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大家好，今天来为大家解答英语语言学毕业论文这个问题的一些问题点，包括英语语言学毕业论文选题也一样很多人还不知道，因此呢，今天就来为大家分析分析，现在让我们一起来看看吧！如果解决了您的问题，还望您关注下本站哦，谢谢~
英语专业的毕业论文,语言学方向如何选题
论文选题是按一定价值标准或条件对可供选择的课题进行评价和比较并对研究方向、目标、领域和范围作出抉择的过程，是决定论文内容和价值的关键环节。这里学术堂整理了十五个论文选题供大家进行参考：
1、从语用学视角看汉英口译中的语用失误
2、英语心智谓词的模糊性及其语际语用发展研究
3、英语科技术语的词汇特征及翻译
4、MomentinPeking中异国形象之汉译
5、中医典籍中“气”的源流与翻译探析
6、女性主义视角下张爱玲的翻译观--以英译《海上花列传》为中心
7、二语习得视觉化研究的几个关键问题
8、晚清以降的中国佛典英译高潮
9、基于降维法的译者风格研究
10、中国英语口音研究述评
11、口译中视角转换的语用原则
12、模因理论指导下的汉语歇后语英译
13、本土英语教学法：流派、体系与特色
14、《骆驼祥子》三个英译本中叙述话语的翻译--译者风格的语料库考察
15、基于语料库的“人生”隐喻英汉对比研究
急急急!!!毕业论文:英语语言学论文大纲!!!
,商务英语语篇,衔接,连贯
discourse,businessEnglishdiscourse,cohesion,andcoherence.
语篇(text／discourse)在不同学者的著述中，有不同的含义，有些语言学家认为，语篇既指书面语言，又指口头语言。有些语言学家认为语篇(text)只指书面语，而用“话语”(discourse)指口语。有些语言学家用“话语”指书面语和口语。威多森用“话语”指书面语。所以，很多人在讲到书面语时用text这一术语，在谈到口语时则用discourse。斯塔布斯认为，话语常常有“口头交流(interactive)”的含义，而语篇则有“非口头交流的独白(noninteractivemonologue)”含义。斯塔布斯还认为，话语有一定的长度，而语篇则可以很短。所以，像Exit(山口处)，Nosmoking!(禁止吸烟)这样的语言单位是语篇，而不是话语。埃德门德森认为，语篇指不出现在使用场合的语言，而话语则指出现在使用场合的语言。本文采用韩礼德，夸克等人的观点，用discourse／text这一术语既指口语又指书面语。实际上，discourse和text只具有地域色彩差别。美国学者喜欢用discourse，与之相对应的是discoursesanalysis：欧洲学者喜欢用text这个词与之相对应的是textlinguistics，它们指同一内容。众所周知，语篇(discourse)是语篇分析(discourseanalysis)的研究对象。语篇分析作为一门学科是20世纪50年代以后才发展起来的。语篇分析通常指的是对比句子更大的语言单位，如句群、段落等语言单位所作的语言分析，目的在于解释人们如何构造和理解各种连贯的语篇(coherentdiscourse)。研究语言结构的理论一般分为两大类：语法和语篇分析。前者通常研究单个的、孤立的句子；而后者则研究用于交际(communication)的语篇。语法学研究词的形式、用法和句子各个组成部分及其安排的规律：在语法研究中，句子是最高一层的结构。语篇分析研究比句子更大的语言单位，研究语篇中句子的排列、衔接(cohesion)和连贯(coherence)，是一种超句法分析。历史悠久的传统语法，本世纪风靡一时的结构语法和近三十年来在语言学理论领域中最引入注目的转换生成语法，对语言的研究都只局限于句子本身及其组成部分，这些学派很少研究句子与句子的关系，也极少讨论句子在比其更人的语言单位中的地位和作用。然而，正如一个单词在不同的句子中可以有不同的意义和不同的句法功能一样，一个句子、句群和段落在不同的语篇和语境中也会有不同的表意作用和交际功能。如果不把句子、句群或段落放到一定的语言环境中去考察，那就无法确定其真正的意义。离开了语言的使用场合、离开了特定的语言环境，那就很难确定语言单位的交际功能，治言单位也无法充分起到交际的作川。越来越多的语言学家认识到，语言研究不应局限于句子平面，不应只研究句子结构，而应超越句子的范围，研究句子、句群和段落在语篇中的作用，研究现实生活中活生生的语言。衔接（cohesion）和连贯（coherence）是语篇分折（discourseanalysis）中的两个重要术语。由于语言学家们研究语篇的角度不同，他们对这一术语的定义也就不一样。对于衔接与连贯的关系，目前人们既有一致的看法，也有许多分歧。如何把握衔接与连贯的实质以及二者之间的关系是语篇分折中一个不容回避的重要问题。以连贯为例，克瑞斯多尔从语篇本身的特征出发，把连贯定义为一段话语“潜在的功能性联系”（heundetlyingfunctionalCOnnectedness．）。而彼多非在对语篇进行形式分析时认为，语篇连贯是语言外的联体在头脑中的映像，如果读者能够重新构造山一个联系着的、完整的世界映像，那么这段话对读者来说，就是连贯的。国内的学者一股认为，衔接是词汇和语法方面的手段，是形式的；连贯是用这些手段得到的效果。在衔接与连贯的关系方面，语言学家们的看法也不一致。例如，韩礼德和哈桑认为，衔按是创造语篇性的必要但不充分条件，而威多森则认为，衔接既不是连贯的必要条件，也不是充分条件。本文从宏观和微观两方面，以会话分拆理论和衔接连贯理论为基础，在对其分析的前提下，探讨商务英语语篇中的衔接与连贯问题并以此推动语篇分析的研究发展。
Indifferentscholars"works,text/discoursehasdifferentmeanings.Somelinguistsbelievethatitreferstobothspokenlanguageandwrittenlanguage.Somelinguiststaketextasthewrittenformoflanguagebutdiscourseasthespokenformofit.OtherlinguistsregarddiscourseasboththespokenandthewrittenformsoflanguageandH.Widdowsontakesdiscourseaswrittenlanguage.Somanypeoplewanttousetexttorefertowrittenlanguageanddiscoursetospokenlanguage.In1983,Stubbsthoughtthatdiscoursealwayshasanoralinteractivesense,whiletextoftenhasnon-interactivemonologuemeaning;discoursehasakindoflengthwhiletextmightbeveryshort.W.Edmondsonregardstextasakindoflanguageunitwhichdidnotappearonauseoccasion,however,discourseasakindoflanguageunitappearingonauseoccasion.Inthispaper,discourseistobeusedtorefertoboththespokenandthewrittenformsofEnglish.Infact,thedifferencesbetweendiscourseandtextareterritorial.Theyarethesameinessence.AmericanlinguistsprefertousediscourseanddiscourseanalysiswhileEuropeanlinguistsusetextandtextlinguistics.Itiswellknownthatdiscourseistheobjectofstudyofdiscourseanalysis.Since1950softhe20thcentury,discourseanalysishasbecomeoneofindependentsubjects.Itmeansanalyzingakindoflanguageunitthatismuchbiggerthanasentence,e.g.sentencegroups,paragraphs,etc.Itaimsathelpingpeopletomakeupandunderstandallkindsofcoherentdiscourses.Therearetwokindsoftheoriesthatdwelluponlanguagestructure.Oneisgrammar,theotherdiscourseanalysis.Theformeralwaysdealswithsingle,isolatedsentences,whilethelatterstudiesdiscourseincommunications.Ingrammar,asentenceisthelargestunitofgrammaticalstructure,whilediscourseanalysisisasuper-sententialanalysis.Itstudiessentences"arrangement,cohesionandcoherence.Whatthetraditionalgrammarandthestructuralgrammartogetherwiththetransfermationalgenerativegrammarstudyislimitedtothelevelofsentenceanditscomponents.Thosegrammariansdonotadequatelytaketherelationsbetweensentencesandtheirpositionsandfunctionsinalargerlanguageunitintoconsideration.However,likeindividualEnglishwordspossessingdifferentmeaningsandfunctionsindifferentsentences:sentencessentencegroupsandparagraphshavedifferentconnotationsandcommunicativefunctionsindifferentlinguisticcontexts.Ifsentencesandsentencegroupsorparagraphswerenotplacedinacertaincontext,thenthereisnowaytoidentifytheirrealsense.Itisdifficulttodefinelanguageunits"communicativefunctionsiftherewerenoconcretecontextsandoccasions.Moreandmorelinguistshavecometorealizethativlanguagestudyshouldnotbeconfinedatthesentencelevel.Itmustgobeyondthesentenceboundsandstudythefunctionsofsentencegroupsandparagraphsindiscourseaswellasthevividnessoflanguageinreallife.Cohesionandcoherencearetwoimportanttermsindiscourseanalysis.Linguistsstudydiscoursefromdifferentangles.Accordinglytheydefinethesetwotermsindifferentways.Whenspeakingoftherelationsbetweencohesionandcoherence,linguistsholdidenticalanddivergentviewsonthem.Howtounderstandthecruxofcohesionandcoherenceisanimportantquestionthatwecannotevade.Byusingcoherenceasanexample,Crystaldefinesitasapieceofdiscoursewiththeunderlyingfunctionalconnectednessonthebasisofdiscoursefeatures;Petofiregardsitasanimageofrelatuniinhumanbrains,Ifreaderscanmatchadiscoursewithasensesothattheycanrebuildaconnected,completedimage,thenitisacoherentdiscoursetothem.ScholarsinChinaalwaystakecohesionaslexicalandgrammaticaldevicesamatterofform.Coherenceisaneffectofadiscourseconsistingofthesecohesivedevices.Asfortherelationsbetweencohesionandcoherence,scholarsholddifferentviewsonthispoint
【目录】：
Acknowledgements3-4AbstractinChinese4-6AbstractinEnglish6-8PartⅠIntroduction8-111．1HistoricalBackgrounds8-91．2TheMainContentsofDiscourseAnalysis9-11PartⅡDiscourseandBusinessEnglishDiscourse11-262．1DiscourseandBusinessEnglishDiscourse11-132．2MacrostructureofBusinessEnglishDiscourse13-152．3MicrostructureofSpokenBusinessEnglishDiscourse15-192．4Micro-structureofWrittenBusinessEnglishDiscourse19-26PartⅢCohesionandCoherence26-383．1TheOriginsandDevelopmentofCohesionandCoherence263．2DefinitionsofCohesionandCoherence26-283．3TheRelationshipBetweenCohesionandCoherence28-343．4CohesionandCoherenceinBusinessEnglishDiscourses34-38PartⅣConclusion38-39Bibliography39-40
关于英语语言学的论文
SecondLanguageVocabularyAcquisitionStrategies
二语词汇习得策略
[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，从而提高学习效率和习得效果。
关键字：二语词汇习得词汇习得策略元认知策略认知策略
Abstract
Vocabularyisthebasicunitofalanguage.Languageacquisitionplaysanimportantroleinlanguagelearning.FamouslinguisticsD.A.Wilkinssaid,“Withoutgrammar,verylittlecanbeconveyed,withoutvocabulary,nothingcanbeconveyed(Lewis,1993:16).”Itspeaksvolumesfortheimportanceofvocabularyinlanguagelearning.Thispaperaimstoanalysisthesecondlanguageacquisitionstrategiesandappliestodifferentlevelsoflearners.Accordingtothedifferentlevels,thelearnersshouldchoosethepropermethodsandstrategiestopromotelearningefficiencyandacquisitioneffect.
Keywords:SecondLanguageVocabularyAcquisition；Vocabulary
AcquisitionStrategies；Metacognitivestrategy；Cognitivestrategy
Introduction
Witheconomicglobalizationandmulti-polarizationoftheworld,especiallythepopulationoftheinternet,Englishbecomesmoreandmoreimportant,becauseitisconsideredasthetoolforabsorbingandcommunicatinginformation.Asweallknown,vocabularyacquisitionisoneofthemostnoticed-questionofthesecondlanguagelearners.“Vocabulary”appearsintheareaoflinguists’study.Nowadays,researchersstillcannotgiveacompleteandreasonabledefinitionofvocabulary.Since1970s,thesecondlanguagevocabularyacquisitionresearchhasgraduallybecomethehotpointandimportantsubjectinthesecondlanguagevocabularyacquisitionresearcharea.Theseresearchesaimtodiscusstheefficiencyvocabularymemorystrategiestopromotethememoryskillsandvocabularylevels.Thenhowtoacquirevocabularybecomepopularamongtheresearchers.Wenden&Rubin(1987),O’Malley&Chamot(1990)refertothecontentofvocabularyacquisitionstrategies;Rubin(1987)andOxford(1990)classifythememorystrategytothedirectcognitivestrategies.Especially,CohenAphek(1981),Porte(1988),O’Malley(1990),Vann(90),Cohen(1990),etcmadeabasicsearchingofvocabularyacquisition.Inaword,therearevariousopinionsinhowtoacquirevocabulary.Firstly,ittalksabouttheimportanceofvocabulary.Secondly,whatdoesitmeanto“acquire”aword?Thispapermainlyaimstothedetailanalysisofthevocabularyacquisitionfromthreeaspects：Meta-cognitiveStrategy;CognitiveStrategyandSocialorAffectiveStrategy.Especially,ithighlightstheeffectofthecontextandrendingtovocabularyacquisition.Thispapertalksabouttheapplicationsofthevocabularyacquisitionstrategies.Anditputsforwardsomeproblemsanddifficultiesofvocabularyacquisition.Thispaperalsodiscussestheinfluencingfactorstotheacquisition.Itincludesthemothertongue,age,languagecontact,logicalthinkingability,identitydegree,andacademicmotivation.
ThepurposeofthispaperistorisetheawarenessofEnglishlearnersthattheimportanceofvocabularyinlanguagelearningandthevocabularyacquisitionstrategiescannotbeneglected,andeachstrategiesisdeeplyrootedinitslanguage.Throughtheanalysisofthetheoryofstudy,thepapertriestodrawthelearner’sattentiontothestrategiesofthesecondlanguagevocabularyacquisitionandusingthevocabularyincommunication.Inordertoimprovetheacquisitionefficiency,somestrategiesputintopracticeareintroduced.
Thefirstpresentstheimportanceofvocabulary,somebasicconceptsofvocabularyandvocabularylearning,thesecondparttellswhatdoesitmeantoknowaword,thethirdpartdealswiththetheoryofvocabularyacquisitionandpresentsthefactorsanddifferencesinfluencingthevocabularyacquisition.Thefourthpartisdetaileddiscussionofvocabularyacquisitionstrategiesindifferentlevelsoflearners.Thelastpartisconclusion.
Literaturereview
1.Theimportanceofvocabulary
Asthefirsttime,whenwegotoschoolandourEnglishteacherwilltellusthatvocabularyisofgreatimportanceinlearningEnglish.Afterseveralyears,weunderstandwordsgradually,especiallywhenwestudyinhighschool.Ifweknowalittleaboutvocabulary,wemayhavepoorEnglish.Thatisbecausethelistening,speaking,readingandwritingshowthenecessaryoflearningvocabulary.
Manyresearchersagreethatlexisisatleastasimportantasstructure,becauseitisusingwrongwordsandnotwronggrammarthatusuallybreaksdowncommunication.Mistakesinlexismuchmoreoftenleadtomisunderstandingandmaybelessgenerouslytoleratedoutsideclassroomthanmistakesinsyntax.(Carter,1987).AsStephenKrashenremarked,“Whenstudentstravel,theydon’tcarrygrammarbooks,theycarrydictionaries.
AsignificantroleofvocabularyinbothteachingandlearningprocesseswasfirststatedbyStephenKrasheninTheNaturalApproach(1985):
“Vocabularyisbasicforcommunication.Ifacquirersdonotrecognizethemeaningofthekeywordsusedbythosewhoaddressthemtheywillbeunabletoparticipateintheconversation.”
Wordsarebasictoolsinhumancommunication;thereforetheydeterminethemainpartofpeople’slife-relationshipsbetweenpeopleandassociationswiththesurroundingworldthatpeoplelivein.Thelargerone’svocabulary,theeasieritistoexpressone’sthoughtsandfeelings.
Inrealcommunication,correctlyandidiomaticallyusedvocabularycanevendecreasesomestructuralinaccuracyandgrammarerrors.(ZhangJiying,2002).Solearnersshouldenrichandexpandtheirknowledgeofwordsasmuchaspossibleinordertocommunicateeffectivelyinaforeignlanguage.
2.Whatdoesitmeanto“know”aword?
Knowingawordisnotasimplephenomenon.Infact,itisquitecomplexandgoesfarbeyondtheword’smeaningandpronunciation.(ZhangJiying,2002).Richards(1976)thinkknowingawordmeansalsoknowingthefrequencyofwordsandtheirlikelycollocates;beingawareofthefunctionalandsituationlimitationsthatapply;knowledgeofthe“syntacticbehavior”;derivationalformsandwordclass;associativeandconnotativeknowledge;semanticvalue-breakingdownwordsintominimalunitsaswithcomponentialanalysis(seeKatz&Fodor1963orLeech1974);knowingtheother(possible)meaningassociated.NagyandScott(2000)identifyseveraldimensionsthatdescribethecomplexityofwhatitmeanstoknowaword.First,wordknowledgeisincremental,whichmeansthatreadersneedtohavemanyexposurestoawordindifferentcontextsbeforethey“know”it.Second,wordknowledgeismultidimensional.Thisisbecausemanywordshavemultiplemeaningsandservedifferentfunctionsindifferentfunctionindifferentsentences,texts,andevenconversations.Third,wordknowledgeisinterrelatedinthatknowledgeofonewordconnectsknowledgeofotherwords.
Whatallofthismeansisthat“knowing”awordisamatterofdegreeratherthananall-or-nothingproposition(Beck&Mckeown,1991;Nagy&Scott,2000).Thedegreeofknowingawordarereflectedintheprecisionwithwhichweuseaword,howquicklyweunderstandaword,andhowwellweunderstandandusewordsindifferentmodesanddifferentpurpose.
Thememorystrategy,cognitivestrategy,socialstrategyandmetacognitvestrategyareusedmorefrequentlythantheaffectivestrategyandcompensativestrategy.
Conclusion
Thispaperhasattemptedtoprovidesometheoriesofsecondlanguagevocabularyacquisitionandsomestrategies.Suchasmetacognitivestrategy,cognitivestrategy,andsocialstrategy.However,thispaperalsoputforwardsomemicrocosmicstrategy.Asamatteroffact,vocabularyacquisitionshouldcombinethecontext.Inaddition,thispaperhasn’tmentionedthatcultureisalsoanimportantfactorinvocabularyacquisition.Inthestudyofsecondlanguagevocabularyacquisition,weshouldpayattentiontotheprocessandtheacquiringresults.Thispaperfocusesonthestudyofthesecondlanguagevocabularyacquisitionstrategies.
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