摘要:本文是英语论文范文,本研究是英语写作教学模式的研究,考察在相关模因理论的观点指导下,并结合相关二语习得理论,建立“背诵-模仿”写作教学模式对大学英语四级写作能力的影响。
agmatic Perspective
Next, scholars and researchers also have done relevant studies from the discourse-pragmatic perspective. Yu Hongliang (1996) discusses the back-shift rule in third-person narrative from the angle of discourse framework. In this way, we can distinguish the subjective description from object description in works. Besides, he claims that the verb form in English possesses a cohesion function in free indirect speech. Zhao Kai&Cao Tingjun(2011) make an analysis of the transformation among persons, tenses and voices in indirect speech from the perspective of projection in deixis theory and point out that the transformation essence is the projection of the deictic point theory. Compared with studies in grammatical perspective and discourse--pragmatic perspective, there is few study from the angle of second language acquisition. Charkova & Halliday (2011) do some research about the influence of second language environment and foreign language environment on the acquisition of tense back-shift in indirect speech. At the same time, they also compared the different influence between native speakers and non-native speakers. Research indicates that having a good command of indirect speech needs excellent grammar knowledge as well as pragmatic ability. What’s more, it also shows that learners in foreign language environment can use back-shift rules spontaneously, but second language environment is only helpful to develop learners’ awareness in semantic and pragmatic.
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Chapter Three Theoretical Framework .... 12
3.1 Cognitive Reference Point ..... 12
3.2 Time Model Referred by Reichenbach ......... 13
3.3 Time Representation in English ..... 15
3.4 Summary ......... 19
Chapter Four Research Design ......... 20
4.1 Research Questions ........ 20 4.2 Research Method .... 20
4.2.1 Introduction of the CLEC .... 20
4.2.2 Statistical Software ...... 21
4.3 Research Process .... 22
4.4 Summary ......... 24
Chapter Five Results and Discussions ...... 25
5.1 Major Tenses in Main Clause ........ 25
5.2 The Overall Distribution When Main Clause is T1 ...... 25
5.3 The Overall Distribution When Main Clause is T5 ...... 27
5.4 The Specific Distribution When Main Clause is T1 ..... 28
5.5 The Specific Distribution When Main Clause is T5 ..... 30
5.6 The Overall Distribution of Tense Choose Errors and Tense Form Errors ......... 32
5.7 The Specific Distribution of Tense Choose Errors ....... 33
5.8 The Specific Distribution of Tense Form Errors ........... 34
Chapter Five Results and Discussions
On the strength of the research designed in the chapter four, we will analyze and discuss the results in the followings. The results show that the major tense are the simple present tense and simple past tense in main clause. The frequency of other tenses is too low to reach a valid result. Therefore, we just analyze TSOT in sub-clause under these two conditions among five sub-corpora, including the overall and specific
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