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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:2014-07-22编辑:lgg点击率:4392
论文字数:36200论文编号:org201407221126175501语种:英语 English地区:中国价格:$ 66
摘要:本文是英语论文范文,In recent years, more and more scholars pay attention to the study of CE. Some scholars focused onthe theory field, such Fillmore (1976) focused on study of children’s L2 acquisition and Peters (1983)insisted on the study of L1 acquisition. And other scholars tried to investigate the usage of CE.
III Research Methodology....22
3.1 Research questions........22
3.2 Participants........22
3.3 Instruments........24
3.4 Data collection........27
3.5 Data analysis.....28
IV Chinese EFL Learners’Recognition and Production about CE........31
4.1 Chinese EFL learners’recognition report about CE.....314.
4.2 Chinese EFL learners’production about CE....36
4.3 The relationship between recognition and production of CE.........43
4.4 Discussion.........46
V Conclusion...... 57
5.1 Major findings.........57
5.2 Pedagogic implications.......58
5.3 Limitations of the present study and suggestions for future study.......58
IV Chinese EFL Learners’ Recognition and Production aboutCE
4.1 Chinese EFLlearners’recognition report about CE
Table 4.1 shows Chinese learners’ recognition mean scores about CE. Moving from the leftmostcolumn to the right, table 4.1 gives the item number and the expressions in the recognition task. Then itlayouts the mean scores of each CE in each group in descending order, with the corresponding item numberlisted before them. The reported mean scores for the CE range from very high 4 points (means that every respondent in agroup reported that know the expression well and can use it in a conversation) to very low 1.11 points(most respondents reported that they never seen the expression before and they neither know its meaning)in Table 4.1, with the mean scores of all the CE attaining 3.04 points. The 3.04 points reached to the “D”(3.00) level, which indicated that learners (in average) reported that they know the exact meaning of theentire CE. The thesis would define the recognition at the highest or the best recognized level if the meanscores reported by learners in the lowest level group (JMS) reached to or exceeded 3.5 points (whichindicated even the lowest level learners reported that they know the exact meaning of CE and more thanhalf of them reported that they also can use it); define the recognition as high recognized level if thereported mean scores in a group reached to or higher than 3.00 (indicated that nearly all learners in onegroup reported they know the exact meaning of CE and some of them reported that they can also use it);define the recognition as the Low recognized level if the reported mean scores fall into the range of3.00-2.00 points (indicated that only some learners in one group reported they know the exact meaning ofCE) and define the recognition as lowest recognized level if the reported mean scores were lower than 2.00points (which indicated that some learners in one group reported they even didn’t know the strings’ roughmeaning). The recognition levels can be simplified as Table 4.2. The first two rows list the recognitionmeans scores fall in different ranges and groups, while the third row lists the recognition levels.
…………
Conclusion
According to the data analysis and discussion made in previous chapter, major findings can besummarized as follows: As to the recognition task, learners’ recognition of conventional expressions increases with thedevelopment of English proficiency, which is especial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。