社会语言学学期论文 English
英语语言学论文(优秀9篇)
英语语言学论文（优秀9篇）《浅析美国英语与英国英语的区别及应用》摘要：标准现代英式英语和美式英语，虽然两者互相理解没有很多实质性的差异，但对两者的各方面进行一个大概的比较，还是有很多细微的差别的。
关键词：美国英语；英国英语；分析对比；区别及应用在全球一体化的背景下，英语已成为世界通用语言，在社会生活、交往或交流中都扮演着重要角色。
近年，美式英语风靡全球，尽管美式英语和英式英语都是英语，但是区别甚多。
相对来说美式英语便捷实用，英式英语较为复杂。
英式英语保守、严谨，美国人说英语则是另一种姿态，崇尚可见即可读。
1.两种语言在历史演变、地域文化、社会地位层面的区别。
英语是全世界几千种语言的其中一种，也是印欧语系一百多种语言之一、英国英语距今已有1500的历史了。
而美国英语是在英国英语的基础上发展而来的。
英国和美国在政治、经济、文化等方面的不断发展，造就了它们各自不同的语言特征。
美式英语起源于18世纪70年代，美国的独立战争爆发时，战乱的特殊原因导致绝大多数美国人来自欧洲移民，尤其以英格兰人为主，大多讲英国英语。
近几十年来，由于美国的贸易、军事、科技、国际地位等方面远远超过英国，再加上美国电影风靡全球，促使美国本土的俚语很多已经渗透到了口语之中。
很多因素导致美式英语成为强势语言。
2.发音方面存在的不同。
英语和美语的发音最具代表性的区别是对er的发音的不同。
英语中，短音的er是的浑元音，但长音的er是个拉长了的浑元音，听起来是一个介于“俄”和“啊”的声音。
而美语中，er听起来怎么都是个“儿”音。
ar：除了轻读短音（如singular）和者后连元音（如clarity），英语的ar全部清一色的长音[a：]，而美语中，是“阿尔”。
英语和美语的辅音基本是一致的，但在使用习惯上也有些差别。
如词组clear animosity，英语会读成clear，animosity，而美语会读成clear—ranimosity。
另一个比较明显的区别是d和t。
英语语言学毕业论文范文
英语语言学毕业论文范文英语语言学毕业论文范文随着全球化的不断发展，英语作为一种国际语言的地位越来越重要。
因此，对英语语言学的研究也变得愈发重要。
本文将探讨英语语言学的一些重要概念和理论，并分析其在实际应用中的意义。
一、语言的定义和特征语言是人类最基本的交流工具，它通过声音、文字等形式传达信息。
语言学家对语言的定义有很多不同的观点，但大多数学者认为，语言是一种符号系统，通过符号来表示意义。
语言具有以下几个主要特征：1. 双重系统：语言既有音系（声音系统），也有词汇（词汇系统）。
音系是由语音和音位组成的，而词汇则是由词汇和语法组成的。
2. 有限性：语言的符号系统是有限的，但可以通过组合和变换来产生无限的表达方式。
3. 社会性：语言是社会的产物，它反映了人们的文化、价值观和社会地位。
二、语言的层次结构语言可以分为不同的层次结构，包括音位、词汇、句法和语义等。
音位是语言中最小的语音单位，词汇是由音位组成的，句法是词汇的组合规则，而语义则涉及词汇和句法的意义。
1. 音位：音位是语言中最基本的语音单位，它可以通过发音来区分不同的词汇。
英语中的音位包括元音和辅音。
2. 词汇：词汇是由音位组成的，它是语言中最基本的意义单位。
英语中的词汇包括名词、动词、形容词等。
3. 句法：句法是词汇的组合规则，它决定了词汇如何组合成句子。
英语中的句法包括主谓结构、宾语结构等。
4. 语义：语义涉及词汇和句法的意义，它研究词汇和句子的意义以及它们之间的关系。
英语中的语义包括词义、句义等。
三、语言变体和语言变异语言是活的，它会随着时间和地点的变化而发生变化。
语言变体是指同一种语言在不同的地区或社会群体中的变化，而语言变异则是指同一种语言在不同的语境中的变化。
1. 语言变体：英语作为一种全球性语言，它在不同的地区有不同的变体，如美式英语、英式英语等。
这些变体在发音、词汇和语法等方面都有所差异。
2. 语言变异：同一种语言在不同的语境中也会发生变异。
社会语言学论文
Viewing the Movie My Fair Lady from SociolinguisticPerspectiveby寇佳艳School of TourismXi'an International Studies UniversityXi’an, China2010Viewing the Movie My Fair Lady from Sociolinguistic PerspectiveAbstractMy Fair Lady is a classic movie, which has already been appreciated too much from the viewpoint of literature and translation, but few analysis are from linguistic viewpoint. It is also acknowledged that this movie is a good example of sociolinguistics. This paper is to analysis their dialogue in the film from sociolinguistic perspective. To be specific, this paper will discuss several sociolinguistic aspects by analyzing their dialogue and these aspects are language and social class, language and gender and language planning.摘要《窈窕淑女》是一部经典电影，许多学者已经从文学和翻译学角度对这部电影做了赏析，但很少有评析是以社会语言学角度出发的。
这部电影也是有关社会语言学一个很好的教材。
语言学英文版论文
2011-2012第二学年第二学期《英语语言学》学期论文Second Language Vocabulary Acquisition Strategies二语词汇习得策略[摘要]关键字：二语词汇习得词汇习得策略元认知策略认知策略AbstractVocabulary is the basic unit of a nguage acquisition plays an important role in language learning. Famous linguistics D. A. Wilkins said, “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Lewis, 1993:16).〞 It speaks volumes for the importance of vocabulary in language learning. This paper aims to analysis the second language acquisition strategies and applies to different levels of learners. According to the different levels, the learners should choose the proper methods and strategies to promote learning efficiency and acquisition effect.Key words: Second Language Vocabulary Acquisition； Vocabulary Acquisition Strategies；Metacognitive strategy； Cognitive strategyIntroductionWith economic globalization and multi-polarization of the world, especially the population of the internet, English becomes more and more important, because it is considered as the tool for absorbing and communicating information. As we all known, vocabulary acquisition is one of the most noticed-question of the second language learners. “Vocabulary〞appears in the area of linguists’ study. Nowadays, researchers still cannot give a complete and reasonable definition of vocabulary. Since 1970s, the second language vocabulary acquisition research has gradually become the hot point and important subject in the second language vocabulary acquisition research area.These researches aim to discuss the efficiency vocabulary memory strategies to promote the memory skills and vocabulary levels. Then how to acquire vocabulary become popular among the researchers. Wenden &Rubin (1987), O’Malley& Chamot (1990) refer to the content of vocabulary acquisition strategies; Rubin (1987) and Oxford (1990) classify the memory strategy to the direct cognitive strategies. Especially, CohenAphek (1981), Porte (1988), O’Malley (1990), Vann (90), Cohen (1990), etc made a basic searching of vocabulary acquisition.In a word, there are various opinions in how to acquire vocabulary. Firstly, it talks about the importance of vocabulary. Secondly, what does it mean to “acquire〞 a word?This paper mainly aims to the detail analysis of the vocabulary acquisition from three aspects：Meta-cognitive Strategy; Cognitive Strategyand Social or Affective Strategy.Especially, it highlights the effect of the context and rending to vocabularyacquisition.This paper talks about the applications of the vocabulary acquisition strategies. And it puts forward some problems and difficulties of vocabulary acquisition.This paper also discusses the influencing factors to the acquisition.Itincludes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivationThe purpose of this paper is to rise the awareness of Englishlearners that the importance of vocabulary in language learning and the vocabulary acquisition strategiescan not be neglected, and each strategies is deeply rooted in its language. Throughthe analysis of the theory of study, the paper tries to draw the learner’sattention to the strategies of the second language vocabulary acquisition and using the vocabulary in communication.Inorder to improve the acquisition efficiency, some strategies put into practice are introduced.The first presents the importance of vocabulary, some basic concepts of vocabulary and vocabulary learning, the second part tells what does it mean to know a word, the third part deals with the theory of vocabulary acquisition and presents the factors and differences influencing the vocabulary acquisition. Thefourth part is detailed discussion of vocabulary acquisition strategies in different levels of learners. Thelastpartis conclusion.Literature review1. The importance of vocabularyAs the first time, when we go to school and our English teacher will tell us that vocabulary is of great importance in learning English. After several years, we understand words gradually, especially when we study in high school. If we know a little about vocabulary, we may have poorEnglish. That is because the listening, speaking, reading and writing show the necessary of learning vocabulary.Many researchers agree that lexis is at least as important as structure, because it is using wrong words and not wrong grammar that usually breaks down communication. Mistakes in lexis much more often lead to misunderstanding and may be less generously tolerated outside classroom than mistakes in syntax. (Carter, 1987). As Stephen Krashen remarked,“When students travel, they don’t carry grammar books, they carry dictionaries.A significant role of vocabulary in both teaching and learningprocesses was first stated by Stephen Krashen in The Natural Approach (1985):“Vocabulary is basic for communication. If acquirers do not recognize the meaning of the key words used by those who address them they will be unable to participate in the conversation.〞Words are basic tools in human communication; therefore they determine the main part of people’s life-relationships between people and associations with the surrounding world that people live in. The larger one’s vocabulary, the easier it is to express one’s thoughts and feelings.In real communication, correctly and idiomatically used vocabulary can even decrease some structural inaccuracy and grammar errors. (Zhang Jiying, 2002). So learners should enrich and expand their knowledge of words as much as possible in order to communicate effectively in a foreign language.2. What does it mean to “know〞 a word?Knowing a word is not a simple phenomenon. In fact, it is quite complex and goes far beyond the word’s meaning and pronunciation. (Zhang Jiying, 2002). Richards (1976) thinkknowing a word means also knowing the frequency of words and their likely collocates; being aware of the functional and situation limitations that apply; knowledge of the “syntactic behavior〞; derivational forms and word class; associative and connotative knowledge; semantic value-breaking down words into minimal units as with componential analysis (see Katz&Fodor1963or Leech1974); knowing the other (possible) meaning associated. Nagy and Scott (2000) identify several dimensions that describe the complexity of what it means to know a word. First, wordknowledge is incremental, which means that readers need to have many exposures to a word in different contexts before they “know〞it. Second, word knowledge is multidimensional. This is because many words have multiple meanings and serve different functions in different function in different sentences, texts, and even conversations. Third, word knowledge is interrelated in that knowledge of one word connects knowledge of other words.What all of this means is that “knowing〞 a word is a matter of degreerather than an all-or-nothing proposition (Beck&Mckeown, 1991; Nagy&Scott, 2000). The degree of knowing a word are reflected in the precision with which we use a word, how quickly we understand a word, and how well we understand and use words in different modes and different purpose.Knowing a word also implies knowing how that word relates to other knowledge. Finally, knowing a word means being able to appreciate its connotations and subtleties. When we know a word at this level, we can use and recognize it in idioms, jokes, slang, and puns (Johnson, &Schlicting, 2004).3. Second Language Vocabulary Acquisition StrategiesVocabulary acquisition is the part of English learning. Since 1960s, more and more attentions and researches had been toward to vocabulary acquisition strategies. When it comes to 1980s or 1990s, the vocabulary acquisition strategies gain fruitful results. Cohen Aphek (1981), Porte (1988), O’Malley (1990), Vann (1990), Cohen (1990) made a basic discussion in vocabulary acquisition strategies.O’Malley&Chamot (1990) classify language learning strategy into three methods: Meta cognitive strategy, Cognitive strategy, and Social or Affective strategy.Meta cognitivestrategy refers to strategies of advancepreparation, directed attention, selective attention, self-management, self monitoring and self-evaluation. And the results indicate that the metacognitive strategy teaching is significant in developing learner autonomy, which shows prominent pros-pectin foreign language teaching.A cognitive strategy serves to support the learner as he or she develops internal procedures that enable him/her to perform tasks that are complex (Rosen shine, 1997). The use of cognitive strategies can increase the efficiency with which the learner approaches a learning task. These academic tasks can include, but are not limitedto, remembering and applying information from course content, constructing sentences and paragraphs, editing written work, paraphrasing, and classifying information to be learned.The memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and compensative strategy.Oxford (1990) put forward a more comprehensive classification system of strategy, which includes six categories: memory strategy, cognitive strategy, compensatory strategy, metacognitive strategy, affective strategy, and social strategy. Nation (1990) put forward semantic manufacturing strategy of“what is it〞. From different aspect, researchers have different classification of strategies. Stoffer (1995) made a factor analysis of 53vocabulary acquisition strategies and extract 9 factors: the strategy of practice and apply words in authentic situation; the strategy of creative learning vocabulary; the self-motivation strategy; the strategy of psychological connection; memory strategy; the strategy of audio/visual assisted learning; with the movement to the body of learning vocabulary strategy; the strategy of overcoming anxiety; the strategy of using to organize units.Schmitt (1997)compositethe related language acquisition strategies upon classification, and put forward two categories of vocabulary acquisition strategy, namely discovery strategy and consolidation strategy.In china, acquisition strategies researcher, Wen Qiufang(1996) thought：English learning strategy includes concept and method. What is concept? It means the acquaint learners to how to learn English well.And the method refers to the actions that learners take to learn English well. The method can be classifying two categories: manage method and learning method. Wuxia, Wangqiang(1998) draw lessons of classification of learningstrategies from O’Malley&Chamot’s and thing that the majority of students can not depend on the mechanical memorizing to learn English vocabulary. Wenpeng (2000) utilize “the level of processing approach of memory〞 to do an empirical research on different words meaning.Willians and Burden (2000) stress metacognition is central to effective learning. Wenden(1987) says that metacognitive is “the process that underlines the efficient use of strategies and the essence of intelligent activity〞(p573). Quicke (1994) similarly views that metacognitive awareness is crucial in learning strategies.In addition, most of the studies (O’Malley and Chamot1990, Wenden and Rudin 1987; Oxford andCrookall1989) founder the learners who were particularly taught metacognitive knowledge to help them assess the needs, evaluate process and give directions to their learning.After summarizing the theories of the vocabulary acquisition strategies, I express my opinions about vocabularyacquisition strategies.These theories or opinions have their merits and demerits. I am in favor of O’Malley& Chamot’s theory of the classification of vocabulary acquisition strategies: metacognitive strategies, cognitive strategies, affective strategies. The metacognition represents strategiesof acquiring knowledge, namely the ability to understand pour method for learning and assimilating information. It concerns “the knowledge of your thoughts〞. In addition to how various factors influence psychological thought processing.As far as I am concerned, vocabulary really plays an essential role in language learning.For example, when we communicate withothers, vocabulary is the basic component between your talking. Without words, withoutcommunication. In the school, every student should learn vocabulary, the more vocabulary you acquire, the more knowledge you will get. In the process of our study, every skillneeds vocabulary. (Listening,speaking, reading, andwriting). Especially,in the extensive reading, the vast majority vocabulary can be learned gradually through repeated exposures in various discourse contexts. However, not all methods are appropriate forall levels of learners. Thus, I deem that different levels of learners should choose different strategies of vocabulary acquisition strategies.When talking about second language vocabulary acquisition strategies, we may talk it from pro-school children. Chenhua, zhangyifang(2001) analysis the narrative approach of memory process of vocabulary. The study discovers the majority of Chinese children acquire vocabulary with repeat memory strategy. That is to say children memory Chinese meaning through the Chinese- English bilingual. When memorizing vocabulary, Chinese children seldom utilize the Keyword strategy and Semantic coding strategies. They do not use metacognitive strategy. In my opinion, children can be helped to acquire vocabulary in the form of games. Meanwhile, vocabulary acquisition of pro-children should be carried out in a real context. It has a long progress. According to different age, children acquire vocabulary in different strategies. For the lower class, children acquire the single word. For the middle class, the children begin to acquire the double or three words. When the children are nearly 6 six years old, they form a semantic system. The teacher can help children acquire vocabulary in the context or games.4. Cognitive strategy4.1 Using dictionary strategiesCheck the dictionary is the most common strategy of acquires vocabulary. And it also an important manner to learnEnglish. It has been shown that students who use a bilingual dictionary learn more vocabulary than students who read without a dictionary (1993:263-287). However, when students turn to a dictionary for every word they do not understand, they lose sight of the meaning within the text as a whole. Teachers and textbookdesigners have realized this, and they argued that learning strategies such as guessing from context should be employed in order to read the text fluently and smoothly for an overview of the whole text. Researchers have commented that this movement may have gone too far, and today’s literature implies that good language learners rely on dictionaries less than poor language learners and are more successful at employing contextual guessing strategies.These researchers found that dictionaries were used equally by both good and poor English achievers. There was, however, the notable difference in the way students used their dictionaries: Dictionary used by high achievers involved a series of questions: “Was it necessary to consult the dictionary? What information in the dictionary was relevant? Was the information worth copying down, and if so, in Chinese or in English?〞 Low achievers, on the other hand, followed〞a relatively inflexible set of procedures for dictionary use rather than a decision0 making process〞(wen, Q.,& Johnson, R. K., 1997:36 ).4.2 Semantic guessing strategyHuckin, Hnynes & Coady (1993) deeply study the context-based meaning.Guessing strategy plays an important role in acquiring vocabulary, cultivating their guessing words ability can improve their reading speed, and save time. So it can stir up their reading interests and enlarge their page views. Skills for guessing unfamiliar English words tell us how to guess words. Getting meaning from inference means that you infer, or guess, meaning from the clues provided by the context –the sentence or passage in which the word appears. There are four steps. First, decide what part of speech of speech the unfamiliar words. Next, make out what the sentence or passage is about. Then, find out the words or phrases that help you get the idea. Finally, use these clues to guess the meaning of the word. For an example:The soldiers were ordered to fire at the enemy.Questions:1.What part of speech is “fire〞? _________.2.Does the sentence talk about war, business, or a bale?___________.3.What words in the sentence helped you answer Question 2?_________and_________.4.Fire means__________a)to let someone from a jobb)to shootc)red-hot flamesThe sentence contains two clues to the meaning of “fire〞.First, “fire〞 is a verb. Second, he sentence talks about war; the word“soldiers〞 and “enemy〞 help youunderstand this. You can immediately eliminate the choice “red-hot flames〞, since it is a noun answer that refers to blame. Although the choice “to let someone go from a job〞 is a verb answer, it refers to business and should be eliminated. The choice “to shoot〞 is a verb answer that talks about fighting; it is the correct answer.4.3 Memory strategy of vocabulary acquisitionThe so-called memory strategy refers to various memorizing methods or skills for students, its principles are: tide up, organize and relate to the content. In China, memory method is a traditional strategy to learn vocabulary. In order to deal with the examinations, the students adopt the memorystrategy. Thecommon memory strategies are: keyword strategy, word list, context strategy.4.4Keyword strategyThe key word strategy can benefit a wide variety of students with language needs in the areas of vocabulary, comprehension of academic language, sentence structure, organizing and explaining information, and transferring information across settings. When the strategy is routinely used, students can master its basic mechanics and key word review during direct language intervention sessions can be a foundation for increasingly complex and challenging practice and review of a variety ofcurriculum based language skills.Keyword strategy is put forward by Atkinson (1975). The method includes two steps: first, the learners find out the similar sounding word between the mother langue and the second language. Second, build up a metal image. Paivio (1991), Pressley (1982) think that keyword strategy is important. However, it has its limitation, which is difficulty to find the same pronunciation of each word. In China, Wangwenyu (1998) found that Chinese students seldom use the keyword strategy because of its complexity.4.5Word listNation (1982) makes a conclusion: word list is an efficient way to accumulate large number of vocabularies in a short time. O’ Malley &Chamot (1985) think that mechanical memorizing is the efficient way to memory vocabulary. Decontextualized word list have been used extensively to teach vocabulary. Presenting vocabulary in list form is an efficient study method in which students can learn large numbers of words in a short time (Meara P.1995:8-10). Such list, however, having been stripped of context, are difficult to deal with. A majority of language learners prefer decontextualize word lists just because the application of such list seems to be more practical and much easier to deal with, saving more time.In addition to facilitating memorization and learning, word list serve another purpose in the reading class: motivation. Upon adopting a corpus-based list of the 3,000 most frequently used words. List is much more effective to helpstudentsfocus on less-frequently encountered words that require more intensive study and organized review.4.6Context strategyThe second language vocabulary acquisition can not be separate from context.Context is a main factor of vocabulary acquisition. It is an efficient methodto acquire vocabulary in the context. From thesemantics point of view, James Inhofe announce d the regularity of acquiring vocabulary in From Paragraph to Essay. The basic principle of acquiring vocabulary focus on the context, so that we can know the relation between the form and meaning. By Krashen’s Monitor Hypothesis Theory, many researchers tend to acquire vocabulary in the context.5. Other strategiesResearchers study the other strategies to acquire vocabulary. Contact method, Semantic coding method, assimilation strategy, self-text strategy.When I was in the third year in the college, I have a lexical class. From the class, we know many strategies to acquire vocabulary: Repetition, suited for kids and primary school students. Spelling and pronunciation, suited for middle school students. Context, learning the new words in phrases, sentences, never learn it alone. Semantic: grouping words according to the meaning, sound, semantic field and so on. It is for all levels. Association: free association of antonyms, antonyms, homonyms, and homonyms. Emotion: learning words with strong emotions, or emotional sentences. Different physical surroundings: learning in one place is low efficiency than more places. Over learning: word cards or flashes: use key words cards.In a word, vocabulary acquisition plays an important role in English language learning. It is necessary for learners to command of vocabulary acquisition strategies. Because it can help us acquire vocabulary more efficient and communicate with people in life.ConclusionThis paper has attempted to provide some theories of second language vocabulary acquisition and some strategies. Such as metacognitive strategy, cognitive strategy, and social strategy. However, this paper also put forward some microcosmic strategy. As a matter of fact, vocabulary acquisition should combine the context. In addition,this paperhasn’t mentioned that culture is also an important factor in vocabulary acquisition. In the study of second language vocabulary acquisition, we should pay attention to the process and the acquiring results. This paper focuses on the study of the second language vocabulary acquisition strategies.Bibliography[1] A.U. Chamot. The Learning Strategies of ESL Students. In A. L.Wenden & J. Rubin, (eds), Learner Strategies in Language Learning, 1987.[2] Cater. R. and M. McCarthy. Vocabulary and Language Teaching. NewYork: Longman, 1987.[3] Nation, L. S. P. Teaching and Learning Vocabulary. New NewburyHouse Publishers, 1990.[4] O’Malley, J. & Chamot, A. U.. Learning Strategies in SecondLanguage Acquisition [J]. CambridgeUniversity Press, 1990:12-15.[5] Oxford, R.. Language Learning Strategies [M]. Newbury House,1990.[6] Paivio, A. Vanadian Journal of Psychology, 1991(45).[7] Pressley, M& Levin, J. R& Delaney, H. D. Review of EducationalResearch, 1982(52).[8] Rudin, J.. Learners strategies: theoretical assumptions,research history and typology [A]. In A. Wenden, J. Rubin (eds).Learning Strategies in Language Learning [C]. New York: Prentice Hall. 1987.[9] Schmitt, N. & McMarthy, M. (Eds). Vocabulary: DecriptionAcquisition and Pedagogy. Cambridge: CambridgeUniversity Press, 1997.[10] 桦，益芳.中国儿童英语词汇记忆策略探究[J].外语学刊,2001(4).[11] 戴曼纯. 论第二语言词汇习得研究[J]. 外语教学与研究，2002(2).[12] 徐德凯.大学英语词汇教学理论与实践[M].：出版集团XX公司，2009.[12] 王文宇.观念、策略与英语词汇记忆[J].外语教学与研究，1998(1).[13] 文秋芳. 英语学习策略论.：外语教育，1996.[14] 吴霞，王蔷.非英语专业本科生词汇水平研究. 外语教学与研究，1998(1).[15]纪英.英语词汇学教学与研究[M]. ：华中科技大学,2007.[16] 朱厚敏. 英语词汇学习策略研究[M] ：大学，2009.外国语学院 A0924 班周莉 33号。
论文——社会语言学在对外汉语课堂中的应用
社会语言学在对外汉语课堂中的应用
引言
在二十世纪六十年代，社会语言学首先在美国兴起，这一学科主要将语言学和社会学有效结合起来，运用不同学科的理论方法来诠释和研究语言的社会本质及差异。
社会语言学主要注重语言的社会性，其较为注重跨学科的实际运用，在语言与社会之间研究语言的运用现状与运用规律，能够在一定程度上研究新的应用领域，在对外汉语教学研究中占据着至关重要的地位与作用。
1 社会语言学研究与对外汉语教学
众所周知，传统的语言学领域里，主要是以结构主义为代表，其主要特征是比较注重语言的内部特征，社会语言学则较注重从外部特点去研究语言的本质，并利用语言本质去扩宽研究视角，社会语言学的诞生将传统语言学的研究结构朝着语言交际能力的方向转换，对外汉语教学的本质是培养学生的语言交际能力，因此，研究社会语言学在对外汉语教学中的有效应用对于提高对外汉语课堂教学质量有着至关重要的作用。
1.1 社会语言学的基本概念
社会语言学主要研究方向是社会现象与语言学的关系。
社会语言学主要研究的是语言在人们的日常生活中的不同表现方式和语言与社会之间的不同关系，其注重的不是语言的核心结构体系，而是语言的社会内涵。
在社会语言学里，考察社会语境中语言的使用现象，从社会学角度上来描述和解释语言使用的不同变化情况，其可以分为宏观社会语言学和微观社会语言学。
其中，宏观社会语言学主要研究的是诸如语言规划、政策的制定，语言的文字改革等相关问题的整体性研究，围观语言学则偏向于语言在社会环境变化中的变化情况，诸如：民族或种族、。
【参考文档】英语语言学论文-精选word文档 (12页)
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原文地址：/ptyuyan/36951.html1、普通语言学论文题目语篇分析与系统功能语言学理论的建构作为普通语言学的系统功能语言学John Searle的言语行为理论：评判与借鉴系统功能语言学研究方法论析索绪尔、乔姆斯基和韩礼德的意义观语言符号的任意性问题--语言哲学探索之一国内语言模因论研究述评系统功能普通语言学发展五十年回顾评20世纪的索绪尔研究索绪尔的共时语言学和历时语言学索绪尔语言哲学思想中几个核心概念的比较与诠释索绪尔的语言学思想及其影响论索绪尔的语用哲学思想探析语言符号的任意性和象似性的关系简述现代语言学流派代表人物博杜恩·德·库尔特内与三个语言学派论语言符号的任意性与象似性洪堡特语言哲学中的辩证精神语法分析的系统描写与比较的几个方面韩语语法教材中“时制”概念的研究回到索绪尔--“语言与言语”之再辨析系统功能类型学--类型学之功能视角对乔姆斯基普遍语法的认识中国学者从事外国语言学研究的正道国外语言学在中国的译介及其影响浅析符号的能指与所指词的时间和空间因素索绪尔结构语言学中主体离场的系统论研从英语拟声词出发反思语言符号任意性理论索绪尔语言符号观评述论语言学研究的论域构成与价值流变重新认识索绪尔的共时和历时语言学的价值与意义系统功能语言学与语言类型学威廉·冯·洪堡特语言学思想论析浅谈俄罗斯人对音素的偏好维吾尔语语素问题新探语言学研究的多元化趋势及相关启示简评哥本哈根学派与索绪尔语言学的关联从转喻看语言符号的任意性与理据性谈语法研究中的本位观浅谈结构主义与生成语言学论索绪尔的任意性原则索绪尔《普通语言学》评介汉字速记符号的符号学分析中国传统语言学国际地位的思考领属小句的系统功能语法阐释语言符号任意性与理据性辩证关系研究普通语言学视野之下的“的”字代县方言中的不经济现象对莫斯科语义学派的认识赵元任与索绪尔之普通语言学和符号学对比研究中国手语的音系学研究自然语言处理用藏语格助词的语法信息研究从加的夫语法看“语法”与“语言学”的关系结构主义与解构主义语言观的对比分析社会发展是词义演变的根本原因吗2、社会语言学论文题目中国社会语言学的新发展视觉语言学视阈下的聋人手语研究粤语提示词“呢嗱”的语用特点关于词类多功能性的思考论现代流行语中体现的语言美学特质系统功能语言学发展的维度与向度马丁内的功能语言学体系网络语言中的方言因素中西民族语言对话篇语言与文化的关系及其在交际中的作用从《正名》篇管窥荀子的社会语言学思想符号与跨文化交际网络时代的新“语言”--网络语言现象分析网络流行语研究委婉语研究：回顾与前瞻美国俚语与美国文化话语分析的新发展--多模态话语分析从礼貌角度对跨文化交际中禁忌语的动态研究语言性别差异研究综述语码转换的语用学研究公益广告用语的社会语言学探析委婉语--社会文化域的语言映射从社会语言学视角论网络语言试论语篇分析的理论与方法语篇研究的批评视角：从批评语言学到批评话语分析话语风格上的性别差异研究跨文化交际与对外汉语教学社会语言学的语言观和方法论语言变异的部分原因及变异种类权势关系与话轮转换：从社会语言学角度分析《雾都孤儿》中的会话外语交际中的文化迁移及其对外语教改的启示冲突性话语的语用学研究概述“同志”一词的社会语言学研究系统功能语言学的社会语言学渊源英汉谚语中的性别歧视面子：中西文化差异探讨语码转换和社会语言学因素北京话话语标记“这个”、“那个”的社会语言学分析模糊限制语与言语交际香港粤语与英语的语码转换语域理论视角下的微博语言研究中国网络语言研究现状分析“门”后的思考：“××门”的社会语言学解读社会语言学理论与对外汉语教学实践“美女”面称的争议及其社会语言学调查网络词语的性质及特点中西文化中的礼貌探究言语幽默的语言学研究综述近三十年话语分析研究述评恭维语的性别差异研究性别歧视在谚语中的表现篇二：语言学英文版论文201X-201X第二学年第二学期《英语语言学》学期论文Second Language Vocabulary Acquisition Strategies二语词汇习得策略[摘要]词汇是构成语言的基本单位，词汇习得在语言学习中占有重要地位。
互动社会语言学的发展
互动社会语言学的发展English Answer:The Development of Interactional Sociolinguistics.Interactional sociolinguistics is a field oflinguistics that focuses on the relationship between language and social interaction. It examines how languageis used to construct and negotiate social identities, relationships, and activities. Interactionalsociolinguistics has its roots in the work of scholars such as Erving Goffman, Harold Garfinkel, and John Gumperz, who developed new ways of studying social interaction and language use.One of the key concepts in interactionalsociolinguistics is the concept of the "speech community."A speech community is a group of people who share a common set of linguistic norms and values. These norms and values govern how people use language in different social contexts.For example, in some speech communities, it is considered to be polite to use formal language in public settings, while in other speech communities, it is more common to use informal language.Interactional sociolinguistics also examines how language is used to negotiate social identities. For example, people may use different language styles to express their gender, ethnicity, or social class. They may also use language to construct and negotiate relationships with others. For example, people may use different language styles to show respect, affection, or solidarity.Finally, interactional sociolinguistics examines how language is used to organize and structure social activities. For example, people may use different language styles to initiate and maintain conversations, to tell stories, or to give instructions. They may also use language to create and maintain social order, such as by using language to resolve conflict or to maintain social control.Interactional sociolinguistics has made important contributions to our understanding of how language is used in social interaction. It has also helped to develop new methods for studying language and social interaction. These methods have been used to study a wide range of topics, including the use of language in everyday conversation, the use of language in the workplace, and the use of languagein educational settings.Chinese Answer:互动社会语言学的发展。
英语语言学毕业论文2篇
英语语言学毕业论文标题：英语语言学研究——语音学与语法学的关系第一篇：语音学在英语语法学中的应用引言英语语法学作为语言学的一个重要分支，研究语言的结构和形式，其中语音学是重要的一部分。
本篇论文将探讨语音学与英语语法学的关系，从语音学在英语语法学中的应用角度进行分析与讨论。
一、语音学在英语语法学中的基础作用1. 音素的定义与分类2. 音节的组成与结构3. 重音与音调二、语音学在英语语法学中的具体应用1. 语音规律对语法结构的影响(1) 语音变化与语法形式(2) 语音对语法意义的影响2. 语音与句法的关系(1) 语音形式与句法结构的对应关系(2) 语音连读对句法关系的影响结论语音学在英语语法学中扮演着重要的角色。
通过对语音学在英语语法学中的基础作用和具体应用的分析，可以看出语音学是研究英语语法学不可或缺的一部分，对于准确理解和使用英语语法具有重要意义。
第二篇：语法学在英语语音学中的应用引言英语语音学作为语言学的一个重要分支，研究语音的产生、传播和接收，其中语法学是重要的一部分。
本篇论文将探讨语法学与英语语音学的关系，从语法学在英语语音学中的应用角度进行分析与讨论。
一、语法学在英语语音学中的基础作用1. 语音规则与语法关系2. 重读与语法意义关联3. 语法结构对语音形式的影响二、语法学在英语语音学中的具体应用1. 语法规则对语音的影响(1) 语法变化与语音形式(2) 语法对语音意义的影响2. 语法与韵律的关系(1) 语法结构对韵律的影响(2) 语法形式与语音调的关联结论语法学在英语语音学中发挥着重要的作用。
通过对语法学在英语语音学中的基础作用和具体应用的分析，可以看出语法学是研究英语语音学不可或缺的一部分，对于深入理解和研究英语语音规律具有重要意义。
参考文献：1. Yule, G. (2010). The Study of Language (4th ed.). Cambridge University Press.2. Fromkin, V., Rodman, R., & Hyams, N. (2017). An Introduction to Language (11th ed.). Nelson Education.3. Ladefoged, P., & Johnson, K. (2010). A Course in Phonetics (6th ed.). Wadsworth Publishing.。
英语语言学毕业论文
英语语言学毕业论文Title: An Analysis of Bilingualism in English Language Studies Introduction:Bilingualism, the ability to speak and understand two languages, has become increasingly important in today's globalized world. This paper aims to explore the concept of bilingualism in the context of English language studies and its implications for language acquisition, cognition, and language teaching.Body:1. Definition and Types of Bilingualism:- Definition: Bilingualism refers to the ability of an individual to communicate effectively in two languages.- Types: Simultaneous bilingualism (learning two languages from birth), sequential bilingualism (learning a second language after the first language is established), and receptive bilingualism (understanding two languages, but not necessarily speaking both).2. Proficiency and Language Delays:- Bilingual individuals often exhibit some degree of language delay compared to monolingual individuals.- However, studies show that this delay is temporary and may even provide cognitive advantages, such as enhanced executive functions and attention skills.3. Cognitive Benefits of Bilingualism:- Bilingual individuals demonstrate better cognitive flexibility, problem-solving skills, and divergent thinking abilities.- Bilingualism has been linked to enhanced metalinguistic awareness and the ability to switch between different linguistic structures.4. Language Teaching and Bilingualism:- Bilingualism can influence language teaching methods and approaches.- Teachers need to consider the linguistic and cultural background of their students to create an inclusive classroom environment.- Strategies such as code-switching, translanguaging, and utilizing students' existing knowledge can facilitate language acquisition in a bilingual classroom.5. Challenges and Future Directions:- Bilingualism may pose challenges such as language dominance, language attrition, and language-mixing.- Further research is needed to explore the long-term effects of bilingualism on language development and the optimal conditions for fostering bilingualism in language education.Conclusion:Bilingualism in English language studies has far-reaching implications for language acquisition, cognition, and language teaching. It enhances cognitive skills and offers cultural and linguistic benefits. Understanding the complexities of bilingualism can help educators tailor teaching methods to support bilingual students effectively. Further research is essential to inform language policy and promote bilingual education worldwide.。
关于英语语言学论文范文参考
关于英语语言学论文范文参考随着对英语文化学习的不断深入,随着英语重要地位的不断确立,英语语言学的研究工作也越来越深入。
下文是店铺为大家整理的关于英语语言学论文范文参考的内容，欢迎大家阅读参考!关于英语语言学论文范文参考篇1浅探英语语言学中的幽默话语幽默是指在人类交际的过程中，能够引人发笑的话语、动作和表情等，其内容丰富多彩，表现形式多种多样，比例幽默话语、幽默动作、幽默音乐等等。
因为人们的交际活动多依赖于语言，所以幽默也多来源于话语当中。
一、英语语言学中的幽默话语在繁忙的生活中，幽默是一剂强力润滑剂。
幽默话语是借助于语言手段来表述幽默的。
它是以语言为媒介，根据特定的情境下，以轻松诙谐的语调，机智、风趣、戏谑的话语风格，通过讽刺、夸张、映射、双关等手法，来表达话语者自己的思想和观点，并使受话者不知不觉地接受，达到“随风潜入夜，润物细无声”的效果和境界。
幽默话语往往带有一些意味深长的色彩，对揭露生活中的丑恶或不公平现象，还可以起到发人深省的作用。
而对于受话者来说，要把话语和当时具体的语境线索结合起来，利用自己既有的语言知识和社会认知，去发现说话者的言外之意和要表达的真实意图，才能真正的理解幽默，并从中获得愉悦。
例如，“Mr Zhou have a sharp tongue，look out，it doesn’t cut your throat.”这句话看起来是像是在说舌头，但是，我们把这句话放到语境中，就可以想到，这里的“a sharp tongue”并不是什么锋利的舌头，而是牙尖嘴利、毒舌的意思，是发话者幽默、含蓄、间接的表达方式。
二、幽默话语与合作原则(一)合作原则胡范畴认为，所谓幽默话语是语言的各要素通过变异和创造而出来的。
而美国语言哲学家Grice则认为，幽默话语的作用是为了确保交际活动顺利进行。
Grice认为，在人们运用语言进行交际时，交际的双方(发话者和受话者)还要遵守一些先决条件和原则，例如使用双方都能熟练运用的语言、交谈内容是双方都熟悉的话题，还有最重要的合作原则(cooperative principle，CP)。
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外语学院2015—2016学年第 1 学期 《社会语言学》学期论文
Why Should We Take Social Factors into Consideration in Our Language Uses? Abstract: A language is not monolithic and there exist types or varieties of the same language and language variations are around us everywhere and at any time. In this passage, it will mainly talk about three social factors. They are region, social class, and age. These social factors constitute different language variations. We should take them into consideration in our language uses. Key Words: Language Use, Region, Social Class, Age Introduction: the term paper mainly uses case studies to show the impacts of region, social class and age on language use. Through my daily study, daily life and abundant document research at home and abroad, there are many cases and research results that can show different social factors influence our language uses. From the studies of many linguisticians, such as William Labor and Robin Tolmach Lakoff, I found that studies of social variation are not only for linguistic theory but also sometimes for the conduct of everyday life. To study the social factors which are included in our language uses, we can not only contribute to our linguistic studies, but of great help to our daily life. It can help us form a good personal behavior and effectively avoid cultural tattoos. Besides, it is beneficial for us to acquire good communications. 1. Language and region The regional variation of language is an objective existence. A language isn’t the same in every place where it is used. The main reason that causes this kind of variation may be geographical barrier. Because of this kind of regional differences, it produced the regional dialect. We speak the same language, but we speak the same language differently. The phenomenon is quite apparent in my dormitory. I have three roommates, which come from Tianjin, Chaohu and Liuan respectively, while I am from Suzhou. We spoke our dialects at the first time meeting. It was a little embarrassed because we could not understand each other quite well. Luckily, gradually we were all accustomed to speaking mandarin. So the regional variation which shows in language is likely to cause inconvenience during our communication. In the inner circle of English-speaking countries, such as Britain and the United States, the regional differences in English can show in the pronunciation, vocabulary, grammar, and semantics and so on. For example, the Standard Pronunciation (Received Pronunciation) is mainly popular in southern England while Scotland, Wales and Ireland are rarely used. Besides, the American people would like to say “do you have” but the British are preference for “have you got”. In the outer circle of English-speaking countries, Singlish is a special kind of English for its historical, national and other reasons. Singapore, a former British colony, is closely tied to British English. Also, it absorbs the Chinese and native features. So Singlish forms its unique, particular style. But some people, especially the prime minister of Singapore, Wu Zuodong (1999), criticize this kind of informal blend. In Wu Zuodong’s opinion, Singlish hinders the international communication and impedes the development of the country. So the government is always devoted to generalize the Standard English. 2. Language and social class Language has a close connection with society. The language is a system without class character. However, the use of it was influenced by the social class. Because of different social groups use different linguistic varieties, the social dialects develop. Social dialect can be a variety associated with a specific social class, marking that class off from other classes. Accent is an important marker of sociolect. For some social reasons, good accent means good education. It has become characteristic of upper class speech community. Different dialects and accents are related to differences of social-class background. For example, in the movie My Fair Lady, a phonetician changes a lovely flower girl into a lady by changing her working class. For once or twice, she succeeds in passing off as an educated lady with perfect