本科学位论文引言部分写作注意事项

引言

INTRODUCTION

1.简述该论题国内外研究现状；

2.简述该论题目前国内外研究存在的问题，

从而说明本研究的必要性；

3.本研究的目的；

4.本研究的范围界定；

5.简述本文的研究思路，引出正文。

（如果文章较长，研究现状（文献综述）及研究目的与范围可作为正文部分分别单独另列）

英汉小句复合体内部衔接对比研究

引言

自从韩礼德、哈桑出版《英语的衔接》（Cohesion in English）一书以来，衔接已成了语言研究的热门，此书也成了该领域引用率最高的著作之一。查CNKI数据库，近十年来，国内以衔接为研究内容的论文就不下百篇。另外，胡壮麟、朱永生、张德禄等还出版了这方面的专著。但到目前为止，人们几乎都是在语篇层面谈论衔接问题，而小句复合体内部的衔接基本尚未有人论及，更

不用说作系统、深入的研究。其中的原因似乎与韩礼德、哈桑对“衔接”的界定有关。他们将衔接定义为构成语篇性(texture)的机制，一种不受结构限制的语义关系而非结构关系。虽然他们也承认句子内部同样存在衔接关系，但由于成为一个句子的语法条件已经保证该句内部各部分之间的紧密结合，即句法结构本身具有很强的衔接力，所以他们认为衔接在句内起到很小的作用(Halliday & Hasan，2001：8-9)，也就无需多加讨论。无疑，这种研究方式对于句法结构严谨、句式呈“聚集型”(compactness)的英语来说，是基本合理的（注意韩礼德、哈桑的书名表明研究的是英语的衔接），但对于句法结构呈“流散型”(diffusiveness)的汉语却很难作这样简单的处理，因为汉语中存在这样一个问题，即如何使一繁复但表面结构松散（“形散”）的句子达到语义上的连贯（“神聚”），这实质上就是一个句内衔接的问题，一个不应被忽略的问题。本文将借鉴语篇衔接以及英汉对比方面的有关研究成果，展开英汉小句复合体内部衔接机制的对比分析，重点放

在两者间相异之处以及现有研究较少或尚未涉及的部分。

汉英小句复合体对比研究

A Contrastive Study of Chinese and

English Clause Complexes Introduction

Great progress has been made in the contrastive study of English and Chinese in recent years. However, a survey of the literature in this field reveals that far less effort has been made in comparing the syntactic structure of these two languages than in contrasting their phonetic, lexical and semantic aspects, i.e. study has been conducted mostly below or at the clause level. Even if some research has been done above the clause level, attention has almost exclusively been paid to the relatively simple sentence with a clear relationship between the dominant and the dependent clause and rather complex sentences have nearly been neglected. This may be

justifiable as far as English is concerned, for the structure of an English complex sentence is in essence the same as that of an English clause and, as a result, the basic framework of an English complex sentence will show itself as long as the SV structure of its main clause is identified. But this is not usually the case with Chinese because there is great difference between the structure of a Chinese clause and that of a Chinese complex sentence owing to the fact that a Chinese complex sentence, in most cases, does not simply evolve by expansion outwards from a dominant clause or by addition of some equal clauses to a primary or initiating clause. From the contrastive point of view, the discrepancy between Chinese and English complex sentences is much greater than that at the clause level. Therefore, a contrastive study of Chinese and English clause complexes will lead to a deeper understanding of these two

languages and facilitate C-E and E-C translation and Chinese and English learning. In fact, exploration of the heterogeneity between Chinese and English is the starting-point and also the destination of the theories of C-E contrastive studies.

1 Purpose and Scope of the Study

Before defining the scope of our study, we will first make clear some related terms such as clause, clause complex and sentence by giving a historical review of the grammatical hierarchies of English and Chinese.

1.1 An Overview of the Grammatical

Hierarchies of English and Chinese

The grammatical hierarchies of the Chinese and the English language have caused some controversy among grammarians and linguists both at home and abroad. This paper will also start with this issue because identification of units of

grammar is of great importance not only to the understanding of a language but to definition of the scope of this study as well. Important as it is, we will not make a detailed discussion about it because it is, after all, not the major concern of this study. We will only give a brief introduction of some grammarians’opinions and then present our own view over this issue by making some modifications to them. In the process, we will focus our attention on clauses, clause complexes and sentences for the sake of our study.

1.1.1 The grammatical hierarchy of the English language

It is usually assumed that the grammar of the English language is organized into five ranks: the sentence, the clause, the phrase, the word and the morpheme. Let’s look at Quirk’s categorization first. According to Quirk et al.(1985), units of grammar may be placed in a hierarchy of ……….

1.2 Scope and Purpose of the Study

This study takes Chinese as its starting-point and explores both the explicit and the implicit structures of Chinese and English clause complexes in order to (1) reveal the respective features of the Chinese and English clause complex, (2) discover the laws underlying these features, (3) expose the deep-seated causes for the difference between Chinese and English clause complexes and (4) provide principles for transformation in translation of the sentences in question.

Since we take as our principle for this study the difficulty in translation and language learning and revelation of the linguistic characteristics of Chinese, we will focus on the comparison between Chinese paratactic complex sentences and English clause complexes and include finite and nonfinite embedded clauses serving as noun

modifiers in our study while excluding those clauses functioning as the subject, or the object, or the subject complement of their main clauses, i.e. rules for the definition of a clause complex are not to be strictly observed in this study.

从英汉对比看中国学习者

英语听力理解障碍

Chinese English Learners' Listening

Comprehension Problems

——A Study Based on a Comparison

between English and Chinese

引言

影响英语听力理解的因素无非有语言性与非语言性两大类。语言性因素主要指语音、词汇、语法等语言知识；非语言因素主要指文化背景知识、心理因素、认知因素等。

较为传统的听力研究集中在语言性因素，绝大部分是经验性的定性文章，其中也有少量采用了实验与调查的方法，具有较强的说服力。例如国伟秋（2006）的“英语语

音知识与听力理解能力相关性实证研究”。该研究组采用英语听力测试与听力和语音知识问卷调查的方法，对为此举办的英语听力实验班展开实证研究，主要调查学生英语语音知识的了解与掌握对听力理解的影响程度。

近几年来，越来越多的研究开始重视非语言因素对听力理解的影响。这些研究主要汲取了西方认知语言学、心理语言学、语用学等领域的理论，对听力理解的过程及其各种影响因素加以分析。譬如，根据认知心理语言学，听力理解是一个复杂的心理对意义的构建、一个积极地对听觉信号进行分辨、筛选、组合、记忆、释义、储存、预测的过程。在这个过程中，说话者的语音、语速、语调，所说内容的复杂程度，听话者的语言知识、知识面、记忆能力、分析综合推理能力、听悟技巧等都会影响听力理解。再如，根据图式理论，口头语篇的含义是听者头脑中的世界知识和口头语篇交互摩擦的结果，而听者头脑中固有图式是决定听力理解成功与否的关键因素，所以，背景知识在听力

理解中扮演着极其重要的作用。另外，语用学理论说明了语用推理在听力理解中的重要作用，等等。（李冬梅，2002）

这后一类研究基本上突破了简单化的经验总结，具有了一些理论色彩，对英语听力教学也有一定的指导意义，但从发表的文章看，基本还停留在国外理论的简单介绍，且多有重复，理论的应用则显得生硬与勉强，有的只是概念的搬用，而对于造成我国英语学习者听力理解能力普遍不高的根本原因缺乏具有说服力、针对性的分析与解释，给人以隔靴搔痒之感。本文作者认为，低下的辨音、辨词、辨义能力才是中国英语学习者听力理解的主要障碍，而这些都与英汉两种语言的差异尤其语音方面的差异密切相关。

英语听力理解障碍分析

引言

随着境外旅游、学习、工作与生活机会的增多，国内经济、文化、学术、旅游、政治等方面国际交流的增加与深入，人们普遍

加深了对外语交际功能的认识，尤其开始重视快捷、方便的口头交际。各级、各类外语教学与考试大纲以及许多用人单位也纷纷增添或提高了对外语口头交际的要求。著名语言学家H.G. 威多森说，讲(speaking)与听(hearing)是两个不同的、独立的活动，而理解(listening)与表达(saying)是一个活动---交谈(talking)---的两个方面。只有听懂，才能反馈，才能交流，从而达到交际目的。所以听力理解是口头交际的基本保障，没有理解就没有交流。遗憾的是，听力理解问题始终是外语学习的顽症，一直以来没有得到很好的、根本性的解决。本文将从英汉语言的语音特征、听力理解的心理过程、认知模式、学习者整体英语水平等方面分析影响英语听力理解的主要因素。

English Translation of the Chinese

Topic Structure Introduction

Translating is a difficult task. It is probably the most complex type of event in the history of the cosmos. The difficulty and

complexity mainly result from the linguistic and/or cultural differences between the source language and the target language. For example, it may sometimes turn out to be quite difficult to translate Chinese “topic-comment” structures into English, which is usually regarded as a subject-prominent language. This is, in fact, the very field this paper deals with. However, translation being the focus, it does not study in great detail “subject”, “topic” and their division ——a still controversial issue; instead, it begins with some relevant terms and basic assumptions, followed by a brief analysis of Chinese and English topic structures, and in itsmain part explores some methods of translatingthe Chinese topic sentence.

汉语主题结构英译研究

English Translation of the Chinese Topic

Structure

从事过翻译的人都会感叹翻译的困难。正

如I. A. Richards 所言，翻译可能是宇宙历

史上最复杂的活动。其困难与复杂主要源于

译出语与译入语之间在语言或/及文化上的

差异。例如，汉语中的主题结构有时便很难

译成英语。本文要讨论的正是汉语主题结构

的英译问题。但是，由于旨在翻译，对尚有

争议的“主语”、“主题”的界定及其它们间

的区别这里将不作深入细致的研究。本文首

先介绍相关术语，接着对汉语与英语中的主

题结构作一简单的比较分析，然后在主体部

分探讨汉语主题结构英译的一些方法。

An Analysis of Common Errors in English-Chinese

Translation

英译汉常见错误分析

Introduction

After China’s WTO entry, talents in the future should not only be equipped with

a good mastery of professional knowledge,

but also assimilate and introduce the latest

information and technology from foreign

countries. Under this circumstance, the

translating ability becomes increasingly significant. Translation is a process of language transformation in realizing cross-cultural communication. Correct translation makes the communication successful, and vice versa. Hence, the accuracy of translation is catching more and more people’s eyes. Moreover, how to avoid some common errors is worth analyzing and exploring. Among the criteria of translation (faithfulness, expressiveness and elegance), faithfulness is the most difficult one to achieve. The foremost task for the translator is to assure of the accuracy of translation. Unfortunately, even the master of translation can not avoid making mistakes. Therefore, translation errors need studying thoroughly. We can probably find out ways to cope with translation errors only if we scientifically analyze the causes of errors, so as to improve translating skills. In this paper, the

author firstly lists the common errors in English-Chinese translation, and then generalizes their causes; and finally puts forward some countermeasures to solve these problems in order to draw all translators’attention. Hopefully this paper will be beneficial to every reader.

Factors Affecting English Majors’

Listening Comprehension

影响英语专业学生听力的因素Introduction

F or a longtime,“m u te English”, a prevalent term, not only describes the status of Chinese students’ oralEnglish competence, but also indicates an “underdeveloped” level of their listening proficiency. To understand authentic English is really a challenge even for English majors who have received formal Englishtraining for years. The final purpose of learning English is to understand

authentic English, but not pass the listening test. Therefore, it is of great significance to study the factors affecting authenticEnglish listening and put forward suggestions accordingly.

The thesis consists of five parts. In thefirst part，a review of research on listening comprehension is given. Some commonly recognized factors hindering listening are discussed. Thesecond part presents methods employed in the research.The third part comes to the results and main findings of the study. In the fourth part, methods of listening comprehension teaching and learning are suggested.

Translation of Numbers between

Chinese and English

Introduction

Whenever numbers are mentioned, people may think of mathematics or statistics and take their existence for

granted. People thus think it is easy to translate numbers. In fact, numbers, an inseparable part of language, are endowed with non-quantitative and rich meanings.

It is well recognized that language is a very important part of a culture and the main means by which people communicate with each other. The development of a culture is directly or indirectly reflected in its vocabulary. Even within the same language family, words of the same spelling in different languages may have absolutely different meanings due to their history and cultural background. There is no doubt that people from different cultures will run into language barriers when communicating with each other. In cross-cultural communication, it is of vital importance for people to pay great attention to the differences of numeral meanings between cultures.

Numbers, because of their different cultural background and varied contexts, are not simply used to measure or calculate now. A lot of works on translation theories and practice have been published one after another, with closer and meticulous studies on the languages between western and eastern countries, and focus on literature, law, economic and trade contracts and so on. However, few are about number translation. As discussed above, it is advisable to correctly translate numbers as well as their connotations in cross-cultural and cross-language communication.

OnV ocabularyAcquisitionthrough a

Context-based Approach

Introduction

Vocabulary learning has long held the attentions of scholars abroad as well as in china. In recent years, college English learning in China has taken on a new role.

In the past,when talking about the aims of English learning, people usually focused more on the so-called “language skills” such as listening, speaking, reading and writing. Recently, however, college English learning has been aimed to enable students to acquire communicative competence, in which it is fundamentally important to improve one’s word power. But in middle schools, grammar-translation teaching method still prevails; that is most teachers organize their courses around a set of grammatical points, with vocabulary selected to support the topic of the course units. That is, they teach grammar and words separately, with grammar as their main concern. As a result, after six years learning of English, some of the student can not even write correct English sentence though they have learned some grammatical rules and “remembered” a large member of vocabulary, for they can

not logically link the two together. Furthermore, when it comes to the reading practice, they may find it extremely difficult to interpret the associative meaning of words, thus failing to understand or appreciate the texts they are reading. After entering colleges and universities, students are still accustomed to the old ways of learning English, and take it for granted that, to learn English well, they should first of all grasp grammatical rules, then “remember” a large vocabulary. But recent researches show that the learning of words is a fundamental part in language learning, and it should go together with the learning of grammatical rules. There are other respects that should be taken into consideration in the learning of words. To repair the deficiencies of word learning method and to improve the word power and communicative competencies of students, the acquisition of word meaning based on