英语语言学方面的论文，语言学论文选题

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英语语言学方面的论文？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。那么，英语语言学方面的论文？一起来了解一下吧。

英语语言学论文选题新角度

Second Language Vocabulary Acquisition Strategies

二语姿枯斗词汇习得策略

[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。

英国著名语言学家D.A. Wilkins (1972) 说过：“没有语法，人们不能表达很多东西；而没有词汇，人们则无法表达任何东西。”这就说明了词汇在学习中的重要性。本文旨在分析二语词汇习得策略并应用于不同水平的学习者。学习者根据自己的水平选择正确的习得方法和策略学习词汇，从而提高学习效败带率和习得效果。

关键字：二语词汇习得词汇习得策略 元认迹磨知策略 认知策略

Abstract

Vocabulary is the basic unit of a language. Language 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 strategy

Introduction

With 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 can not 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 thedetail analysis of the vocabulary acquisition from three aspects：Meta-cognitive Strategy; Cognitive Strategy and Social or Affective Strategy. Especially, it highlights the effect of the context and rending to vocabulary acquisition.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. It includes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivation .

The purpose of this paper is to rise the awareness of English learners that the importance of vocabulary in language learning and the vocabulary acquisition strategies can not be neglected, and each strategies is deeply rooted in its language. Through the analysis of the theory of study, the paper tries to draw the learner’s attention to the strategies of the second language vocabulary acquisition and using the vocabulary in communication. In order 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. The fourth part is detailed discussion of vocabulary acquisition strategies in different levels of learners. The last part is conclusion.

Literature review

1. The importance of vocabulary

As 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 poor English. 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 learning processes 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) think knowing 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, word knowledge 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 degree rather 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.

The memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and compensative strategy.

Conclusion

This 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 paper hasn’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. New York:

Longman, 1987.

[3] Nation, L. S. P. Teaching and Learning Vocabulary. New Newbury House

Publishers, 1990.

[4] O’Malley, J. & Chamot, A. U.. Learning Strategies in Second Language

Acquisition [J]. Cambridge University Press, 1990:12-15.

[5] 陈桦，张益芳.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].长春：吉林出版集团有限责

任公司，2009.

[6] 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.上海：上海外语教育出版社，1996.

[7] 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] 张纪英.英语词汇学教学与研究[M]. 武汉：华中科技大学出版社,2007. [16] 朱厚敏. 英语词汇学习策略研究[M] 长春：吉林大学出版社，2009.

外语语用学方向的论文有哪些

英语语言学课堂教学论文范文

1建构主义下的英语语言学课堂教学方式

建构主义下的英语语言学课堂教学是人们不断地深入认知。建构主义说明了构建学习观点的意义以及观念，建构主义是人们获取知识本质与过程的认识。在建构主义观念指导中，在习英语对老师以及学生都提出了不同的要求。从学生这一主体分析，建构主义要充分体现出学生的地位，英语教师作为课堂参与者以及组织者,应该把学生放在主体地位，同时还要密切关注学生的综合素质发展。在建构主义下开展英语语言学课堂教育可以使学生弘扬个性、充分发挥自身潜能，每一个学生学习的自身基础上提高英语能力。对英语教师来讲，作为英语课堂教学的主要组织人员，应该在课堂上充分给学生创设教学情境，给学生良好的学习环境激发学生在学习中的主动性以及积极性。同时在课堂上通过对学生适当引导，使英语课堂逐步的向着构建主义方向发展，建立互相信任的师生关系，保证提高英语课堂教学的质量。

2构建英敬核语课堂教学的方式

在建立学习环境以及建构学习英语理论时，应该随时与学生为主体对象，在英语课堂教学中老师对学生而言是促进者、帮助者、指导者以及组织者，在课堂教学中充分调动学生学习的积极性，最终达到学生掌握知识和构建主义下学习的目的。

英语语言学论文一般写什么

像语音学，音位学，以及形态学，尺晌句法都不好下手

建议写社会语言学或是心理语言学方面的，告卖可以深入对比一下中西方思维的差陵友锋异之类的，应该是一个好的论点

加油~~

语言学论文语用角度怎么写的

英语语言学论文提纲

提纲，是一种概括地叙漏纯述纲目、要点的`公文。它不把全文的所有内容写出来，只把那些主要内容，提纲挈领式地写出来。销陪以下是我为大家整理英语语言学论文提纲的相关内容，仅供参考，希望能够帮助大家！

英语语言学论文提纲 篇1

I. Introduction

Ⅱ. Euphemism

2.1 The Definition of Euphemism

2.2 The Features of Euphemism

III.,Pragmatic Failures in English Euphemism

3.1 Pragmatic Linguistic Failures

3.2 Socio-pragmatic Failures

IV.,The Reasons for the Pragmatic Failure in English Euphemism

4.1 The Reasons of Pragmatic Linguistic Failures

4.1.1 The Difference of the Context

4.1.2 The Difference of Expression Patterns

4.2 The reasons of Socio-pragmatic failures

4.2.1 The Difference of Customs

4.2.2 The Difference of Social Values

V. The Reflection of Pragmatic Failure in Euphemism

VI.Conclusion

英语语言学论文亏搜蠢提纲 篇2

Chapter 1 Gatsby's American Dream and Its Distortion

1.1 What is the American Dream

1.2 Gatsby's American Dream in Different Phases

Chapter 2 Disillusionment of Gatsby's Distorted Dream

2.1 Gatsby's Efforts in Achieving His American Dream

2.2 Gatsby's Disillusionment

Chapter 3 New Interpretation of Gatsby's American Dream

3.1 The External Factors of the Disillusionment

3.1.1 The Hierarchy System

3.1.2 The Jazz Age

3.2 The Internal Factors of the Disillusionment

3.3 The Essential Factor of the Disillusionment

3.4 Some Hypotheses

3.5 The American Dream in the Present Age

Conclusion

This conclusion

F. Scott Fitzgerald's The Great Gatsby is a novel that deals with American dreamto a great extent. In a relatively short novel of nine chapters, Fitzgerald tells the tragicstory of Jay Gatsby's quest for the rich and shallow Daisy. Through the first-personnarrator, Nick Carraway, the emptiness of the materialistic American dream isrevealed and the novel ultimately manifests the failure of this American dream.

The American dream concerns politics as in “The Declaration of Independence”,military affairs as in the participation of America in the World War Ⅰ， economy asabout the matter of material success, moral conventions as about spiritual goodnessand religious freedom, literature as reflected in novels, sports as in the principle“competing fairly, openly and aboveboard”, aesthetics as in the appreciation of thebeauty of happiness, and many other fields. It comes from the old colonist's time,through the Westward Expansion, the Independence War, the Civil War, two worldwars, to the present highly developed society and goes on for ever. It is a method ofcommunication in the way that success is used to show off and that the invisibleuntouchable inner virtues and abilities are to be proved to the society in the form ofvisible success. It is a history of struggle in the sense that people take efforts to makewhat is said and what is done meet. It is the emotional and psychological growth ofindividuals as well as material and spiritual growth of the nation.

The Great Gatsby not only expresses the theme of the disillusioned materialisticAmerican dream, it also constantly urged the society to seek a new cultural insightoutlet---the spiritual American dream, which undoubtedly provides a patch to mendthe already distorted and imperfect American dream culture. So the point is to find abalance between the spiritual and the material. We have experienced and willexperience a lot of adventures or frustrations in our life, we constantly face differenttemptations and moral shortcuts, sometimes we may even vacillate, but what makesus persist and keep striving is the right values and solid faiths, thus bringing usspiritual liberation and inner freedom to live a happy life. That is the power of dream.

The roaring twenties of the United States is the ideal setting for Gatsby's story,but it is only the setting. The story itself is as great as ever. To some degree, theAmerican dream in this story is sublimed to a universal sense which breaks thelimitation of time and space. So any research on the novel and its profound meaningof the American dream will never be outdated.

英语语言学论文提纲 篇3

1 Introduction

1.1 Significance of the research

1.2 Organization of the thesis

2 Literature Review

2.1 Researches on monolingual mental lexicon

2.1.1 Definition of mental lexicon

2.1.2 Models of mental lexicon: a developing one

2.2 Research methodology of bilingual mental lexicon

2.2.1 Word association paradigm

2.2.2 Word translation task

2.2.3 Cross-language priming paradigm

2.3 Theories on bilingual mental lexicon

2.3.1 Weinreich’s three hypotheses: the ancestor of bilingual

mental lexicon models

2.3.2 Paivio’s bilingual dual-coding theory

2.3.3 Kroll & Stewart’s revised hierarchical model

2.3.4 De Groot’s distributed representation model

3 Extended Bilingual Distributed Representation Model

3.1 Setting and characteristic of L2 word acquisition

3.2 Psychological mechanism of L2 word acquisition

3.2.1 Coactivation pattern: L2 word representation manner

3.2.2 Simultaneous formation of semantic memory and episodic memory

3.3 Semantic restructuring in L2 vocabulary development

4 Implications for L2 Word Meaning Acquisition

4.1 Unbalanced performance on language comprehension

and production

4.1.1 Receptive vs. productive vocabulary: imbalance on

acquisition difficulty

4.1.2 Positive effect of episodic memory

4.2 Negative semantic transfer

4.2.1 Episodic memory: the primary cause of negative semantic transfer

4.2.2 Negative effect of episodic memory

4.3 Episodic memory and L2 word meaning acquisition

4.3.1 Applying episodic memory: when and how

4.3.2 Strengthening semantic memory: why and how

5 Conclusion

英语语言学论文提纲 篇4

contents

introduction………………………………………………………………1

1.the common historical background……………………………………1

1.1 international………………………………………………………1

1.2 national…………………………………………………………1

2.the common beliefs of beats and rockers……………………………2

2.1 rebellion against conventions……………………………………2

2.1.1 beats in literature………………………………………………2

2.1.2 rockers in music circles………………………………………3

2.2 ideologies in between……………………………………………4

2.2.1 beatniks were fed up with their government about

the explanations of why things happened……………………4

2.2.2 their same destiny……………………………………………4

2.2.3 beat culture and rock culture were not accepted by

both capitalist and socialist ideologies………………………5

2.3 belief in oriental religion…………………………………………5

2.3.1 beatniks study on chinese buddhism…………………………6

2.3.2 rockers belief in indian buddhism……………………………6

3.their identical lifestyles………………………………………………6

英语语言学论文中有哪些理论

一、英语语言学毕业论文题目：

1、中西语言方式对比

2、 词汇学

3、 近代英语语言的衍变

二、

英语语言学课程由三个知识模块组成:理论启蒙、基础理论、研究方法。理论启蒙模块内容涉及陆尺英语的词汇知识、语音知识、语法知识、修辞知识、语体知识、英语变体、英语学习策略等。基础理论模块由英语语言学概论执行，内容涉及语言的各种属性、语言学的学科知识、语音学、形态学、句法学、语义学、语用学、社会语言学、语言与心理、语言与文化、语言习得等。研究方法模块通过介绍语言学研究的设计与分析方法，帮助学生掌握从事语言研究的本领，并直接与本科毕业论文的写作挂钩。

三、毕业论文，泛指专科毕业论文、本科毕业论文（学士学位毕业论文）、硕粗隐士研早凳高究生毕业论文（硕士学位论文）、博士研究生毕业论文（博士学位论文）等，即需要在学业完成前写作并提交的论文，是教学或科研活动的重要组成部分之一。

以上就是英语语言学方面的论文的全部内容，总而言之，随着新课改不断的深化改革，使英语语言学教学有了更多的理论指导、英语语言教学创新科教学模式以及方法，英语教师可通过和学生之间和谐互动，与各个学科之间的教学成果相互评价，使学生可以自主学习，内容来源于互联网，信息真伪需自行辨别。如有侵权请联系删除。