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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-07-12编辑:lgg点击率:4857
论文字数:37900论文编号:org201307121331274267语种:英语 English地区:中国价格:$ 66
摘要:上述数据的选择是做出来的以下考虑.首先,选择相关的学术著作的数据有助于控制登注量不同数据的变量。
Chapter 3 Theoretical Basis for Intercultural .......... 22-31
3.1 Definition of Intercultural Communication .......... 22-23
3.2 Dimensions and Components of Intercultura..........23-25
3.3 Approaches to the Study of Intercultural..........25-27
3.4 Model of Intercultural Communication Competence.......... 27-31
Chapter 4 Methodolog.......... 31-36
4.1 Subjects.......... 31
4.2 Instruments..........31-34
4.2.1 Questionnaire.......... 31-33
4.2.2 ICC Test ..........33
4.2.3 Entrance Examination .......... 33-34
4.2.4 Interview ..........34
4.3 Procedures and Analysis ..........34-36
Chapter 5 Results and Discussions.......... 36-53
5.1 Results and Discussions of the Test on ICC ..........36-38
5.2 Results and Discussions ..........38-50
5.3 Results and Discussions about the Correlation..........50-53
Conclusion
The study in this dissertation has an implication for English teaching andlearning. In many classes of English grammar, especially in classes of high schoolEnglish classes, there has been an incomplete, if not false, understanding aboutEnglish nominalizations. This can be reflected by the instructions like “a verb can beturned into a noun through attatching the -ing or -ion suffixes to it, “a gerund has agrammatical function as a common noun, so it can serve either as the subject or theobject of a sentence like a common noun”, and so on.
The above words of instruction are inadequate. Firstly, the grammar instructionadopts a complete formalist view of nominalization, neglecting the semantic aspectof linguistic forms. It equals different forms of nominalization and neglects thesemantic import of different nominalization forms. The instructions imply that thereis a grammatical equivalence between different nominalization forms. According tothe instruction, exploring equals exploration, and his refusing the invitation equalshis refusal of the invitation. In this way, the nominalization forms have long beentaught indiscriminately as standard nouns.
The analysis of nominalization in the present paper provides some pedagogicalimplications. The teaching and learning of nominalization, as well as othergrammatical content should be meaning-based, instead of being rule-based orform-based. The choice of the nominalization form is made from the considerationof the semantic need instead of merely a syntactic need.
Even in the sphere of verbal nominalization, there is still other question worthyof a further concern from the grammatical metonymy perspective, the question ofasymmetricity in nominalization. As is well known, nominalization exhibits a strongasymmetricity in the nominalizing capability of the verbs. N本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。