Times New Roman，临沂大学外国语学院本科毕业论文 居中 三号，粗体，全文每段首行缩进3-5个字符 Abstract 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 in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners’ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations. Key Words: Linking Adverbials; Chinese EFL learners; Use; Teaching

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临沂大学外国语学院本科毕业论文 宋体，小二号，粗体 摘要 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，如母语迁移、教学引导、文体意识、语义理解以及语用知识等。… 关键词：连接副词；大学英语学习者；使用；教学 (内容仅供参考) 宋体， 小四号，粗体 iii

宋体，小四号，1.5倍行距 临沂大学外国语学院本科毕业论文

Times New Roman，三号，粗体，居中 Table of Contents Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i Abstract.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ii 摘要. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..iii Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv 宋体，小Chapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 四号 1.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Chapter Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 5

2.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Times New Roman 2.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

小四号，1.5倍行2.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 距 2.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

5.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .45 5.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

6.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …82

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Chapter One Introduction 3倍行距 Times New Roman 1.1 Research Background 三号，粗体，居中

In 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 Objectives

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小四号，1.5倍行距 Times New Roman，小五号，正文中数字上标，此部分可选 正文部分用阿拉伯1 U.S.A. is the abbreviation of The United States of America. 数字编排页码