外国语学院本科生英语专业毕业论文装订顺序（APA格式）（注：此格式用于文学、文化和翻译方向之外的所有论文）1.毕业论文封面（汉语）2.毕业论文首页（英语）3.致谢（英文）4.毕业论文英文摘要及关键词5.毕业论文中文摘要及关键词6.目录7.正文8.尾注（可选）9.参考文献（英语文献在前，汉语文献在后）10.附录（可选）附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）其它不明事项请查看临沂大学外国语学院英语专业本科生学位论文格式规定分类号：单位代码：10452 临沂大学毕业论文（设计）中国大学英语学习者连接副词使用情况调查姓名学号年级专业英语系（院）外国语学院指导教师张三2012年 6 月 10 日The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submittedto Foreign Languages School ofLinyi Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByXXXXXXSupervisor：XXXXXXJune 10, 2012would like to thank all those who have given me their generous helps, commitment and enthusiasm, to complete the current paper. …The aim of this research is, through a general comparison between learners ’ corpora and NSs ’corpora, to probe into the characteristics of Chinese EFL learners with regard to their use of linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials linking adverbials are multifold, such as Key Words: Linking Adverbials; Chinese EFL learners; Use; TeachingTimes New Roman 小四号 粗体无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。

影响中国大学英语学习者使用连接副词的因素是多方面的，如母 (Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i Abstract.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ii. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..iii1.1Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.2Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 52.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 142.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 162.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (82)临沂大学外国语学院本科毕业论文Introduction1.1 Research BackgroundIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A.1, and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern , 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.1.2 Motivations and ObjectivesTimes New Roman 小四号，1.5倍行距Times New Roman 三号，粗体，居中Times New Roman , 四号，粗体全文每段首行缩进3-5个字符姓，＋年，＋p.+页码2.Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 , 20-69.Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar.Chicago: University of Chicago Press.Halliday, M. A. K., & Husan, R. (1970). Language Structure and Language Function. In Lyons (Ed.), Peguin Books, 221-224.Hatch, E. (1992). Discourse and Language Education. London: Cambridge University Press.Quirk, R. et al. (1972). A Grammar of Contemporary English. London: Longman. 冯庆华. (2002). 实用翻译教程. 上海: 上海外语教育出版社.罗瑞球. (2002). 英语习语翻译教学. 湖南师范大学教育科学学报(3): 23－26.徐其画 & 王乃文. (1989). 实用英译汉教程. 上海: 上海外语教育出版社. 杨慧中(主编). (2002).语料库语言学导论. 上海：上海外语教育出版社。