures and linguistic connective in comprehending familiar and unfamiliar written discourse. Unpublished doctoral dissertation, University of Minnesota.Halliday, M. A. K., and R. Hasan. 1976. Cohesion in English. London: Longman. Harris, Z. 1970. Papers in structural and transformational linguistics. Dordrecht: D.Reidel.Hasan, R. 1978. On the notion of a text. In J. S. Petöfi (Ed.), Text vs. sentence.Hamburg: H. Buske.Kintsch, W. 1974. The representation of meaning in memory. Hillsdale, NJ: Lawrence Erlbaum Associates.Levy, D. M. 1979. Communicative goals and strategies: Between discourse and syntax.In T. Givon (Ed.), Syntax and semantics, Vol. 12: Discourse and syntax. New York: Academic Press.Longacre, R. 1972. Hierarchy and universality of discourse constituents in New Guinea languages. Washington, DC: Georgetown University Press. Longacre, R. 1968. Discourse, paragraph and sentence structure in selected Philippine languages. Santa Ana, CA: Summer Institute of Linguistics. Mandler, J. M., and N. S. Johnson. 1977. Remembrance of things parsed: Story structure and recall. Cognitive Psychology 9: 111-151.Menke, S. A. 1981. The noun phrase as a cohesive force in English text grammar.Unpublished paper presented at the First Midwest Regional TESOL Conference. Morgan, J. L., and M. B. Sellner. 1980. Discourse and linguistic theory. In R. J. Sp iro, B. C. Bertram, and W. F. Brewer ( Eds. ), Theoretical issues in readingcomprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.Pike, K. 1967. Language in relation to a unified theory of the structure of human behavior. The Hague: Mounton.Rumelhart, D. L. 1975. Notes on a schema for stories. In D. G. Bobrow and A. M.Collins ( Eds. ), Representation and understanding: Studies in cognitive science.New York: Academic Press.Steffensen, M. S. 1981. Register, cohesion, and cross-cultural reading comprehension. Technical Report No. 220, Center for the Study of Reading.Champaign, IL:University of Illinois.Stein, N. L., and C. G. Glenn. 1979. An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), Discourse processing: New directions. Norwood, NJ: Ablex.Thorndyke, P. W. 1977. Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology 9: 77-110.Tierney, R. J., and J. H,. Mosenthal. 1980. Discourse comprehension and production: Analyzing text structure and cohesion. Technical Report No. 152, Center for the Study of Reading, Champaign, IL: University of Illinois.Tierney, R. J., and J. H. Mosenthal. 1981. The cohesion concept’s relationship to the coherence of text. Technical Report No. 221, Center for the Study of Reading.Champaign, IL: University of Illinois.van Dijk, T. A. 1972. Semantic macro-structures and knowledge frames in discourse comprehension. In M. A. Just and P. A. Carpenter ( Eds. ), Cognitive processes in comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.van Dijk, T. A. 1977. Text and context. London: Longman.Entry 1 Analyzing Legal Texts Within the Framework of Interpersonal Metafunction in the Context of Translation It is a thesis attempting to discuss translation methods pertaining to power preservation in the English to Chinese translation of legislative text. As a matter of fact, people mainly adopt a linguistic approach to the English to Chinese translation of legislative text with other external factors neglected. As one of the most important external factors, the role of power in legal text translation is stressed by the author in this thesis. The theoretical framework of this thesis is one of Halliday’s metafunctions, the interpersonal function.When I first came across this thesis, I felt a little excited because it is where my own interest lies and the research question is attractive. But to my disappointment, it doesn’t meet my expectation. First, the abstract part is not well organized and clearly stated. After finishing reading this part, I am almost lost. Although the subject matter of the thesis is clearly stated, it lacks research findings. Besides, in the last sentence “the result of the study may provide some implications for legal translation in general’, the writer fails to give the concrete implications of the study. Thus, it leaves its readers in confusion. As for the literature review which is included in the introduction part, it is also not very satisfactory. The author just makes a list of relevant materials and fails to elaborate the basis and premises of the research.Apart from the weakness that I have discussed above, it do does well in some aspect. Take its microstructure for example, it does not only logically arranged but clearly stated as well. Furthermore, this thesis brings a fresh air to legal language studies by adopting the top-down research methodology.The author is suggested to rewrite the abstract part and amplify the literature review. Above all, she is also supposed to clarify her research findings and their implications.In conclusion, from a bird’s-eye view of the whole thesis, it is reasonably arranged and well structured. However, from a worm’s-eye, there are a lot of problems to be rectified.Entry 2 Measuring Textual Equivalence:A Functional Linguistic ApproachThis thesis seeks to explore the contribution of the cohesion theory to the building of textual equivalence in translation practice through resources of the relevant research findings. The research topic of the thesis is the textual equivalence. Under the theoretical framework of the cohesion theory, it clearly states the five variables of cohesion: thematic progression, reference system, ellipsis conjunction, and lexical cohesion. These five variables can be used to evaluate the adequacy of a translated text in terms of equivalence. Thus it provides insight into the evaluation of the translated works.This thesis has given me plenty of enlightenment and suggestions which will contribute a lot to my later study. From the reading of this thesis, I have a deep understanding of what a thesis is supposed be, what an abstract is supposed be, what an introduction is supposed be etc. It aids me to understand what I have learned in class.This thesis is so well written that I almost cannot find any problems in it. Its abstract is a quite standard one. In this part, the author includes almost all the parts that an abstract desires. Its language is concise and clear. It helps its readers have a very clear panoramic view of the whole thesis and fulfill the function of an abstract. It helps me deepen my understanding of what an abstract is supposed to be and sets a good example. Besides, the thesis itself has a sound theoretical framework. It does not only make an introduction of the cohesion theory but elaborate the relationship between the theory and the research topic and process as well. The outline of the thesis is based on the five variables that are used to evaluate the adequacy of a translated text from the perspective of equivalence.Although it is so well structured, there still exists a problem, that is, it does not clearly state the implications of the theory after the case study. I suggest the author add them in her thesis.In a word, this thesis is a good one and we can learn a lot from reading it.Entry 3 The Unit of Translation Revisited:From the perspectives of Analysis and Transference In the domain of translation studies, the study of the unit of translation (UT for short) has been a longstanding academic issue. The research of it is by no means new to us. Additionally, it ranks among the most complicated problems of translation theory and draws great attention of overseas and domestic translation scholars. Thus, it is difficult to do such kind of research. In the history of translation studies, the issue of UT has been addressed from different perspectives. In this thesis, the author makes arduous efforts to clarify the concept of UT and its function and do the research of it from the perspective of textlinguistics and systemic functional grammar which are the theoretical framework of this thesis.As I have mentioned in the introduction, this topic is an old one and a great amount of literature is desired to be made by the author. Actually the author himself is fully aware of it and does a good job. However, the literature review is not perfect because the author puts some parts, which is supposed to be included in the first chapter, in the second chapter. Therefore, it is better for the writer to make some adjustments. As far as the research question is concerned, the author states it clearly and gives a satisfactory solution to it. Although the question is old, its perspective is new and gives its readers a lot of enlightenment.There are still some problems in this thesis. It lies in the aspect of its theoretical framework. It fails to elaborate the relationship between the theory and the research topic and process. And its introduction of the theoretical framework is too briefly stated and beyond satisfaction. Besides, the author does not tell the readers why his evaluation is important and how his study is conducted. And also he does not give readers an outline of his thesis. I strongly recommend him to make one in the introduction part, for it is much easier to familiarize the readers with the structure of his thesis before get down to the body part.In a word, I gain a lot from this academic knowledge filled thesis and it gives me some enlightenment in this research field.Entry 4 The Ideational Grammatical Metaphor:A New Perspective for the Study of Poem TranslationsPublished on the Journal of Jiangnan University in April 2008, the article mainly talks about the experiential metaphor through the analysis of the three translated versions of Wang Wei’s poem “Niao Ming Jian” by Gong Jinghao, Xu Yuanchong and Y e Weilian. As we all known, the studies of Chinese poems translation is a hot issue of studies in recent years and in some universities it has even become one of the major orientation of studies in their graduate schools. That is to say, scholars and the students majoring in translation studies have paid much more attention to the study of poem translations. However, research findings in the respect are comparatively little and the findings in the study of poem translations from the perspective of the ideational grammatical metaphor are even less.After reading the article, I have plenty of enlightenment. It gives us a completely new perspective for better interpretation of a poem in the original and better appreciation of its various translated versions and provides us a new criterion for translation criticism. It shows that the grammatical metaphor could help translators make the most appropriate decisions on diction when they are faced with more than one synonymous choice. It also concludes that the hypothesis of grammatical metaphor has its peculiar advantages in assisting poem translations because the different incongruencies could carry different connotations. It provides insight into the translations of poems.As a whole, this article is well organized and well written, but there still exists some problems. The abstract in this article does not serve its function well because it is too detailed written and too much background knowledge is involved for an article. Besides, there is a blunder in this article, that is, in the reference part all the works cited are in a random order instead of an alphabetical one.As it is a rather new research area, it lacks the foundation of previous studies and its feasibility is to be doubted. Therefore, it is a little bit hard for us to do such kind of research. In our future studies, our greater effort is desired.。
应用语言学对外语教学的作用-应用语言学论文-语言学论文
应用语言学对外语教学的作用-应用语言学论文-语言学论文——文章均为WORD文档，下载后可直接编辑使用亦可打印——应用语言学的目标之一是通过理论语言学的知识来指导对各种实际问题的解决。
实际上，学习一种语言的目的应该是能用其进行交际，实现语言的交际功能，从而满足语言在社会各种活动中沟通、传递、宣示、传承等的需要。
语言知识基础水平的高低和语言技能掌握的熟练程度决定了交际能力的强弱，拥有坚实的语言知识基础和熟练的语言技能才能拥有较强的交际能力。
外语本身是一种语言，在外语教学活动过程中适当采用语言学的一些观点和技术，将会产生良好的实际效果。
1 应用语言学的一般性介绍应用语言学是现代产生的一门新兴交叉应用型学科，其发展推动了跨学科的研究，诞生了许多综合性的学科。
其中，在外语教学的研究中，相关学科的理论和技术应用就已经受到了高度重视。
1）应用语言学的起源和理论应用语言学这个词最早是由一位俄罗斯语言学家在1870年提出的，但是在当时，应用语言学并没有引起学术界的关注，直到20世纪它才开始被建立，并作为一门的学科得到慢慢的发展。
到了19 年，应用语言学真正的学术地位得以确立，并在法国召开的第一届国际应用语言学学会上，国际应用语言学协会正式成立。
接着各国着名的语言学家纷纷出版语言学相关作品，此后，应用语言学开始蓬勃发展起来。
直到现在，应用语言学在西方的语言学里依旧是最热门的语言学研究领域之一，并且在语言学的众多分支中，它是发展最快的一门学科。
最开始，很多研究理论的人都认为应用语言学只是一种活动，并不具有什么可研究的理论价值，只是将理论研究出的成果付诸运用而已。
但是随着时间的推移，人们对应用语言学的研究越来越深入，建立应用语言学理论逐渐被学者们所认同，并被认为是十分必要的。
根据应用语言学的发展规律，在学者们连续几年的共同努力下，已经建立起了属于应用语言学自己的理论。
一些相关学者还认为应用语言学理论主要包括了心灵主义理论、错误分析理论和行为主义理论等。
《2024年应用语言学研究的多模态分析方法》范文
《应用语言学研究的多模态分析方法》篇一一、引言应用语言学作为一门跨学科的研究领域，旨在探讨语言在不同社会、文化、科技背景下的应用与变化。
随着信息技术的飞速发展，多模态交流逐渐成为人们日常生活和工作中不可或缺的一部分。
因此，应用语言学研究需要引入多模态分析方法，以更好地理解和解释语言在不同媒介中的运用和影响。
本文旨在探讨应用语言学研究中的多模态分析方法，并分析其在实际研究中的应用。
二、多模态分析方法的概述多模态分析方法是一种综合运用多种符号和媒介来分析和解释语言现象的方法。
它包括文本、图像、声音、动作等多种符号系统，以及社交媒体、网络平台等不同的媒介形式。
在应用语言学研究中，多模态分析方法可以更好地揭示语言在不同媒介中的运用和变化，从而为语言教学、语言规划、语言政策等提供有力支持。
三、多模态分析方法在应用语言学研究中的应用1. 语言教学多模态分析方法可以用于研究多媒体教学资源在语言教学中的作用。
例如，通过分析视频、音频、图片等多媒体资源在英语教学中的应用，可以探讨多媒体资源对学生语言学习的影响。
此外，多模态分析方法还可以用于研究不同文化背景下的语言教学策略，以帮助教师更好地适应不同学生的需求。
2. 语言规划与语言政策多模态分析方法可以用于研究语言规划与语言政策在不同社会、文化、科技背景下的实施效果。
例如，通过分析政府宣传片、广告等多媒体内容中的语言使用，可以了解政府在推广某种语言或方言时的策略和效果。
此外，多模态分析方法还可以用于研究不同社会群体对语言政策的态度和反应，以帮助政策制定者更好地制定和实施语言政策。
3. 跨文化交际多模态分析方法可以用于研究跨文化交际中的语言和非语言符号的运用。
例如，通过分析不同国家人们在社交媒体上的交流方式，可以探讨文化差异如何影响语言使用和非语言符号的解读。
此外，多模态分析方法还可以用于研究国际会议、商务谈判等跨文化交际活动中的语言和非语言符号的运用，以帮助人们更好地理解和适应不同文化背景下的交际需求。
英语应用语言学论文,英文论文
An Analysis of Cohesion in Chinese and Native American’sArgumentative Writing1.Defining Key TermsCohesion and CoherenceCohesion and coherence are important terms in the study of text analysis. Halliday and Hasan view the concept of cohesion as” a semantic one” (Cohesion 4). They also define the term as “Relations of meaning that exist within the text, and that define it as a text.”(Cohesion4) In their later book, Language, Context and Text, Halliday and Hasan define cohesion and coherence as “Every text is also a context for itself. A text is characterized by Coherence, An important contribution to coherence comes from cohesion: the set of linguistic resources that every language has for linking one part of a text to another.”(48).In a word, Coherence can be created by cohesion in the way of adding some implicit meaning. As for the definition of both terms, the author agrees with Halliday and Hasan’s point of view. And this paper employs Halliday’s approach in the analysis of cohesion2.Data Collection and Analysis2.1 Data collectionThis paper is based on analysis of two argumentative writings. The topic of both essays is the debate of drinking age. The first argumentation chosen as data is a FLC freshman’s homework assignment in a key normal university from Zhejiang province. And the second essay in the data is written by John M. McCardell Jr. from . Although the two texts vary from length and perspectives of arguments, they do share the same point of view on limiting drinking age, also, the priority being to compare the cohesion in data. Some deviations like grammar mistakes in texts may possibly exist but they will not affect the results and findings. The data to be analyzed in thispaper is in the appendix.The intentions of choosing and analyzing argumentative writing as data in this paper are as follows. Firstly, argumentative writing comprised a large portion of the writing part in Chinese high school English test. Secondly, correlation studies on this type of writing are rare. As a pre-service teacher, it would be beneficial for the author to study this writing type and employ the findings into future teaching career.2.2 Methods on data analysisThis paper employed Halliday’s categories of cohesion (Cohesion 333-339) to analyze data. The methodology of analysis is as follows:1.Identify the cohesive items in each sentence.2.Figure out the cohesion typepare the results in two texts and find differencesThe types of cohesion in data are showed in two tables in the part of results of analysis.3.Results and Discussion3.1 Results of analysisAfter the analysis of two texts, the author found that differences of cohesive items and types are obvious.Firstly, the cohesive items in text 1 are relatively diversified as different words and expressions like “it” and “that” are used to create text coherence. However, the cohesive items in text 2 are severely repeated, the items “you”and “I”make up a large part in total cohesive items of this text. Secondly, the richness in types of cohesion is different in two texts. The types are almost totally different in text 1 while the result is opposite in text 2. The monotonicity of cohesion types in text 2 may partly be related to the cohesive items. However, in text 2, the bonded sentences are mostly adjacent pairs and simple lexical repetition is used most frequently; in text 1, the bonded sentences for certain cohesive items are not adjacent. Thirdly, there is a significant difference between the two text s’ rate of using paraphrases. Expressions like “The statement” and “the answer” are used in text 1 in order to refer to longer sentences or the phrases in different parts of the text. However, text 2 lacks ofrichness in the usage of paraphrase.3.2 Reasons of cohesive distinctions between two essaysThe distinction of cohesive items and types are obvious after comparing the two tables. Reasons for the variation are to be discussed in following passages.Firstly, the cohesive items in two texts are varied. After close reading of text 2, the author found the defect is totally avoidable by replacing repeated words for cohesive items or lengthening sentences in the way of combining short sentences into longer ones. The monotonous of cohesive items and types are partly due to the Chinese ways of thinking as Chinese people view repetition as an aesthetic object of language. In addition, it is universal for an English word to have inflections and derivatives, which might contribute to the variation of cohesive items in text 1(native writer). However, Chinese writer (nonnative writer) may have troubles in dealing with that. The limitedness of vocabulary for Chinese writers affected their choice of words deeply.Secondly, the richness in types of cohesion is varied in two texts. Native speakers are skilled in making connections between what they are currently saying and what they said before and use different cohesive items to attain the aim, regardless of the distance of two bonded items. However, Chinese writer may lack the ability in doing that. He or she tends to think the whole passage in Chinese, and then interpret it into English when writing it down. It’s not easy for nonnative speakers to command the English way of logical thinking, still, thinking in English is essential for English learners to advance their English language ability.Thirdly, there is a significant difference between the two text s’ rate of usingparaphrases. The problem of monotonicity in cohesive items in text 2 can be avoided if writer use some paraphrases to replace the items like “I” and “you”. The reasons for this problem may come from the influence of mother tongue Chinese. It may also have something to do with writer’s vocabulary learning habits.3.2 Implications for teaching of EFL argumentative writingArgumentative writing is an important writing style for high school students to command and comprise a large proportion of writing tests. Generally speaking, there are three factors that influence students' writing ability: Logic thinking, language knowledge and writing skill. The results and analysis of cohesive problems accrued in Chinese student’s writing can be applied to argumentative writing teaching in high school. The implications for argumentative writing teaching are as follows.Firstly, it can be seen from the analysis that native writer tend to use far more complex cohesive items and fewer simple lexical repetition than Chinese student writings. This is caused by people's logical thinking, which is a very complicated factor. It mainly refers to student's life and studying background. Mostly, Chinese students are likely to translate their ideas from Chinese into English in the process of writing unconsciously. As a result, they tend to use the same words over and over again without the awareness of different cohesive devices. Therefore the number of cohesive items used in argumentative writing is limited. And most cohesive items used are of a monotonous type and lacking variety. Wherefore it’s important for teachers to focus on the coherence of discourse when teaching English writing. Some suggestions may be helpful: Teachers should pay attention to the coherence of passages in text books when giving reading classes. Reading and writing complement each other as the former emphasizes input and latter one focuses on output; Teachers can expose students to western cultures and try to train students the western ways of logical thinking if time permits. These trainings will also enhance students’ reading speed.Secondly, language knowledge is also a crucial fact for students to improve their argumentative writing. It mainly concerns about English vocabulary and grammar. Argumentative essay is relatively academic compared with other forms of writing as the words and phrases are mainly illustrative, not descriptive. In order to improve students’writing ability, teachers can hold debate competitions in class to enlarge students’ vocabulary for argumentative writing.Finally, writing skills or so called “the ability of d iscourse”is of great importance in teaching writing. Coherence ability determines whether students' writing is a good one. Consequently, in teaching writing skills, teachers should develop students' writing ability. Teachers can analyze the coherence of texts when explaining reading comprehensions and it can attract students’attention on the coherence of texts and focus on the issue when they write essays.For Chinese high school students, English cohesion is hard to attain as they are easily affected by mother tongue Chinese. So teachers should play an important role in constructing their knowledge in coherence and cohesion. (1653 words)ReferencesHalliday, M.A.K. & Hasan. Cohesion in English. London: Longman Group Limited, 1976Halliday, M.A.K. & Hasan. Language, Context and Text: Aspects of Language in a Social-semiotic Perspective. Melbourne: Deakin University Press, 1985 Johnstone, B. Discourse analysis (2nd ed.). Malden: Blackwell, 2008Nicholas, R. “Lexical cohesion in academic writing.”Modern English teacher23.1 (2014): 59-62胡壮麟.“有关语篇衔接理论多层次模式的思考”，《上海外国语大学学报》1996年第1期，第1-8页。
应用语言学论文
应用语言学论文应用语言学作为一门独立的新兴学科和语言学的重要构成部分。
下文是店铺为大家整理的关于应用语言学论文的范文，欢迎大家阅读参考!应用语言学论文篇1EQS在应用语言学中的应用[摘要]EQS是结构方程模型(SEM)的应用软件之一，它能同时分析多变量之间错综复杂的关系，处理非正态分布和缺失值，具有多重拟合指标。
近年来，EQS在应用语言学领域应用较少。
文章简要归纳了国内外应用语言学中运用EQS的情况，并介绍了EQS的基本操作原理及建模步骤，此外，运用EQS对中学生学习策略、学习观念及自我效能相关性这一实例进行了建模研究，以期为应用语言学和外语教学的研究提供一些借鉴作用。
[关键词]结构方程模型;EQS;应用语言学;学习策略引言结构方程模型(SEM，Structural Equation Modeling)是综合因子分析(Factor Analysis)和路径分析(PathAnalysis)来探索研究变数和因子之间因果关系的一种模型，其最大的特点是应用变量的协方差矩阵(Covariance Matrix)来同时分析多种变量间交错复杂的关系，即利用各潜在的观测因子来探讨因果关系的隐含结构，而传统的线性回归分析只能提供变量间的直接效应而不能显示可能存在的间接效应，以及回避了因共线性而导致出现单项指标与总体出现负相关等无法解释的数据分析结果。
结构方程模型最初起源于心理学，后被广泛应用到其他研究领域，例如社会学、经济学、市场分析、应用语言学等。
目前应用较为广泛的SEM软件有AMOS、LISREL、EzPATH、EQS等。
一、EQS综述EQS(Structural Equation Modeling Software)是1986年由Peter M。
Bentler开发的一种统计软件。
其基本思路为：基于专业理论知识，构建一个关于一组变量间相互关系的假设理论模型。
自变量数值通过测量所得，并形成一个自变量协方差矩阵，即样本矩阵。
应用语言学当前形势和发展论文
浅谈应用语言学当前形势和发展摘要当前应用语言学主要是指语言上的教学，而从更宽广的范围上来讲语言学也包含了心理学、自然科学、社会学等等很多在实际生活中能够运用到的学科。
本文主要分析了语言学当前的形势和目前存在的一些问题，语言学在发展中也充满了活力，而当前社会出现的网络词新鲜词日新月异，语言学在时代的发展中不停地发生着变化，语言学的教师和研究者也面临着新的挑战。
关键词语言学应用语言学研究语言学中的应用语言学是一个重要的科目，是一项在未来有着很大发展和创意的应用学科。
应用语言学成为一门独立的学科已经有五十多年的历史，在欧洲美国等发达国家应用语言学已经达到了蓬勃发展时期，但是在绝大多数发展中国家应用语言学仍然只是少数人的专利，由于这是一门新的学科在蓬勃发展的过程中也有很多争议和不同的看法。
笔者主要从狭义和广义的角度对语言学的研究现状发展前景做了一个分析，也阐述了语言学对社会进步的一些实际作用。
一、我国应用语言学的意义起源在我国语言学被纳入系统科学较欧美晚些，我国的应用语言学研究是在改革开放后才开始正式起步，一九七八年我国第一批语言学研究生进入学院，两年后我国语言学与英语教学探讨会正式召开，同时也出版了我国第一部应用语言学的专著出版，从此以后有关语言学的论文和著作相继发表，随着社会、文教、科技、经济、计算机、现代通讯设备、电子技术等走进生活中，语言的应用交际传递功能也得到了前所未有的扩大，应用语言学的研究范围也空前的广泛。
现阶段中语言学科同许多科目相交叉渗透，结合后又出现了许多边缘的学科，大家对应用语言学渐渐地也有了新的认识。
随着时间的推移语言学也有了较大的发展，当初的语言学在如今也发生了很大的变化，语言学现如今已经渗透到外语中去，目的是为了研究如何教授外语，这很符合当前实际的需求，也符合社会整体大发展的需要，也很符合语言学本身的发展规律。
二、语言学的当前的形势和未来的发展从语言本身的属性来说是为了人类沟通交流的一种工具，也是社会发展中所必不可少的一种工具，随着语言学这一系统科学研究的步步深入，应用语言学也开始得到很多人的关注，很多人也把目光都聚汇到这个新兴的研究领域，研究的范围也在逐步扩大当中，应用语言学是语言的一个科学，这样的属性决定了它有着无限的发展空间，语言学与其他各个学科在交叉渗透着，这也决定了语言学是属于一门综合性学科，而这种学科的认定又决定了应用语言学在实际人类生活中的必要性。
应用语言学论文题目
应用语言学论文题目语言学本科论文题目(一)1.浅谈英汉句子结构差异2.诗意的美和喜剧性幽默3.英汉禁忌语、委婉语的对比研究4.英汉数字习语的对比研究5.词义演变的原因与方式6.名词化的语篇功能7.诺曼时期法语对英语词汇的影响8.浅谈英语虚拟语气及其语用功能9.隐喻与一词多义的关系10.英汉被动句对比研究11.英汉宾语类型差异的认知原因12.英汉动词非谓语用法比较研究13.英汉否定问句的答句对比研究语言学本科论文题目(二)1.中英恭维语对比研究2.委婉语的礼貌原则研究及策略3.汉英“山丘”对比研究4.英汉颜色词跨域对比分析—以RED和红为例5.英语道歉方式的策略及研究6.英语拒绝言语行为研究7.英语委婉语的寒暄功能8.英语请求言语的策略研究9.英语课堂教师提问的策略研究10.会话得体：会话者的立场语境运用研究11.英语课堂学生提问的策略研究12.英语课堂的焦虑现象及策略研究13.从礼貌原则看短信语言14.从合作原则看课堂师生互动15.浅析中英言语行为中的礼貌原则16.中英政治新闻报道中的模糊语言研究17.言语错误分析理论在教学中的应用18.英汉颜色词的引申义的文化差别19.外语学习中应该重视中介语的作用20.浅谈英汉句子结构差异语言学本科论文题目(三)1.副词EVER的句法环境和语义特征2.论文化差异与英语教学中的文化导入3.学习者的动机因素对外语学习的影响4.浅谈词汇搭配错误分析及其应对策略5.浅析英语语言中的性别歧视现象6.礼貌原则在商务英语写作中的应用7.中英文性别歧视习语的对比研究8.称谓语使用中的性别差异9.从认知角度看隐喻在经济语篇中的应用10.论中英文化对隐喻的影响11.英汉合成词构词对比研究12.英汉名词短语修饰模式比较13.英汉拟声词异同探讨14.英汉人称代词运用对比研究15.英语复合词的语义分析及其类型16.英语委婉语的使用原则与策略17.语境对词义的制约作用。
应用语言学论文选题
1 “英文电影在英语教学中的有效性”“英语教学的提问策略”也可以选用两个版本的教材进行对比研究，比如新标准与PEP词汇对比研究2 英语教育硕士论文选题指南一、现代语言教学理论与应用1、跨文化交际中母语干扰现象2、通过课堂教学，提高学生跨文化交际能力3、英汉语言文化的差异4、翻译与文化5、社会文化因素对中学生语言习得的影响6、中学生第二语言习得问题7、母语习得与中学英语教学8、中学生英语学习策略9、优秀生与学困生的学习策略比较10、学习者的个体差异11、中学生英语学习动机12、学习动机与学习效果的关系13、语言教学中情感因素的作用14、中学生英语学习情感培养二、中学英语课程、教材与教法1、中学英语新旧课程标准比较2、中学英语新教材特点研究3、高中课本中文化问题的处理4、充分利用现行教材加强学生写作能力的培养5、中学英语课程教学模式探索6、中学英语阅读教学模式研究7、中学英语语法教学模式研究8、高中英语教材语篇教学模式9、中学英语写作教学方法10、中学英语口语教学11、中学英语听力教学方法12、中学英语词汇教学研究13、中学英语阅读技能的培养与提高14、课堂小组互动与交际能力的培养15、高中英语交际策略与口语能力16、中学生听力能力的培养与提高17、中学英语课堂活动的基本特点18、中学英语课型设计和技能培养19、直观教学、绘画、简笔画等手段在中学英语教学中的应用20、英语课堂的设计21、教师语言习惯对学生的影响22、自由谈话在课堂教学中的应用23、课堂用语与学生思维能力的培养24、中学英语教学中文学知识的渗透25、中学英语教学与课外活动26、培养中学生英语自学能力27、中学英语教学中实践能力培养方案的探讨28、创造英语教学的真实语言环境策略29、教师教学策略研究30、英语教学与工具书使用31、中学英语目标教学32、中学英语素质教育目标33、中学素质教育与英语教育目标34、中学英语教学与德育教学35、本市中学英语教学现状的调查与分析36、中学英语师资现状和前景研究三、语言测试与评估1、语言测试理论与中学英语教学的关系2、语言测试的交际性3、英语测试如何适应素质教育的要求4、中、高考英语试卷分析与评估5、对中学英语教学测试中的误区之研究6、语言测试常见题型设计研究7、科学地解释考试分数8、中学英语课堂评估手段9、中学英语课外作业设计和评估10、英语课堂教学评估11、中学英语考试方法改革四、现代教育技术理论与应用1、多媒体技术在教学课件中的综合运用2、如何将网上最新资源引入中学课堂3、现代化教学手段在中学英语教学中的开发与应用4、中学英语教材多媒体课件研究5、运用多媒体，提高英语课堂教学效率6、多媒体技术在高中英语教学中的应用7、信息技术与英语教学3 语言学及应用语言学专业硕士论文答辩题目：汉语模糊限制策略研究答辩人：张鲁昌导师：宗世海副教授题目：汉语口语交际中异议表达的语用学研究答辩人：李静导师：宗世海副教授题目：汉语课堂话语模式分析及其教学启示答辩人：陈小英导师：李军教授题目：留学生实施汉语请求言语行为调查及习得研究答辩人：薛秋宁导师：李军教授答辩时间；6月11日上午9：00答辩地点：华文学院办公楼810欢迎光临！-------------------------------------------------------------------------------- 语言学及应用语言学专业硕士论文答辩题目：新加坡小学识字教学的改革问题及对策研究答辩人：黄茜导师：周健教授题目：新加坡“讲华语运动”研究答辩人：赵艳导师：郭熙教授题目：《灵山》语言艺术探讨答辩人：岳淑梅导师：曾毅平教授题目：新加坡小学奠基阶段华文教材课文选篇分析与比较——《小学华文》与《好儿童华文》答辩人：王佳琳导师：曾毅平教授答辩时间；6月12日上午8：30答辩地点：华文学院办公楼309欢迎光临！-------------------------------------------------------------------------------- 语言学及应用语言学专业硕士论文答辩题目：国际学校零起点至初级阶段学生华文教学的原则与方法答辩人：林素娥导师：彭小川教授题目：新加坡家庭教育对儿童华语的影响答辩人：李慈妃导师：李军教授题目：新加坡华文报纸平面广告的语言特点分析答辩人：谢粤导师：李军教授题目：新加坡学生华文学习兴趣的探讨及策略答辩人：范红导师：贾益民教授4 外国语言学及应用语言学专业研究生硕士学位论文答辩公告作者:wangy 时间:2009-5-31 8:39:17 来源:外国语学院点击:1093答辩人: 梁益论文题目: 新课程要求实施后5所高校124位公共英语专业教师信念的研究指导教师: 刘毅时间: 2009 年 6 月5 日9：00--9：30地点: 文科楼办公区1200会议室答辩人: 王磊论文题目: 对100名英语专业的大学英语学习者作文中连贯特征的研究指导教师: 齐放时间: 2009 年 6 月5 日9：30--10：00地点: 文科楼办公区1200会议室答辩人: 阳涌论文题目: 对布什和布莱尔就9/11事件演说的人际意义的对比分析指导教师: 齐放时间: 2009 年 6 月5 日10：00--10：30地点: 文科楼办公区1200会议室答辩人: 张晓来论文题目: 多媒体自主学习环境下,学习者的学习动机和策略与输入的互动研究指导教师: 齐放时间: 2009 年 6 月5 日10：30--11：00地点: 文科楼办公区1200会议室答辩人: 周娴玲论文题目: 学生译员的译前准备策略与口译质量指导教师: 张吉良时间: 2009 年 6 月5 日11：00--11：30地点: 文科楼办公区1200会议室答辩人: 朱立刚论文题目: 音段与声调在言语识别中作用对比的实验研究指导教师: 刘毅王红岩时间: 2009 年 6 月5 日11：30--12：00地点: 文科楼办公区1200会议室答辩人: 李丹论文题目: 英语专业高年级学生在交替传译中的语用失误指导教师: 张吉良时间: 2009 年 6 月5 日14：00--14：30地点: 文科楼办公区1200会议室答辩人: 何兴华论文题目: 英汉广告语中同音同形异义词的语用学研究－－从关联理论的角度指导教师: 刘茁时间: 2009 年 6 月5 日14：30--15：00地点: 文科楼办公区1200会议室答辩人: 靳俊杰论文题目: 文学语篇中情感词汇的韵律结构研究指导教师: 金娜娜时间: 2009 年 6 月5 日15：00--15：30地点: 文科楼办公区1200会议室答辩人: 李建闯论文题目: 系统功能语言学的语法隐喻研究-- 英汉书评的个案研究指导教师: 尚媛媛时间: 2009 年 6 月5 日15：30--16：00地点: 文科楼办公区1200会议室答辩人: 刘林娟论文题目: CET4完型填空答题过程研究指导教师: 郭丽时间: 2009 年 6 月5 日16：00--16：30地点: 文科楼办公区1200会议室答辩人: 孙立华论文题目: 以小组合作促进自主学习的实证研究指导教师: 郭丽时间: 2009 年 6 月5 日16：30--17：00地点: 文科楼办公区1200会议室答辩人: 徐娅晖论文题目: 翻译与国族身份建构－－后殖民主义视角下的鲁迅翻译活动指导教师: 李小均时间: 2009 年 6 月5 日17：00--17：30地点: 文科楼办公区1200会议室5 外国语言学及应用语言学专业硕士学位论文题目参考(2008-06-11 20:10:47)转载把部分题目收集起来，但缺少第一批答辩人员的题目。
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成绩大连外国语大学应用语言学基础学期论文任课教师研究方向英语词汇记忆策略年级专业姓名学号完成日期非英语专业研究生英语词汇记忆策略的实证研究摘要在二语习得中，词汇对于语言学习者有着异乎寻常的重要性，词汇是一切语言技能的基础。
探索并总结积极有效的词汇记忆策略，是减轻学生负担、培养学生英语学习兴趣、提高英语学习成绩的有效途径。
过去 20 年里，许多专家和学者做了大量的研究工作,在他们的共同努力下，英语词汇学习策略的研究有了显著的进步，也取得了很大的成绩。
大量事实已证明：掌握数量可观、记忆牢固的词汇是英语学习成功的关键。
一些学者对优秀学生的词汇学习策略进行了研究；另一些学者研究了一定群体学习者的词汇学习策略；还有的学者研究了不同性别的学习者的词汇学习策略的使用情况。
然而，以非英语专业研究生的英语词汇学习策略为研究对象的却不多。
这篇文章在回顾了国内外词汇学习策略的研究现状之后,主要以大连外国语大学非英语专业一年级的研究生为研究对象，探索了他们英语词汇记忆策略使用情况,旨在了解非英语专业研究生使用英语词汇记忆策略的情况，证明词汇学习策略训练对高一学生的英语词汇学习有积极的促进作用。
本文通过问卷调查和教学实验,试图回答以下问题:1)学生目前的英语词汇记忆策略使用现状如何？2)词汇策略训练能否提高学生词汇水平?是否有促进作用？研究结果表明：有效的词汇记忆策略能改善学生的英语学习状况，并提高其英语成绩。
非英语专业研究生常用的英语词汇学策略有很多，如构词记忆法；拼读策略；词汇表策略；语境策略；查字典策略；分类记忆策略；元认知策略等，并且使用多种词汇记忆策略的效果明显优于少量策略，掌握越多的策略越容易扩大学生的词汇记忆量。
关键词：词汇记忆策略，非英语专业研究生，AbstractIn the Second Language Acquisition, vocabulary is of great importance to language learners and also it is the basis of other language skills. Concluding effective memory strategies is the effective way to reduce the burden of English learners and to improve the education quality. In the last 20 years, a number of researchers and experts have made an effort to study the English vocabulary memory strategies, which gains greatachievements. Many facts have proved that acquiring a large number of vocabularies is essential in the successful English learning. Some experts study on the good students’ effective English vocabulary memory strategies, some try to explore the specific English vocabulary memory strategies used by a peculiar group of learners and others describe the differences of strategies between the female and the male. However, few studies are carried on the English vocabulary memory strategies of non-English major postgraduates. This paper, after reviewing the research situations of vocabulary learning strategies in China and abroad, focusing on the English vocabulary memory strategies employed by non-English major postgraduates in Dalian Foreign Language University, aims to have a general recognition of the using conditions of English vocabulary memory strategies and testify the effectiveness of Association Strategy Training to them. Based on such a background, the paper is supposed to answer the following questions: 1) how do non-English major postgraduates use the English vocabulary memory strategies? 2) Can the training of the English vocabulary memory strategies improve the st udents’ vocabulary learning? Can the strategies promote the study?The paper draws a conclusion that fostering various and effective English vocabulary memory strategies for the students are bound to improve their English competence. What’s more, the author has summarized a variety of English vocabulary memory strategies suitable for the students of the Secondary V ocational School, such as the memorizing strategies, the word formation strategies and so on. It is better to use more strategies than less ones; more English vocabulary memory strategies the subjects master, bigger vocabulary capacity they will expand.Key Words: vocabulary memory strategies, non-English major postgraduates第一章引言1.1 研究背景及现状词汇是语言知识的重要组成部分，词汇是语言表达意义的主要载体，然而，在英语学习的过程中，词汇常给学生带来很大的困难，以致经常听到一些学生抱怨自己记不住单词；即使记住了一些单词的拼写和中文意思，也不知道怎样正确地运用它们。
而这些学生中也不乏很多研究生同学。
著名的英国语言学家威尔金斯说过：“没有语法，人们可以表达的事物寥寥无几，没有词汇则无法表达任何事物。
”所以我们不能忽视词汇的作用。
因此，研究词汇记忆策略记忆如何运用它们来提高词汇记忆效率，对英语学习者的学习和英语教师的教学都有重要的指导意义（贾冠杰，1997）。
目前，我国的非英语专业研究生大部分缺少有效的记忆策略和词汇记忆策略观念，教师也很少对他们进行词汇记忆策略方面的训练和指导。
教师在课堂教学过程中，把按时完成教学计划放在首要地位，常常忽视词汇记忆策略培养，经常由学生自己完成学习单词的任务。
这样,久而久之导致学生死记硬背记住了一些单词,但很快就忘记了,有一些单词记住了还不会用。
慢慢地学生忽视或放弃了科学有效的词汇记忆策略，造成词汇学习上的困难，同时对英语学习丧失了信心。
1.2 研究意义听、说、读、写、译五大技能无不依赖对词汇的充分理解和掌握。
学生词汇量的大小在很大程度上反映其英语水平的高低，并直接影响听、说、读、写等方面能力的提高。
尽管我国广大的外语工作者做出了不懈的努力,但词汇教学还是没摆脱高投入低回报的困境。
而中国学生历来重视记忆策略，对于缺乏良好学习策略的大多数高职学生，为应付各种考试往往采用强记，所以词汇记忆策略的重要性不言而喻。
文秋芳认为，“当其它条件相同时学习策略的差异对成绩有决定性影响”学习词汇策略可以提高学生使用其它策略的自觉性和积极性。
学生了解策略的多样性并择优而用，能事半功倍。
学习词汇策略更能培养学生根据实际情况调整学习策略的能力。
因此教师如何在教学中融入策略内容，培养学生策略运用技能，值得探索。
掌握一定的词汇记忆策略，提高词汇的识记和编码水平，对词汇记忆水平和记忆效果有着积极的作用。
培养学生记忆词汇的能力，使学生掌握多种符合自身实际的记忆方法。
在教师长期、系统的教导下，学生能轻松容易地记忆单词，从而提高英语学习质量，激发学生的英语学习兴趣和动机、培养学生的自信心与主动性。
1.3 论文框架第一章是论文的引言，主要介绍论文的选题背景，现今国内学生学习英语词汇的现状，本文研究意义以及论文框架。
第二章是国内外的相关研究，包括记忆、词汇记忆策略等方面的现状研究。
第三章是词汇记忆策略理论依据及分类。
第四章是研究方法。
描述了研究问题、实验对象、实验工具、及研究过程。
第五章是整个文章的总结，包括不足及展望。
第二章文献综述2.1 国外相关研究现状Lewis(1993:89-95)认为“语言是语法化的词汇而不是词汇化的语法；词汇是语言学习的核心，而语法结构应从属于词汇。
”著名语言学D.A.Wilkins (1972:111)指出:“没有语法，表达甚微，没有词汇，表达为零。
”早在80年代初期，Meara(1980:Abstract)就曾强调：“词汇的学习、获得和掌握是外语学习者外语学习初级阶段之后学习能否成功的关键！”Gass(1988:9)认为：“当我们把交际作为外语学习的第一目标时，当我们又对这种新的语言无法自由支配时，词汇的作用将是决定性的。