Chapter 0 Introduction
Chapter One全--lesson one
1.1.4 Major Distinctions in Linguistics
①
Descriptive vs. Prescriptive
They represent two different types of linguistic study. The former aims to describe and analyze the language people actually use, while the latter aims to lay down rules for correct and standard behavior in using language. Modern linguistics is mostly descriptive. For modern linguists, their job is to describe and analyze whatever occurs in the language, instead of setting models for language users to follow.
called pragmatics. It deals with particular utterances in particular situations.
1.1.3 Branches of Applied Linguistics
The branches of study which relate linguistics to the research of other areas: sociolinguistics anthropological linguistics psycholinguistics computational linguistics Applied linguistics refers to the study of linguistics and other theories in relation to any language-related problems. It combines psychology, sociology, anthropology etc. with linguistics. The problems it attempts to solve include the study of foreign language learning and teaching, machine translation, national language planning policy as well as various aspects of communication research.
词汇学
（0057）《词汇学》复习大纲Chapter One Introduction1. Definitions (In the final exam, all definitions should be completed with at least examples.) exicology (p. 1)V ocabulary (p. 1)Morphology (p.1)Etymology (p. 2)Semantics (p. 2)Stylistics (p. 2)Phonetics (p.2)2. Some fundamental ideas (the five points in section 1.3.2)1) The vocabulary of any language never remains stable, but is constantly changing, growing and decaying, together with the development of human society.2) The word is the principal and basic unit of the language. The word is a structural and semantic entity within the language system. 3) The word is a two-facet unit possessing both form and content. 4) Structurally words are inseparable lexical units taking shape in a definite system of grammatical forms and syntactic characteristics, which distinguishes them both from morphemes and words groups.5) Two approaches of investigations lexicology. The synchronic approach is concerned with the vocabulary of a language as it exists are given time, for instance, at the present time. The Diachronic approach deals with the changes and the development of vocabulary in the course of time. The two approaches should be interconnected and interdependent.3. The Division of the History of English 1) The Old English (Anglo-Saxon) periodDuration: roughly from 450-1150The three characteristics of Old English (page 7-8)(1) pronunciation difference; (2) Teutonic vocabulary; (3) full of inflectional 2) The Middle English period Duration: 1150-1500 The three Characteristics of Middle English (page 8) (1) resemblance to Old English; (2) borrowing and loss in vocabulary; (3) less inflectional 3) The Modern English period (page 8) Early Modern English (1500-1700) Late Modern English (Since 1700)Chapter Two Sources of English V ocabulary1. The naive elements of English V ocabulary 1) The nine characteristics of the native element (pp. 10-11) a. all-national character b. great stability c. mono-syllabic words d. Great word-forming ability e. wide collocability f. plurality of meanings g. high frequency value h. stylistically neutral2. The foreign elements of English V ocabulary (pp. 11-26) 1) The three ways of the foreign elements entering into the English vocabulary (p. 12) a. through oral speech b. through written speech c. through invaders2) Classification of the foreign borrowings (or, the four types of foreign elements in English vocabulary) (pp. 12-13) a. aliens ; b. denizens; c. translation loan; d. semantic loan3) Some useful Latin phrases and abbreviations vice versa, per cent, per cap., persona non grata; a.m., p.m., i.e., e.g., c.f., viz.4) doublets, hybrids and international words in English (pp. 26-30)5) The three types of assimilated words: completely assimilated words, partly assimilated words and non-assimilated words. (pp. 32-33)Chapter Three Word-Building1. Definitions (In the final exam, all definitions should be completed with examples.): morpheme, free morpheme, bound morpheme, root, stem2. Ways of word-building (attentions should also be paid to the examples appearing the ways of word-building) 1) affixation (pp. 39-51) 2) conversion (pp.51-55) 3) compounding (pp.55-59) 4) backformation (pp. 59-60) 5) shortening (pp. 60-63) 6) blending (pp. 63-64) 7) imitation (p. 64)3. All the exercises of this chapter are possible sources for the final exam!Chapter Four Semantics1. definitions (In the final exam, all definitions should be completed with examples.):polysemy (p. 72), homonymy (p. 77), perfect homonym (p. 77), homograph (p. 78), homophone p. 78), synonym (p. 80), antonym (p. 86),2. important points1) the relation between a word and its meaning (p. 70)2) the relation between words and concepts (p. 70-71)3) the meaning of “nice” (p. 72)4) types of synonyms (pp. 83-84)5) the origin of synonyms (p. 84)6) the example words of antonym (pp. 86-88)7) ways of coining neologism (p. 91)8) the exercises of Chapter Four (pp. 94-100)Chapter Five Change of Meaning1. Definitions (In the final exam, all definitions should be completed with examples.):extension of meaning (p. 101), narrowing of meaning (p. 102), degradation of meaning (p. 104), metonymy (p. 114), synecdoche (p. 116), oxymoron (p. 119)2.All the exercises of this chapter are possible sources for the final exam!Chapter Six English Idioms1. Characteristics of English idioms (four points) (pp. 124-128) 2. Characteristics of phrasal verbs (three points) (pp. 133-134) 3. All the exercises of this chapter are possible sources for the final exam!Chapter Seven Varieties of English1. Definitions (In the final exam, all definitions should be completed with examples.): slang (p. 149), jargon (p. 149), 2. All the exercises of this chapter are possible sources for the final exam! Chapter Eight American English 1. Characteristics of American English (pp. 158-162) 2. Differences between British English and American English (pp. 162-164)3. All the exercises of this chapter are possible sources for the final exam!Chapter Nine Application and Comprehension 1. Attention should be paid to the example words given in this chapter2. All the exercises of this chapter are possible sources for the final exam!Chapter Ten English Lexicography1. Definitions (In the final exam, all definitions should be completed with examples.):monolingual dictionary (p. 185), bilingual dictionary (p. 185), encyclopedia (p. 186), encyclopedic dictionary (p. 186).。
英语论文提纲范例大全13篇
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
英语语法包括两大部分
• 冠词--the Article / art. • 介词 the preposition / prep. • 连词 the Conjunction / conj. ＊感叹词--the Interjection
/ interj. / int.
Classification of phrases (3)
8 数词短语 Numeral Phrase 9 分词短语
Participial Phrase 10 动名词短语
Gerundial Phrase 11 不定式短语
Infinitive Phrase
The Sentence
• 由词或短语构成ห้องสมุดไป่ตู้能够 表达一个比较完整意思 的语言单位，叫做句子 (The Sentence)。
Pronoun Phrase 3 动词短语 Verb Phrase 4 形容词短语
Adjective Phrase
Classification of phrases (2)
5 副词短语 Adverbial Phrase
6 介词短语 Prepositional Phrase
7 连词短语 Conjunctional Phrase
• Parts of Speech • 实词—notional words • 虚词—form words
• 小品词—the particle • 限定词– the determiner
Classification of phrases (1) 1 名词短语 Noun Phrase 2 代词短语
词类与句子成分的关系
5 n. /pron. /adj. /adv. → P. 6 adj. /n. /pron. /num. /adv.
《计算机科学概论》课件
Abstraction 抽象
• Abstraction: The distinction between the external properties of an entity and the details of the entity’s internal composition
• 实体的外部特征与其内部构成细节的分离 • Abstract tool: A “component” that can be
• Positions of gears represent numbers • Blaise Pascal, Wilhelm Leibniz, Charles Babbage
0-7
Early Data Storage 早期的数据储存
• Punched cards 打孔的卡片
– First used in Jacquard Loom (1801) to store patterns for weaving cloth
• 算法的研究源自数学（所以学好数学很重要） • Early examples of algorithms 算法的例子
– Long division algorithm 长除算法 – Euclidean Algorithm 欧几里得算法
• Gödel's Incompleteness Theorem: Some problems cannot be solved by algorithms.
professionalism – In society: Questions of social behavior
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0-3
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Terminology 有关术语
• Algorithm: A set of steps that defines how a task is performed
笔记_新编简明英语语言学教程_复习资料讲解
Chapter one Introduction一、定义1.语言学LinguisticsLinguistics is generally defined as the scientific study of language.2.普通语言学General LinguisticsThe study of language as a whole is often called General linguistics.3.语言languageLanguage is a system of arbitrary vocal symbols used for human communication.语言是人类用来交际的任意性的有声符号体系。
4.识别特征Design FeaturesIt refers to the defining properties of human language that distinguish it from any animal system of communication.语言识别特征是指人类语言区别与其他任何动物的交际体系的限定性特征。
Arbitrariness任意性Productivity多产性（创造性）Duality双重性Displacement移位性Cultural transmission文化传递5.语言能力Competence（抽象）Competence is the ideal user‘s knowledge of the rules of his language.6.语言运用performance（具体）Performance is the actual realization of this knowledge in linguistic communication.语言运用是所掌握的规则在语言交际中的具体体现。
7.历时语言学Diachronic linguisticsThe study of language change through time. a diachronic study of language is a historical study, which studies the historical development of language over a period of time.8.共时语言学Synchronical linguisticsThe study of a given language at a given time.9.语言langue（抽象）The abstract linguistic system shared by all members of a speech community.10.言语parole（具体）The realization of langue in actual use.11.规定性Prescriptivebehavior, to tell people what they should say and what It aims to lay down rules for ‖correct‖ should not say.12.描述性DescriptiveA linguistic study describes and analyzes the language people actually use.二、知识点a social activity carried out in a certain socialnguage is not an isolated phenomenon, it‘senvironment by human beings.语言不是一种孤立的现象，而是人类在一定的社会环境下进行的一种社会活动。
科技英语翻译
3. The actuator is very small and light. It can be used for incorporation in the space of the safety device. The small size and light weight of the actuator makes it suitable for incorporation in the space available in the safety device.
(3) The abundant use of Non-finite verb 科技文章要求行文简练，结构紧凑，为此，往往使用分词短 语代替定语从句或状语从句；使用分词独立结构代替状语从句 或并列分句；使用不定式短语代替各种从句；介词十动名词短 语代替定语从句或状语从句。这样可缩短句子，又比较醒目。
2) lexical features of EST and the techniques of translation
3) sentence features of EST and the techniques of translation
4) discourse features of EST and the techniques of translation 课程的重点是科技英语文体的词汇和语篇特征。难点是科技 英语的翻译技巧。
A Practical Course on EST Translation
Questions: 1. What are the features of EST?
2. How to deal with the conflict between fidelity and fluency in EST translation? 3. What are the techniques of EST translation?
绪论讲稿
Chapter 0 Introduction （绪论）120世纪物理学取得的两个划时代的进展是相对论和量子力学。
相对论的建立，从根本上改变了人们原有的时空观，并指明了牛顿力学的适用范围。
量子力学的建立，开辟了人们认识微观世界的道路。
原子和分子之谜被揭开了。
物质的属性以及在原子水平上的物质结构这个古老而又基本的问题才原则上得以解决（例如，物体为何有导体、半导体和绝缘体之分？为何有顺磁体、反磁体和铁磁体之分？等）。
在量子力学中人们找到了化学和物理学的紧密联系（搞清楚了原子周期律和分子键的本质）。
大量事实证明，离开了量子力学，任何一门近代物理学科及相关的边缘学科的发展都是不可思议的。
可以毫不夸张地说，没有量子力学的建立，就没有人类的现代物质文明。
2·Unlike Newton's mechanics, or Maxwell's electrodynamics, or Einstein's relativity, quantum theory was not created—or even definitively packaged—by one individual. （Preface, ix）(与牛顿力学、麦克斯韦电动力学、爱因斯坦广义相对论不同。
量子理论不是由单个人创立，或集大成。
)Planck (1900), Einstein (1905), Bohr (1912)de Broglie (1923), Heisenberg (1925), Schrodinger (1926), Born (1926), Dirac (1927)“量子英雄”3·If you are not confused by quantum mechanics then you haven’t really understood quantum mechanics. —N. Bohr（如果你没有被量子力学搞糊涂的话，那么你还没有真正理解量子力学。
The_outline_of_research_paper
The outline of research paperChapter one Introduction⏹Establishing a context -- General statement(s ) about a field of research or study toprovide the readers with a setting for the problem to be⏹Reviewing previous research --More specific statements about aspects of theproblem already studied by other researchers.⏹Stating problems or weakness--Statement(s) that indicate the need for moreinvestigation⏹Stating the purpose of your study--V ery specific statement(s) giving thepurpose of the writer’s study⏹Justifying the significance of your study --Optional statements that give ajustification for carrying out the studyChapter two literature review⏹The relevant studies done by other researchers home and abroad⏹The relevant theoriesChapter three Research methodology⏹General as well as specific research questions or hypotheses,⏹Information about subjects,⏹Instruments,⏹The procedures for data-collection and data-analysis.⏹Description of a teaching approach or model *Notes: The information presented in this chapter should be so explicit and transparent that any other researcher can easily replicate your study if she/he wants to. Chapter four results and discussion◆The results are the answers to your research questions◆The discussion explains the possible reasons for a specific finding, and thesignificance of the findings, the link between the present findings and the previous ones, etc.◆The discussion may go along with each finding presented or may be presentedseparately from the Results.◆Three different types of findings:The first has to do with comparison. This is usually involves a comparison among groups. Comparisons and superlatives are often used to report this type of results. The second type of finding involves variation. This shows the tendency of a variable to fluctuate over time. Expressions such as ‘increase’, ‘grow’, ‘drop’, ‘decrease’,‘remain constant’ are commonly used.The third type of finding deals with correlation. This shows the relationship of one variable with another, or relationships among variables. Expressions such as ‘be correlated with’, ‘be associated with’, ‘be related to’ are often used.Chapter five Conclusion⏹Summary of the content⏹V alue or significance⏹Limitation or problems⏹Recommendation for further study or research⏹Implication of the study。
英语论文写作
Longer, over 10 pages and more academic; a long piece of writing on certain subject, esp. for higher education
Structure of a mini-theme
A beginning --- the introduction A middle --- the body An end --- the conclusion
Differences of a theme and a
thesis
Theme
Thesis
Shorter, in-class; A theme also may be a series of paragraphs arranged to elaborate and support the thesis.(mini-theme or guided writing)
a)
b) c) d)
Formal, Written & Academic
Use terminology as frequently as possible. e.g.1) a liver disease/inflammation? hepatitis √ 2) the Big C? cancer √
IV. Characteristics of a thesis
Academic & Scientific
High
demands of language
Formal, Written and Academic Objective
Strict
demand on the structure
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下面是Josiah Willard Gibbs的介绍。
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Josiah Willard Gibbs (183 Gibbs (1839 - 1903) has been reckoned as one of the greatest American scientists of the 19th century. He provided a sound thermodynamic foundation to much of Physical Chemistry. “Gibbs’ Phase Rule” is well known to all in the field today.
工作的极限，后来上升到热机(heat engine)的研究和应用。 “热力学”名称的本身就意味着“来自热的能量”，因为
thermo代表热，dynamics代表动力。热力学在研究热机工作
的基本原理过程中，总结、归纳出了著名的热力学第一定律 和热力学第二定律。
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热力学第一定律和热力学第二定律没有任何数学意义 上的证明，它是自然界基本规律的总结，迄今为止，没有任 何人对这二个定律提出异议（除了一些科学狂人），自然界 发生的过程或出现的现象也都遵循这二个定律。
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另一个近代热力学著名学者
Kenneth S. Pitzer (1914-1997)
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Kenneth S. Pitzer was born in Pomona, California, in 1914. He received his B.S. in 1935 from Caltech and his Ph.D. in chemistry from UC Berkeley in 1937. He was immediately appointed to the faculty of the Department of Chemistry at Berkeley, where he spent most of his distinguished career.
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任何一个热力学问题，原则上都可以用下面的三步法解决。
1. Problem definition and modeling The real-world situation must be modeled by specifying the
internal constrains and boundary conditions. Idealizations
“Do the best work in Thermodynamics that you possibly can and enjoy it thoroughly. But don’t lose sight of the goal. Thermodynamics comes second. First comes Chemical Engineering.”
Phase Equilibria 158-160,1999）中的一段话 ，说明目前化工热
力学存在的问题。
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“Chemical engineering thermodynamics has many talented researchers working on a wide variety of projects. But all too often when I read erudite articles in the literature, the author seems to be saying: “I have an answer. But I don’t know the question.”
must frequently be introduced to make the problem tractable.
Is a boundary permeable, semipermeable, or impermeable? Are the contents of the system well-mixed and homogeneous?
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Professor Pitzer was the founder of modern theoretical chemistry at Berkeley. He not only used quantum and statistical mechanics to explain the thermodynamic and conformational properties of molecules, but he also pioneered quantum scattering theory for describing chemical reactions at the most fundamental level. He also made contributions to relativistic effects in chemical bonding and the theory of fluids and electrolyte solutions.
( nU ) Q W
在《化工热力学》课程中学习的稳流体系第一定律
1 2 H u gz Q Ws 2 热力学第一定律可以广义地写成如下形式：
Internal changes = ∑ interactions occurring at boundaries
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第一定律中体系的能量变化可以同体系其它的一些性质， 如 T、P 、V 等相关联，因此，可以通过改变体系的T、P 、 V 等性质，实现体系的状态变化。 Type 3 问题的解决，需要热力学第二定律（the Second Law）。这时，引入一个被称为可逆过程（reversible process）的理想化过程，作为比较实际过程效率的标准。
《高等化工热力学》 Advanced Chemical Engineering Thermodynamics
江成发教授、博士 四川大学化工学院 E-mail:jiangcf6208@
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热力 学(thermodynamics)作为一门科学诞生于19世纪，
最初用于研究和描述蒸汽机(steam engine)的操作以及蒸汽机
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John M. Prausnitz
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目前Prof Prausnitz 的研究领域和研究方法
The research purpose of Prausnitz is to obtain, interpret and correlate thermodynamic properties of a variety of mixtures as required for process and product design in the chemical and related industries, including biotechnology. Toward that end, we obtain experimental data, perform Monte-Carlo molecular simulations and develop molecularthermodynamic models based on the statistical mechanics of fluids and solids. Attention is given to crude oils, natural gas, polymers and protein solutions. While these research studies contribute to our fundamental understanding of condensed matter, their primary application is for economic, industrialscale chemical engineering design.
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热力学第一和第二定律奠定了热力学科学的理论基础。 从热力学第一和第二定律出发，通过一系列数学推导，建立了 一整套的热力学公式，形成了完整的热力学理论体系。这就是 我们今天所认识的热力学。 伴随热力学科学的形成和发展，产生了一批著名的数学 家和化学家，其中，贡献最大的是美国数学家Josiah Willard Gibbs。
change in a system, what are the efficiencies of each with respect to the resources at our disposal?
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How to solve these problems?
Type 1 和 Type 2 二类问题的解决需要应用热力学第一 定律(the First Law)，如在《物理化学》课程中学习的封闭 体系第一定律
Yale educated, he was awarded the first Doctor of Engineering in the U.S., and was appointed Professor of Mathematical Physics at Yale in 1871. In 1873 he published his first major works, "Graphical Methods in the Thermodynamics of Fluids". In 1876 came his most famous paper: "On the Equilibrium of Heterogeneous Substances."
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热力学问题的分类
1. For a given process with prescribed (or idealized ) internal constraints and boundary conditions, how do the properties of the system vary?