在职研究生论文范文5例「语言学论文」

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论文字数:7525 论文编号:sb2021091811190438210 日期:2021-09-24 来源:硕博论文网
语言学论文范文怎么写?语言学是以语言为研究对象的科学。它研究的对象是人类语言,它的任务是研究、描写语言的结构、功能及其历史发展,揭示语言的本质,探索语言的共同规律。本文为大家提供了5篇语言学论文范文,供大家写作参考。
Figure 1. Ran Yongping’s Adaptation-Relevance Model
Figure 1. Ran Yongping’s Adaptation-Relevance Model

语言学论文范文一:基于对比的泰国学生汉语基本颜色词习得研究

作为泰国留学生,在中国留学期间,对汉语中的基本颜色词非常感兴趣,因此本文以汉泰语言中的颜色词为研究对象,对汉泰基本颜色词进行对比,在此基础上对泰国留学生汉语基本颜色词的习得情况进行考查,深入分析调查问卷结果,据此归纳总结泰国学生产生偏误的类型与原因,继而提出泰汉语教学中基本颜色词教学策略。

第一章 绪论
    一、选题缘由
    二、研究意义
    三、研究现状
        (一)汉语颜色词研究现状
        (二)泰语颜色词研究现状
        (三)汉泰颜色词对比分析研究
第二章 汉泰基本颜色词对比分析
    一、汉泰基本颜色词界定
        (一)汉语基本颜色词的界定
        (二)泰语基本颜色词的界定
    二、汉泰基本颜色词的构成
        (一)汉语基本颜色词的构成
        (二)泰语基本颜色词的构成
    三、汉泰基本颜色词语义内涵及文化根源对比分析
        (一)汉泰基本颜色词语义内涵
        (二)文化根源对比分析
第三章 泰国学生学习汉语基本颜色词的常见偏误和原因分析
    一、泰国学生学习汉语颜色词的常见偏误调查
        (一)调查对象
        (二)调查方法
        (三)设计调查问卷
        (四)调查结果统计与分析
        (五)泰国学生习得汉语颜色词的常见偏误
    二、泰国学生学习汉语颜色词产生偏误的原因
        (一)文化因素的负迁移
        (二)目的语知识的过度泛化
        (三)泰汉语颜色词本身的特性
        (四)学习策略的影响
        (五)学习环境的影响
第四章 泰国学生习得汉语基本颜色词的教学策略
    一、引导学生利用文化对比策略学习颜色词
    二、构建颜色词知识网络
        (一)构建词汇网络
        (二)构建语义网络
    三、创设具体情境学习颜色词
    四、教师要不断提高自己的文化素养
        (一)加强对外汉语教学策略的研究
        (二)了解泰国文化,加强文化对比意识
    五、依据学生水平调整教学内容及方法
        (一)针对初级水平学生的教学内容及方法
        (二)针对中级水平学生的教学内容及方法
        (三)针对高级水平学生的教学内容及方法
结语

语言学论文范文二:基于态度系统的突发公共卫生事件新闻报道的积极话语分析————以《中国日报》COVID-19新闻报道为例

本研究旨在回答以下三个问题:1.态度系统的三个子系统在《中国日报》突发公共卫生事件新闻报道中是如何分布的?2.《中国日报》突发公共卫生事件新闻报道中使用的态度资源构建了怎样的积极话语意义?3.态度系统在《中国日报》突发公共卫生事件新闻报道中实现了什么积极作用?主要研究结果为:第一,态度系统的三个子系统在突发公共卫生事件新闻报道中的分布是不平衡的。其中,判断系统使用率最高,占比58.13%,鉴赏系统位居第二,占比24.07%,情感系统的使用率最低,占比17.8%。此外,新闻报道中表示积极的态度资源远超消极的态度资源。

中文摘要
ABSTRACT
List of Abbreviations
Chapter Ⅰ Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
Chapter Ⅱ Literature Review
    2.1 An Introduction to Discourse Analysis
    2.2 An Introduction to PDA
    2.3 Previous Studies on PDA
        2.3.1 Studies on the Correlations between CDA and PDA
        2.3.2 Previous Studies on PDAAbroad
        2.3.3 Previous Studies on PDA at Home
    2.4 Previous Studies on Public Health Emergency News Reports
    2.5 Summary
Chapter Ⅲ Theoretical Foundation
    3.1 An Introduction to Appraisal Theory
    3.2 Attitude System of Appraisal Theory
        3.2.1 Affect
        3.2.2 Judgement
        3.2.3 Appreciation
    3.3 Summary
Chapter Ⅳ Research Methodology
    4.1 Research Questions
    4.2 Research Instrument
    4.3 Data Collection
    4.4 Procedure of Analysis
Chapter Ⅴ Results and Discussion
    5.1 Distribution of Attitude System in Public Health Emergency News Reports
        5.1.1 Distribution of Affect Resources in Public Health Emergency News Reports
        5.1.2 Distribution of Judgement Resources in Public Health Emergency News Reports
        5.1.3 Distribution of Appreciation Resources in Public Health Emergency News Reports
    5.2 Positive Discourse Meaning of Attitudinal Resources in Public Health Emergency News Reports
        5.2.1 Analysis of Affect Resources
        5.2.2 Analysis of Judgement Resources
        5.2.3 Analysis of Appreciation Resources
        5.2.4 A Brief Summary
    5.3 Positive Effects Achieved by Attitude System in Public Health Emergency News Reports
        5.3.1 Enhancing Public Confidence
        5.3.2 Building National Image
    5.4 Summary
Chapter Ⅵ Conclusion
    6.1 Major Findings of the Study
    6.2 Implications for the Study of Public Health Emergency News Reports
    6.3 Limitations of the Research and Suggestions for Further Research
References

语言学论文范文三:基于评价理论对《新冠肺炎:与魔鬼的战斗》的多模态生态话语分析
Table 1.   Distinction of the Two Principles of Relevance
Table 1.   Distinction of the Two Principles of Relevance

本论文以生态语言学视角下的评价理论为分析框架,以视觉语法、音高意义潜释系统和多模态语篇关系框架为理论基础,整合后构成适用于本研究的多模态生态评价理论分析框架。本研究旨在回答三个问题:(1)这个纪录片中评价资源的生态属性是什么?(2)这个纪录片是如何通过语言、视觉和听觉模态来构建评价意义的?(3)这个纪录片反映了哪些意识形态?本研究采用定量和定性相结合的方法来分析多模态语篇中评价资源的生态属性、生态评价意义构建以及其背后的意识形态。其中语言模态使用BFSU Qualitative Coder 1.0进行分类与统计;视觉模态和声音模态分别利用Elan 5.9.0和Praat 6.1.16进行转录及标注。

Chapter Ⅰ Introduction
    1.1 Research Background
    1.2 Research Significance and Purpose
    1.3 Organization of the Thesis
Chapter Ⅱ Literature Review
    2.1 Definition of Key Concepts
        2.1.1 Ecological Discourse Analysis
        2.1.2 Appraisal Resources and Appraisal Meanings
        2.1.3 Multimodality and Multimodal discourse
    2.2 Previous Studies on Ecolinguistics
    2.3 Previous Studies on Multimodal Ecological Discourse Analysis
        2.3.1 Studies on Ecological Discourse Analysis
        2.3.2 Studies on Multimodal Discourse Analysis
        2.3.3 Studies on Multimodal Ecological Discourse Analysis
    2.4 Overview of Documentaries
Chapter Ⅲ Theoretical Framework
    3.1 Theoretical Foundations
        3.1.1 Appraisal Theory
        3.1.2 Ecological Appraisal System
        3.1.3 Visual Grammar
        3.1.4 Semiotic Resources in Sound
    3.2 Synthetic Theoretical Framework of MDA
    3.3 A Proposed Framework for Multimodal Discourse Ecological Appraisal System
    3.4 Summary
Chapter Ⅳ Research Design
    4.1 Research Questions
    4.2 Data Collection
        4.2.1 Selection of the Documentary
        4.2.2 Multimodal Data Collection
    4.3 Research Tools
        4.3.1 Verbal Data Annotation Software BFSU Qualitative Coder
        4.3.2 Visual Data Annotation Software Elan
        4.3.3 Sound Analysis Software Praat
    4.4 Research Procedure
Chapter Ⅴ Results and Discussion
    5.1 Analysis of Appraisal Resources in Verbal Modality
        5.1.1 Analysis of Ecological Subjects as Evaluated
        5.1.2 Attitude
        5.1.3 Engagement
        5.1.4 Graduation
        5.1.5 Summary
    5.2 Analysis of Appraisal Resources in Visual Modality
        5.2.1 Analysis of Multimodal Appraisal Resources of Shot One
        5.2.2 Analysis of Multimodal Appraisal Resources of Shot Two
        5.2.3 Analysis of Multimodal Appraisal Resources of Shot Three
        5.2.4 Analysis of Multimodal Appraisal Resources of Shot Four
        5.2.5 Analysis of Multimodal Appraisal Resources of Shot Five
        5.2.6 Summary
    5.3 Analysis of Appraisal Resources in Audio Modality
    5.4 Synthetic Analysis of Multimodal appraisal meanings
        5.4.1 Integration of Multimodal Appraisal Meanings
        5.4.2 The Relationship among Three Modalities
        5.4.3 Summary
    5.5 Ideologies Conveyed in the Documentary
        5.5.1 Communitarianism
        5.5.2 People Oriented
        5.5.3 Humanitarianism
        5.5.4 Optimism
        5.5.5 Summary
Chapter Ⅵ Conclusion
    6.1 Major Findings of the Research
    6.2 Implications for the Research of Multimodal Discourse
    6.3 Limitations of the Research and Suggestions for Future Research
References

语言学论文范文四:顺应—关联模式下《周一清晨》中冲突话语分析

本文拟回答以下三个问题:(1)《周一清晨》中冲突话语的组成形式是什么?(2)《周一清晨》人际交流过程中为什么会产生冲突性话语?(3)《周一清晨》中哪些策略可以用于缓解甚至避免冲突性话语?通过研究发现:(1)在《周一清晨》中,医疗冲突话语主要由启始话步、冲突话步、结束话步组成,但并非所有的冲突话语都具有冲突话步。启始话步有三种形式,为陈述-否定、发问-对抗性回答、指令-拒绝;冲突话步有五种形式,为争论、重复、解释、反问、打断;结束话步有六种形式,为话题转换、妥协让步、第三方干预、退出、双方僵持、客观环境终止。

ChapterⅠ Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Structure of the Thesis
ChapterⅡ Literature Review
    2.1 Definition of Conflict Talk
    2.2 Main Features of Conflict Talk
    2.3 Previous Studies on Conflict Talk Abroad
    2.4 Previous Studies on Conflict Talk at Home
ChapterⅢ Theoretical Foundation
    3.1 Conversation Analysis
    3.2 Adaptation-Relevance Model
        3.2.1 Theoretical Basis of Adaptation-Relevance Model
        3.2.2 Main Points of Adaptation-Relevance Model
ChapterⅣ Methodology
    4.1 Research Questions
    4.2 Research Methods
    4.3 Research Subject
    4.4 Data Collection
    4.5 Data Analysis
ChapterⅤ Results and Discussion
    5.1 Composing Forms of Conflict Talk in Monday Mornings
        5.1.1 Initiating Move
        5.1.2 Conflicting Move
        5.1.3 Closing Move
    5.2 Causes of Conflict Talk in Monday Mornings from the Perspective of Adaptation-Relevance Model
        5.2.1 Lack of Relevance in Contextual Assumptions
        5.2.2 Lack of Adaption to Dynamic Contextual Correlates
    5.3 Strategies Adopted to Mitigate Conflict Talk in Monday Mornings
        5.3.1 Submission
        5.3.2 Topic-Shifting
        5.3.3 Silence
ChapterⅥ Conclusion
    6.1 Major Findings of the Study
    6.2 Limitations of the Study and Suggestions for Further Research
References

语言学论文范文五:二语英语和三语日语学习者的语言学习策略使用状况对比研究

本研究以Oxford第七版本的语言学习策略量表为调查工具,并借助数据统计软件SPSS 22.0,对来自云南十所大学的共439名学生的问卷样本予以定量性分析,其中英语专业学生有238名,日语专业学生有201名,以求通过他们在语言学习过程中策略应用状况的对比分析,探求二语与三语学习者在策略使用方面上的差异。据研究结果显示:(1)通过对比Oxford的策略等级划分方式,二语学习者和三语学习者的策略使用均值仅达中度水平,策略应用程度相对不高;(2)根据描述统计和配对样本t检验结果显示,在语言学习过程中,二语学习者比三语学习者运用了更多的策略范畴;
 

List of Abbreviations
Chapter 1 Introduction
    1.1 Background to the study
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Structure of the thesis
Chapter 2 Literature Review
    2.1 Theoretical framework
        2.1.1 Fundamental concepts
        2.1.2 Language learning strategies(LLSs)
        2.1.3 Strategy Inventory for Language Learning(SILL)
    2.2 Previous studies of L2 and L3 learning strategies abroad
    2.3 Previous studies of L2 and L3 learning strategies at home
    2.4 Gaps existing in previous studies on L2 and L3 learning strategies
        2.4.1 Gaps in previous studies on L2 learning strategies
        2.4.2 Gaps in previous studies on L3 learning strategies
Chapter 3 Methodology
    3.1 Research questions
    3.2 Research setting
    3.3 Participants
    3.4 Research instruments
    3.5 The reliability of questionnaires
    3.6 Data collection
    3.7 Data analysis
Chapter 4 Results and Discussions
    4.1 Results of question1
        4.1.1 Overall tendency of L2 and L3 learners’strategies use
            4.1.1.1 Overall tendency of L2 learners’strategies use
            4.1.1.2 Overall tendency of L3 learners’strategies use
        4.1.2 Strategy use of L2 and L3 learners in each category
            4.1.2.1 Memory strategies used by L2 and L3 learners
            4.1.2.2 Cognitive strategies used by L2 and L3 learners
            4.1.2.3 Metacognitive strategies used by L2 and L3 learners
            4.1.2.4 Affective strategies used by L2 and L3 learners
            4.1.2.5 Social strategies used by L2 and L3 learners
            4.1.2.6 Compensation strategies used by L2 and L3 learners
        4.1.3 Presentation of Results
    4.2 Results of question2
    4.3 Results of question3
    4.4 Overall discussions for research results
Chapter 5 Conclusion
    5.1 Major findings of the study
    5.2 Implications for L2 and L3 learning and teaching
        5.2.1 Implications for L2 and L3 learning
        5.2.2 Implications for L2 and L3 teaching
    5.3 Limitations of the present study and suggestions for future research
References

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