社会语言学学期论文 English

英语语言学论文（优秀9篇）《浅析美国英语与英国英语的区别及应用》摘要：标准现代英式英语和美式英语，虽然两者互相理解没有很多实质性的差异，但对两者的各方面进行一个大概的比较，还是有很多细微的差别的。

关键词：美国英语；英国英语；分析对比；区别及应用在全球一体化的背景下，英语已成为世界通用语言，在社会生活、交往或交流中都扮演着重要角色。

近年，美式英语风靡全球，尽管美式英语和英式英语都是英语，但是区别甚多。

相对来说美式英语便捷实用，英式英语较为复杂。

英式英语保守、严谨，美国人说英语则是另一种姿态，崇尚可见即可读。

1.两种语言在历史演变、地域文化、社会地位层面的区别。

英语是全世界几千种语言的其中一种，也是印欧语系一百多种语言之一、英国英语距今已有1500的历史了。

而美国英语是在英国英语的基础上发展而来的。

英国和美国在政治、经济、文化等方面的不断发展，造就了它们各自不同的语言特征。

美式英语起源于18世纪70年代，美国的独立战争爆发时，战乱的特殊原因导致绝大多数美国人来自欧洲移民，尤其以英格兰人为主，大多讲英国英语。

近几十年来，由于美国的贸易、军事、科技、国际地位等方面远远超过英国，再加上美国电影风靡全球，促使美国本土的俚语很多已经渗透到了口语之中。

很多因素导致美式英语成为强势语言。

2.发音方面存在的不同。

英语和美语的发音最具代表性的区别是对er的发音的不同。

英语中，短音的er是的浑元音，但长音的er是个拉长了的浑元音，听起来是一个介于“俄”和“啊”的声音。

而美语中，er听起来怎么都是个“儿”音。

ar：除了轻读短音（如singular）和者后连元音（如clarity），英语的ar全部清一色的长音[a：]，而美语中，是“阿尔”。

英语和美语的辅音基本是一致的，但在使用习惯上也有些差别。

如词组clear animosity，英语会读成clear，animosity，而美语会读成clear—ranimosity。

另一个比较明显的区别是d和t。

英语语言学毕业论文范文英语语言学毕业论文范文随着全球化的不断发展，英语作为一种国际语言的地位越来越重要。

因此，对英语语言学的研究也变得愈发重要。

本文将探讨英语语言学的一些重要概念和理论，并分析其在实际应用中的意义。

一、语言的定义和特征语言是人类最基本的交流工具，它通过声音、文字等形式传达信息。

语言学家对语言的定义有很多不同的观点，但大多数学者认为，语言是一种符号系统，通过符号来表示意义。

语言具有以下几个主要特征：1. 双重系统：语言既有音系（声音系统），也有词汇（词汇系统）。

音系是由语音和音位组成的，而词汇则是由词汇和语法组成的。

2. 有限性：语言的符号系统是有限的，但可以通过组合和变换来产生无限的表达方式。

3. 社会性：语言是社会的产物，它反映了人们的文化、价值观和社会地位。

二、语言的层次结构语言可以分为不同的层次结构，包括音位、词汇、句法和语义等。

音位是语言中最小的语音单位，词汇是由音位组成的，句法是词汇的组合规则，而语义则涉及词汇和句法的意义。

1. 音位：音位是语言中最基本的语音单位，它可以通过发音来区分不同的词汇。

英语中的音位包括元音和辅音。

2. 词汇：词汇是由音位组成的，它是语言中最基本的意义单位。

英语中的词汇包括名词、动词、形容词等。

3. 句法：句法是词汇的组合规则，它决定了词汇如何组合成句子。

英语中的句法包括主谓结构、宾语结构等。

4. 语义：语义涉及词汇和句法的意义，它研究词汇和句子的意义以及它们之间的关系。

英语中的语义包括词义、句义等。

三、语言变体和语言变异语言是活的，它会随着时间和地点的变化而发生变化。

语言变体是指同一种语言在不同的地区或社会群体中的变化，而语言变异则是指同一种语言在不同的语境中的变化。

1. 语言变体：英语作为一种全球性语言，它在不同的地区有不同的变体，如美式英语、英式英语等。

这些变体在发音、词汇和语法等方面都有所差异。

2. 语言变异：同一种语言在不同的语境中也会发生变异。

Viewing the Movie My Fair Lady from SociolinguisticPerspectiveby寇佳艳School of TourismXi'an International Studies UniversityXi’an, China2010Viewing the Movie My Fair Lady from Sociolinguistic PerspectiveAbstractMy Fair Lady is a classic movie, which has already been appreciated too much from the viewpoint of literature and translation, but few analysis are from linguistic viewpoint. It is also acknowledged that this movie is a good example of sociolinguistics. This paper is to analysis their dialogue in the film from sociolinguistic perspective. To be specific, this paper will discuss several sociolinguistic aspects by analyzing their dialogue and these aspects are language and social class, language and gender and language planning.摘要《窈窕淑女》是一部经典电影，许多学者已经从文学和翻译学角度对这部电影做了赏析，但很少有评析是以社会语言学角度出发的。

这部电影也是有关社会语言学一个很好的教材。

2011-2012第二学年第二学期《英语语言学》学期论文Second Language Vocabulary Acquisition Strategies二语词汇习得策略[摘要]关键字：二语词汇习得词汇习得策略元认知策略认知策略AbstractVocabulary is the basic unit of a nguage acquisition plays an important role in language learning. Famous linguistics D. A. Wilkins said, “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Lewis, 1993:16).〞 It speaks volumes for the importance of vocabulary in language learning. This paper aims to analysis the second language acquisition strategies and applies to different levels of learners. According to the different levels, the learners should choose the proper methods and strategies to promote learning efficiency and acquisition effect.Key words: Second Language Vocabulary Acquisition； Vocabulary Acquisition Strategies；Metacognitive strategy； Cognitive strategyIntroductionWith economic globalization and multi-polarization of the world, especially the population of the internet, English becomes more and more important, because it is considered as the tool for absorbing and communicating information. As we all known, vocabulary acquisition is one of the most noticed-question of the second language learners. “Vocabulary〞appears in the area of linguists’ study. Nowadays, researchers still cannot give a complete and reasonable definition of vocabulary. Since 1970s, the second language vocabulary acquisition research has gradually become the hot point and important subject in the second language vocabulary acquisition research area.These researches aim to discuss the efficiency vocabulary memory strategies to promote the memory skills and vocabulary levels. Then how to acquire vocabulary become popular among the researchers. Wenden &Rubin (1987), O’Malley& Chamot (1990) refer to the content of vocabulary acquisition strategies; Rubin (1987) and Oxford (1990) classify the memory strategy to the direct cognitive strategies. Especially, CohenAphek (1981), Porte (1988), O’Malley (1990), Vann (90), Cohen (1990), etc made a basic searching of vocabulary acquisition.In a word, there are various opinions in how to acquire vocabulary. Firstly, it talks about the importance of vocabulary. Secondly, what does it mean to “acquire〞 a word?This paper mainly aims to the detail analysis of the vocabulary acquisition from three aspects：Meta-cognitive Strategy; Cognitive Strategyand Social or Affective Strategy.Especially, it highlights the effect of the context and rending to vocabularyacquisition.This paper talks about the applications of the vocabulary acquisition strategies. And it puts forward some problems and difficulties of vocabulary acquisition.This paper also discusses the influencing factors to the acquisition.Itincludes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivationThe purpose of this paper is to rise the awareness of Englishlearners that the importance of vocabulary in language learning and the vocabulary acquisition strategiescan not be neglected, and each strategies is deeply rooted in its language. Throughthe analysis of the theory of study, the paper tries to draw the learner’sattention to the strategies of the second language vocabulary acquisition and using the vocabulary in communication.Inorder to improve the acquisition efficiency, some strategies put into practice are introduced.The first presents the importance of vocabulary, some basic concepts of vocabulary and vocabulary learning, the second part tells what does it mean to know a word, the third part deals with the theory of vocabulary acquisition and presents the factors and differences influencing the vocabulary acquisition. Thefourth part is detailed discussion of vocabulary acquisition strategies in different levels of learners. Thelastpartis conclusion.Literature review1. The importance of vocabularyAs the first time, when we go to school and our English teacher will tell us that vocabulary is of great importance in learning English. After several years, we understand words gradually, especially when we study in high school. If we know a little about vocabulary, we may have poorEnglish. That is because the listening, speaking, reading and writing show the necessary of learning vocabulary.Many researchers agree that lexis is at least as important as structure, because it is using wrong words and not wrong grammar that usually breaks down communication. Mistakes in lexis much more often lead to misunderstanding and may be less generously tolerated outside classroom than mistakes in syntax. (Carter, 1987). As Stephen Krashen remarked,“When students travel, they don’t carry grammar books, they carry dictionaries.A significant role of vocabulary in both teaching and learningprocesses was first stated by Stephen Krashen in The Natural Approach (1985):“Vocabulary is basic for communication. If acquirers do not recognize the meaning of the key words used by those who address them they will be unable to participate in the conversation.〞Words are basic tools in human communication; therefore they determine the main part of people’s life-relationships between people and associations with the surrounding world that people live in. The larger one’s vocabulary, the easier it is to express one’s thoughts and feelings.In real communication, correctly and idiomatically used vocabulary can even decrease some structural inaccuracy and grammar errors. (Zhang Jiying, 2002). So learners should enrich and expand their knowledge of words as much as possible in order to communicate effectively in a foreign language.2. What does it mean to “know〞 a word?Knowing a word is not a simple phenomenon. In fact, it is quite complex and goes far beyond the word’s meaning and pronunciation. (Zhang Jiying, 2002). Richards (1976) thinkknowing a word means also knowing the frequency of words and their likely collocates; being aware of the functional and situation limitations that apply; knowledge of the “syntactic behavior〞; derivational forms and word class; associative and connotative knowledge; semantic value-breaking down words into minimal units as with componential analysis (see Katz&Fodor1963or Leech1974); knowing the other (possible) meaning associated. Nagy and Scott (2000) identify several dimensions that describe the complexity of what it means to know a word. First, wordknowledge is incremental, which means that readers need to have many exposures to a word in different contexts before they “know〞it. Second, word knowledge is multidimensional. This is because many words have multiple meanings and serve different functions in different function in different sentences, texts, and even conversations. Third, word knowledge is interrelated in that knowledge of one word connects knowledge of other words.What all of this means is that “knowing〞 a word is a matter of degreerather than an all-or-nothing proposition (Beck&Mckeown, 1991; Nagy&Scott, 2000). The degree of knowing a word are reflected in the precision with which we use a word, how quickly we understand a word, and how well we understand and use words in different modes and different purpose.Knowing a word also implies knowing how that word relates to other knowledge. Finally, knowing a word means being able to appreciate its connotations and subtleties. When we know a word at this level, we can use and recognize it in idioms, jokes, slang, and puns (Johnson, &Schlicting, 2004).3. Second Language Vocabulary Acquisition StrategiesVocabulary acquisition is the part of English learning. Since 1960s, more and more attentions and researches had been toward to vocabulary acquisition strategies. When it comes to 1980s or 1990s, the vocabulary acquisition strategies gain fruitful results. Cohen Aphek (1981), Porte (1988), O’Malley (1990), Vann (1990), Cohen (1990) made a basic discussion in vocabulary acquisition strategies.O’Malley&Chamot (1990) classify language learning strategy into three methods: Meta cognitive strategy, Cognitive strategy, and Social or Affective strategy.Meta cognitivestrategy refers to strategies of advancepreparation, directed attention, selective attention, self-management, self monitoring and self-evaluation. And the results indicate that the metacognitive strategy teaching is significant in developing learner autonomy, which shows prominent pros-pectin foreign language teaching.A cognitive strategy serves to support the learner as he or she develops internal procedures that enable him/her to perform tasks that are complex (Rosen shine, 1997). The use of cognitive strategies can increase the efficiency with which the learner approaches a learning task. These academic tasks can include, but are not limitedto, remembering and applying information from course content, constructing sentences and paragraphs, editing written work, paraphrasing, and classifying information to be learned.The memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and compensative strategy.Oxford (1990) put forward a more comprehensive classification system of strategy, which includes six categories: memory strategy, cognitive strategy, compensatory strategy, metacognitive strategy, affective strategy, and social strategy. Nation (1990) put forward semantic manufacturing strategy of“what is it〞. From different aspect, researchers have different classification of strategies. Stoffer (1995) made a factor analysis of 53vocabulary acquisition strategies and extract 9 factors: the strategy of practice and apply words in authentic situation; the strategy of creative learning vocabulary; the self-motivation strategy; the strategy of psychological connection; memory strategy; the strategy of audio/visual assisted learning; with the movement to the body of learning vocabulary strategy; the strategy of overcoming anxiety; the strategy of using to organize units.Schmitt (1997)compositethe related language acquisition strategies upon classification, and put forward two categories of vocabulary acquisition strategy, namely discovery strategy and consolidation strategy.In china, acquisition strategies researcher, Wen Qiufang(1996) thought：English learning strategy includes concept and method. What is concept? It means the acquaint learners to how to learn English well.And the method refers to the actions that learners take to learn English well. The method can be classifying two categories: manage method and learning method. Wuxia, Wangqiang(1998) draw lessons of classification of learningstrategies from O’Malley&Chamot’s and thing that the majority of students can not depend on the mechanical memorizing to learn English vocabulary. Wenpeng (2000) utilize “the level of processing approach of memory〞 to do an empirical research on different words meaning.Willians and Burden (2000) stress metacognition is central to effective learning. Wenden(1987) says that metacognitive is “the process that underlines the efficient use of strategies and the essence of intelligent activity〞(p573). Quicke (1994) similarly views that metacognitive awareness is crucial in learning strategies.In addition, most of the studies (O’Malley and Chamot1990, Wenden and Rudin 1987; Oxford andCrookall1989) founder the learners who were particularly taught metacognitive knowledge to help them assess the needs, evaluate process and give directions to their learning.After summarizing the theories of the vocabulary acquisition strategies, I express my opinions about vocabularyacquisition strategies.These theories or opinions have their merits and demerits. I am in favor of O’Malley& Chamot’s theory of the classification of vocabulary acquisition strategies: metacognitive strategies, cognitive strategies, affective strategies. The metacognition represents strategiesof acquiring knowledge, namely the ability to understand pour method for learning and assimilating information. It concerns “the knowledge of your thoughts〞. In addition to how various factors influence psychological thought processing.As far as I am concerned, vocabulary really plays an essential role in language learning.For example, when we communicate withothers, vocabulary is the basic component between your talking. Without words, withoutcommunication. In the school, every student should learn vocabulary, the more vocabulary you acquire, the more knowledge you will get. In the process of our study, every skillneeds vocabulary. (Listening,speaking, reading, andwriting). Especially,in the extensive reading, the vast majority vocabulary can be learned gradually through repeated exposures in various discourse contexts. However, not all methods are appropriate forall levels of learners. Thus, I deem that different levels of learners should choose different strategies of vocabulary acquisition strategies.When talking about second language vocabulary acquisition strategies, we may talk it from pro-school children. Chenhua, zhangyifang(2001) analysis the narrative approach of memory process of vocabulary. The study discovers the majority of Chinese children acquire vocabulary with repeat memory strategy. That is to say children memory Chinese meaning through the Chinese- English bilingual. When memorizing vocabulary, Chinese children seldom utilize the Keyword strategy and Semantic coding strategies. They do not use metacognitive strategy. In my opinion, children can be helped to acquire vocabulary in the form of games. Meanwhile, vocabulary acquisition of pro-children should be carried out in a real context. It has a long progress. According to different age, children acquire vocabulary in different strategies. For the lower class, children acquire the single word. For the middle class, the children begin to acquire the double or three words. When the children are nearly 6 six years old, they form a semantic system. The teacher can help children acquire vocabulary in the context or games.4. Cognitive strategy4.1 Using dictionary strategiesCheck the dictionary is the most common strategy of acquires vocabulary. And it also an important manner to learnEnglish. It has been shown that students who use a bilingual dictionary learn more vocabulary than students who read without a dictionary (1993:263-287). However, when students turn to a dictionary for every word they do not understand, they lose sight of the meaning within the text as a whole. Teachers and textbookdesigners have realized this, and they argued that learning strategies such as guessing from context should be employed in order to read the text fluently and smoothly for an overview of the whole text. Researchers have commented that this movement may have gone too far, and today’s literature implies that good language learners rely on dictionaries less than poor language learners and are more successful at employing contextual guessing strategies.These researchers found that dictionaries were used equally by both good and poor English achievers. There was, however, the notable difference in the way students used their dictionaries: Dictionary used by high achievers involved a series of questions: “Was it necessary to consult the dictionary? What information in the dictionary was relevant? Was the information worth copying down, and if so, in Chinese or in English?〞 Low achievers, on the other hand, followed〞a relatively inflexible set of procedures for dictionary use rather than a decision0 making process〞(wen, Q.,& Johnson, R. K., 1997:36 ).4.2 Semantic guessing strategyHuckin, Hnynes & Coady (1993) deeply study the context-based meaning.Guessing strategy plays an important role in acquiring vocabulary, cultivating their guessing words ability can improve their reading speed, and save time. So it can stir up their reading interests and enlarge their page views. Skills for guessing unfamiliar English words tell us how to guess words. Getting meaning from inference means that you infer, or guess, meaning from the clues provided by the context –the sentence or passage in which the word appears. There are four steps. First, decide what part of speech of speech the unfamiliar words. Next, make out what the sentence or passage is about. Then, find out the words or phrases that help you get the idea. Finally, use these clues to guess the meaning of the word. For an example:The soldiers were ordered to fire at the enemy.Questions:1.What part of speech is “fire〞? _________.2.Does the sentence talk about war, business, or a bale?___________.3.What words in the sentence helped you answer Question 2?_________and_________.4.Fire means__________a)to let someone from a jobb)to shootc)red-hot flamesThe sentence contains two clues to the meaning of “fire〞.First, “fire〞 is a verb. Second, he sentence talks about war; the word“soldiers〞 and “enemy〞 help youunderstand this. You can immediately eliminate the choice “red-hot flames〞, since it is a noun answer that refers to blame. Although the choice “to let someone go from a job〞 is a verb answer, it refers to business and should be eliminated. The choice “to shoot〞 is a verb answer that talks about fighting; it is the correct answer.4.3 Memory strategy of vocabulary acquisitionThe so-called memory strategy refers to various memorizing methods or skills for students, its principles are: tide up, organize and relate to the content. In China, memory method is a traditional strategy to learn vocabulary. In order to deal with the examinations, the students adopt the memorystrategy. Thecommon memory strategies are: keyword strategy, word list, context strategy.4.4Keyword strategyThe key word strategy can benefit a wide variety of students with language needs in the areas of vocabulary, comprehension of academic language, sentence structure, organizing and explaining information, and transferring information across settings. When the strategy is routinely used, students can master its basic mechanics and key word review during direct language intervention sessions can be a foundation for increasingly complex and challenging practice and review of a variety ofcurriculum based language skills.Keyword strategy is put forward by Atkinson (1975). The method includes two steps: first, the learners find out the similar sounding word between the mother langue and the second language. Second, build up a metal image. Paivio (1991), Pressley (1982) think that keyword strategy is important. However, it has its limitation, which is difficulty to find the same pronunciation of each word. In China, Wangwenyu (1998) found that Chinese students seldom use the keyword strategy because of its complexity.4.5Word listNation (1982) makes a conclusion: word list is an efficient way to accumulate large number of vocabularies in a short time. O’ Malley &Chamot (1985) think that mechanical memorizing is the efficient way to memory vocabulary. Decontextualized word list have been used extensively to teach vocabulary. Presenting vocabulary in list form is an efficient study method in which students can learn large numbers of words in a short time (Meara P.1995:8-10). Such list, however, having been stripped of context, are difficult to deal with. A majority of language learners prefer decontextualize word lists just because the application of such list seems to be more practical and much easier to deal with, saving more time.In addition to facilitating memorization and learning, word list serve another purpose in the reading class: motivation. Upon adopting a corpus-based list of the 3,000 most frequently used words. List is much more effective to helpstudentsfocus on less-frequently encountered words that require more intensive study and organized review.4.6Context strategyThe second language vocabulary acquisition can not be separate from context.Context is a main factor of vocabulary acquisition. It is an efficient methodto acquire vocabulary in the context. From thesemantics point of view, James Inhofe announce d the regularity of acquiring vocabulary in From Paragraph to Essay. The basic principle of acquiring vocabulary focus on the context, so that we can know the relation between the form and meaning. By Krashen’s Monitor Hypothesis Theory, many researchers tend to acquire vocabulary in the context.5. Other strategiesResearchers study the other strategies to acquire vocabulary. Contact method, Semantic coding method, assimilation strategy, self-text strategy.When I was in the third year in the college, I have a lexical class. From the class, we know many strategies to acquire vocabulary: Repetition, suited for kids and primary school students. Spelling and pronunciation, suited for middle school students. Context, learning the new words in phrases, sentences, never learn it alone. Semantic: grouping words according to the meaning, sound, semantic field and so on. It is for all levels. Association: free association of antonyms, antonyms, homonyms, and homonyms. Emotion: learning words with strong emotions, or emotional sentences. Different physical surroundings: learning in one place is low efficiency than more places. Over learning: word cards or flashes: use key words cards.In a word, vocabulary acquisition plays an important role in English language learning. It is necessary for learners to command of vocabulary acquisition strategies. Because it can help us acquire vocabulary more efficient and communicate with people in life.ConclusionThis paper has attempted to provide some theories of second language vocabulary acquisition and some strategies. Such as metacognitive strategy, cognitive strategy, and social strategy. However, this paper also put forward some microcosmic strategy. As a matter of fact, vocabulary acquisition should combine the context. In addition,this paperhasn’t mentioned that culture is also an important factor in vocabulary acquisition. In the study of second language vocabulary acquisition, we should pay attention to the process and the acquiring results. This paper focuses on the study of the second language vocabulary acquisition strategies.Bibliography[1] A.U. Chamot. The Learning Strategies of ESL Students. In A. L.Wenden & J. Rubin, (eds), Learner Strategies in Language Learning, 1987.[2] Cater. R. and M. McCarthy. Vocabulary and Language Teaching. NewYork: Longman, 1987.[3] Nation, L. S. P. Teaching and Learning Vocabulary. New NewburyHouse Publishers, 1990.[4] O’Malley, J. & Chamot, A. U.. Learning Strategies in SecondLanguage Acquisition [J]. CambridgeUniversity Press, 1990:12-15.[5] Oxford, R.. Language Learning Strategies [M]. Newbury House,1990.[6] Paivio, A. Vanadian Journal of Psychology, 1991(45).[7] Pressley, M& Levin, J. R& Delaney, H. D. Review of EducationalResearch, 1982(52).[8] Rudin, J.. Learners strategies: theoretical assumptions,research history and typology [A]. In A. Wenden, J. Rubin (eds).Learning Strategies in Language Learning [C]. New York: Prentice Hall. 1987.[9] Schmitt, N. & McMarthy, M. (Eds). Vocabulary: DecriptionAcquisition and Pedagogy. Cambridge: CambridgeUniversity Press, 1997.[10] 桦，益芳.中国儿童英语词汇记忆策略探究[J].外语学刊,2001(4).[11] 戴曼纯. 论第二语言词汇习得研究[J]. 外语教学与研究，2002(2).[12] 徐德凯.大学英语词汇教学理论与实践[M].：出版集团XX公司，2009.[12] 王文宇.观念、策略与英语词汇记忆[J].外语教学与研究，1998(1).[13] 文秋芳. 英语学习策略论.：外语教育，1996.[14] 吴霞，王蔷.非英语专业本科生词汇水平研究. 外语教学与研究，1998(1).[15]纪英.英语词汇学教学与研究[M]. ：华中科技大学,2007.[16] 朱厚敏. 英语词汇学习策略研究[M] ：大学，2009.外国语学院 A0924 班周莉 33号。

社会语言学在对外汉语课堂中的应用
引言
在二十世纪六十年代，社会语言学首先在美国兴起，这一学科主要将语言学和社会学有效结合起来，运用不同学科的理论方法来诠释和研究语言的社会本质及差异。

社会语言学主要注重语言的社会性，其较为注重跨学科的实际运用，在语言与社会之间研究语言的运用现状与运用规律，能够在一定程度上研究新的应用领域，在对外汉语教学研究中占据着至关重要的地位与作用。

1 社会语言学研究与对外汉语教学
众所周知，传统的语言学领域里，主要是以结构主义为代表，其主要特征是比较注重语言的内部特征，社会语言学则较注重从外部特点去研究语言的本质，并利用语言本质去扩宽研究视角，社会语言学的诞生将传统语言学的研究结构朝着语言交际能力的方向转换，对外汉语教学的本质是培养学生的语言交际能力，因此，研究社会语言学在对外汉语教学中的有效应用对于提高对外汉语课堂教学质量有着至关重要的作用。

1.1 社会语言学的基本概念
社会语言学主要研究方向是社会现象与语言学的关系。

社会语言学主要研究的是语言在人们的日常生活中的不同表现方式和语言与社会之间的不同关系，其注重的不是语言的核心结构体系，而是语言的社会内涵。

在社会语言学里，考察社会语境中语言的使用现象，从社会学角度上来描述和解释语言使用的不同变化情况，其可以分为宏观社会语言学和微观社会语言学。

其中，宏观社会语言学主要研究的是诸如语言规划、政策的制定，语言的文字改革等相关问题的整体性研究，围观语言学则偏向于语言在社会环境变化中的变化情况，诸如：民族或种族、。

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英语语言学论文篇一：精选语言学论文题目336个精选语言学论文题目336个学术堂为了给大家提供优质的服务，本站为大家特意收集整理了语言学相关的论文题目，总计336个，供大家参考，其中包含普通语言学、社会语言学、应用语言学、比较语言学、心理语言学、汉语言学等类别的论文题目，如有不完善的地方，请联系我们，我们共同完善。

原文地址：/ptyuyan/36951.html1、普通语言学论文题目语篇分析与系统功能语言学理论的建构作为普通语言学的系统功能语言学John Searle的言语行为理论：评判与借鉴系统功能语言学研究方法论析索绪尔、乔姆斯基和韩礼德的意义观语言符号的任意性问题--语言哲学探索之一国内语言模因论研究述评系统功能普通语言学发展五十年回顾评20世纪的索绪尔研究索绪尔的共时语言学和历时语言学索绪尔语言哲学思想中几个核心概念的比较与诠释索绪尔的语言学思想及其影响论索绪尔的语用哲学思想探析语言符号的任意性和象似性的关系简述现代语言学流派代表人物博杜恩·德·库尔特内与三个语言学派论语言符号的任意性与象似性洪堡特语言哲学中的辩证精神语法分析的系统描写与比较的几个方面韩语语法教材中“时制”概念的研究回到索绪尔--“语言与言语”之再辨析系统功能类型学--类型学之功能视角对乔姆斯基普遍语法的认识中国学者从事外国语言学研究的正道国外语言学在中国的译介及其影响浅析符号的能指与所指词的时间和空间因素索绪尔结构语言学中主体离场的系统论研从英语拟声词出发反思语言符号任意性理论索绪尔语言符号观评述论语言学研究的论域构成与价值流变重新认识索绪尔的共时和历时语言学的价值与意义系统功能语言学与语言类型学威廉·冯·洪堡特语言学思想论析浅谈俄罗斯人对音素的偏好维吾尔语语素问题新探语言学研究的多元化趋势及相关启示简评哥本哈根学派与索绪尔语言学的关联从转喻看语言符号的任意性与理据性谈语法研究中的本位观浅谈结构主义与生成语言学论索绪尔的任意性原则索绪尔《普通语言学》评介汉字速记符号的符号学分析中国传统语言学国际地位的思考领属小句的系统功能语法阐释语言符号任意性与理据性辩证关系研究普通语言学视野之下的“的”字代县方言中的不经济现象对莫斯科语义学派的认识赵元任与索绪尔之普通语言学和符号学对比研究中国手语的音系学研究自然语言处理用藏语格助词的语法信息研究从加的夫语法看“语法”与“语言学”的关系结构主义与解构主义语言观的对比分析社会发展是词义演变的根本原因吗2、社会语言学论文题目中国社会语言学的新发展视觉语言学视阈下的聋人手语研究粤语提示词“呢嗱”的语用特点关于词类多功能性的思考论现代流行语中体现的语言美学特质系统功能语言学发展的维度与向度马丁内的功能语言学体系网络语言中的方言因素中西民族语言对话篇语言与文化的关系及其在交际中的作用从《正名》篇管窥荀子的社会语言学思想符号与跨文化交际网络时代的新“语言”--网络语言现象分析网络流行语研究委婉语研究：回顾与前瞻美国俚语与美国文化话语分析的新发展--多模态话语分析从礼貌角度对跨文化交际中禁忌语的动态研究语言性别差异研究综述语码转换的语用学研究公益广告用语的社会语言学探析委婉语--社会文化域的语言映射从社会语言学视角论网络语言试论语篇分析的理论与方法语篇研究的批评视角：从批评语言学到批评话语分析话语风格上的性别差异研究跨文化交际与对外汉语教学社会语言学的语言观和方法论语言变异的部分原因及变异种类权势关系与话轮转换：从社会语言学角度分析《雾都孤儿》中的会话外语交际中的文化迁移及其对外语教改的启示冲突性话语的语用学研究概述“同志”一词的社会语言学研究系统功能语言学的社会语言学渊源英汉谚语中的性别歧视面子：中西文化差异探讨语码转换和社会语言学因素北京话话语标记“这个”、“那个”的社会语言学分析模糊限制语与言语交际香港粤语与英语的语码转换语域理论视角下的微博语言研究中国网络语言研究现状分析“门”后的思考：“××门”的社会语言学解读社会语言学理论与对外汉语教学实践“美女”面称的争议及其社会语言学调查网络词语的性质及特点中西文化中的礼貌探究言语幽默的语言学研究综述近三十年话语分析研究述评恭维语的性别差异研究性别歧视在谚语中的表现篇二：语言学英文版论文201X-201X第二学年第二学期《英语语言学》学期论文Second Language Vocabulary Acquisition Strategies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。

互动社会语言学的发展English Answer:The Development of Interactional Sociolinguistics.Interactional sociolinguistics is a field oflinguistics that focuses on the relationship between language and social interaction. It examines how languageis used to construct and negotiate social identities, relationships, and activities. Interactionalsociolinguistics has its roots in the work of scholars such as Erving Goffman, Harold Garfinkel, and John Gumperz, who developed new ways of studying social interaction and language use.One of the key concepts in interactionalsociolinguistics is the concept of the "speech community."A speech community is a group of people who share a common set of linguistic norms and values. These norms and values govern how people use language in different social contexts.For example, in some speech communities, it is considered to be polite to use formal language in public settings, while in other speech communities, it is more common to use informal language.Interactional sociolinguistics also examines how language is used to negotiate social identities. For example, people may use different language styles to express their gender, ethnicity, or social class. They may also use language to construct and negotiate relationships with others. For example, people may use different language styles to show respect, affection, or solidarity.Finally, interactional sociolinguistics examines how language is used to organize and structure social activities. For example, people may use different language styles to initiate and maintain conversations, to tell stories, or to give instructions. They may also use language to create and maintain social order, such as by using language to resolve conflict or to maintain social control.Interactional sociolinguistics has made important contributions to our understanding of how language is used in social interaction. It has also helped to develop new methods for studying language and social interaction. These methods have been used to study a wide range of topics, including the use of language in everyday conversation, the use of language in the workplace, and the use of languagein educational settings.Chinese Answer:互动社会语言学的发展。

英语语言学毕业论文标题：英语语言学研究——语音学与语法学的关系第一篇：语音学在英语语法学中的应用引言英语语法学作为语言学的一个重要分支，研究语言的结构和形式，其中语音学是重要的一部分。

本篇论文将探讨语音学与英语语法学的关系，从语音学在英语语法学中的应用角度进行分析与讨论。

一、语音学在英语语法学中的基础作用1. 音素的定义与分类2. 音节的组成与结构3. 重音与音调二、语音学在英语语法学中的具体应用1. 语音规律对语法结构的影响(1) 语音变化与语法形式(2) 语音对语法意义的影响2. 语音与句法的关系(1) 语音形式与句法结构的对应关系(2) 语音连读对句法关系的影响结论语音学在英语语法学中扮演着重要的角色。

通过对语音学在英语语法学中的基础作用和具体应用的分析，可以看出语音学是研究英语语法学不可或缺的一部分，对于准确理解和使用英语语法具有重要意义。

第二篇：语法学在英语语音学中的应用引言英语语音学作为语言学的一个重要分支，研究语音的产生、传播和接收，其中语法学是重要的一部分。

本篇论文将探讨语法学与英语语音学的关系，从语法学在英语语音学中的应用角度进行分析与讨论。

一、语法学在英语语音学中的基础作用1. 语音规则与语法关系2. 重读与语法意义关联3. 语法结构对语音形式的影响二、语法学在英语语音学中的具体应用1. 语法规则对语音的影响(1) 语法变化与语音形式(2) 语法对语音意义的影响2. 语法与韵律的关系(1) 语法结构对韵律的影响(2) 语法形式与语音调的关联结论语法学在英语语音学中发挥着重要的作用。

通过对语法学在英语语音学中的基础作用和具体应用的分析，可以看出语法学是研究英语语音学不可或缺的一部分，对于深入理解和研究英语语音规律具有重要意义。

参考文献：1. Yule, G. (2010). The Study of Language (4th ed.). Cambridge University Press.2. Fromkin, V., Rodman, R., & Hyams, N. (2017). An Introduction to Language (11th ed.). Nelson Education.3. Ladefoged, P., & Johnson, K. (2010). A Course in Phonetics (6th ed.). Wadsworth Publishing.。

英语语言学毕业论文Title: An Analysis of Bilingualism in English Language Studies Introduction:Bilingualism, the ability to speak and understand two languages, has become increasingly important in today's globalized world. This paper aims to explore the concept of bilingualism in the context of English language studies and its implications for language acquisition, cognition, and language teaching.Body:1. Definition and Types of Bilingualism:- Definition: Bilingualism refers to the ability of an individual to communicate effectively in two languages.- Types: Simultaneous bilingualism (learning two languages from birth), sequential bilingualism (learning a second language after the first language is established), and receptive bilingualism (understanding two languages, but not necessarily speaking both).2. Proficiency and Language Delays:- Bilingual individuals often exhibit some degree of language delay compared to monolingual individuals.- However, studies show that this delay is temporary and may even provide cognitive advantages, such as enhanced executive functions and attention skills.3. Cognitive Benefits of Bilingualism:- Bilingual individuals demonstrate better cognitive flexibility, problem-solving skills, and divergent thinking abilities.- Bilingualism has been linked to enhanced metalinguistic awareness and the ability to switch between different linguistic structures.4. Language Teaching and Bilingualism:- Bilingualism can influence language teaching methods and approaches.- Teachers need to consider the linguistic and cultural background of their students to create an inclusive classroom environment.- Strategies such as code-switching, translanguaging, and utilizing students' existing knowledge can facilitate language acquisition in a bilingual classroom.5. Challenges and Future Directions:- Bilingualism may pose challenges such as language dominance, language attrition, and language-mixing.- Further research is needed to explore the long-term effects of bilingualism on language development and the optimal conditions for fostering bilingualism in language education.Conclusion:Bilingualism in English language studies has far-reaching implications for language acquisition, cognition, and language teaching. It enhances cognitive skills and offers cultural and linguistic benefits. Understanding the complexities of bilingualism can help educators tailor teaching methods to support bilingual students effectively. Further research is essential to inform language policy and promote bilingual education worldwide.。

关于英语语言学论文范文参考随着对英语文化学习的不断深入,随着英语重要地位的不断确立,英语语言学的研究工作也越来越深入。

下文是店铺为大家整理的关于英语语言学论文范文参考的内容，欢迎大家阅读参考!关于英语语言学论文范文参考篇1浅探英语语言学中的幽默话语幽默是指在人类交际的过程中，能够引人发笑的话语、动作和表情等，其内容丰富多彩，表现形式多种多样，比例幽默话语、幽默动作、幽默音乐等等。

因为人们的交际活动多依赖于语言，所以幽默也多来源于话语当中。

一、英语语言学中的幽默话语在繁忙的生活中，幽默是一剂强力润滑剂。

幽默话语是借助于语言手段来表述幽默的。

它是以语言为媒介，根据特定的情境下，以轻松诙谐的语调，机智、风趣、戏谑的话语风格，通过讽刺、夸张、映射、双关等手法，来表达话语者自己的思想和观点，并使受话者不知不觉地接受，达到“随风潜入夜，润物细无声”的效果和境界。

幽默话语往往带有一些意味深长的色彩，对揭露生活中的丑恶或不公平现象，还可以起到发人深省的作用。

而对于受话者来说，要把话语和当时具体的语境线索结合起来，利用自己既有的语言知识和社会认知，去发现说话者的言外之意和要表达的真实意图，才能真正的理解幽默，并从中获得愉悦。

例如，“Mr Zhou have a sharp tongue，look out，it doesn’t cut your throat.”这句话看起来是像是在说舌头，但是，我们把这句话放到语境中，就可以想到，这里的“a sharp tongue”并不是什么锋利的舌头，而是牙尖嘴利、毒舌的意思，是发话者幽默、含蓄、间接的表达方式。

二、幽默话语与合作原则(一)合作原则胡范畴认为，所谓幽默话语是语言的各要素通过变异和创造而出来的。

而美国语言哲学家Grice则认为，幽默话语的作用是为了确保交际活动顺利进行。

Grice认为，在人们运用语言进行交际时，交际的双方(发话者和受话者)还要遵守一些先决条件和原则，例如使用双方都能熟练运用的语言、交谈内容是双方都熟悉的话题，还有最重要的合作原则(cooperative principle，CP)。

英语语言学概论论文论文题目:An Analysis of Euphemism in English From the Politeness Principle of PragmaticsAbstractEuphemism, cosmetic words, is not only a lingual phenomenon, but also a cultural and social phenomenon.It is like a mirror, reflecting the values, aesthetic conceptions and moral concepts in some extent.Euphemism plays an important part in social communication.It is like lube that avoids hurting the other party’s feeling.It oils the human relationship in communication and helps to save face of communicators.If people make full use of euphemism, it can accelerate and facilitate human communication.This paper elaborates on the features and social functions of euphemism.And it focuses on the relationships between its polite functions and Politeness Principle.This thesis is composed of six parts with Chapter Four and Five as its core: The first chapter focuses on the origin and definitions of euphemism.The second chapter discusses the features of euphemism in many ways.The third chapter talks about the social functions of euphemism from the angle of pragmatics.The fourth chapter forms the basis of the whole research by connecting euphemism with politeness and face-saving theory.The fifth chapter centers on euphemism and Politeness Principle.The last chapter concludes the whole thesis.Appropriate use of English euphemism can contribute a lot to successful message exchange.Key Words: euphemism; social functions; Politeness Principle; face1.IntroductionThere is a humor: Once a Paris tourist resided in UK.A landlady told him sadly that, “My husband has just passed to the other side.” The guest looked from the fence of the garden but saw no one, feeling confused.The landlady explained: “I mean he’s kicked the bucket.” The guest comforted her that: “I hope his foot will be better soon.”The landlady felt unintelligibly and said: “No, he wasn’t here, he snuffed it… you know.” The guest wondered and said: “But you’ve got electricity here.”The reasons why the guest didn’t answer properly are that he didn’t realize that the landlady used euphemism, nor did he understand the “conversational implicature” of euphemism.What the landlady wanted to say is that her husband died.The word euphemism comes from the Greek word “euphemos”, meaning "auspicious/good/fortunate speech" which in turn is derived from the Greek root--- words eu, "good/well" + pheme, "speech/speaking".The eupheme was originally a word or phrase used in place of a religious word or phrase that should not be spoken aloud (Such as taboo).The primary examples of taboo words requiring the use of a euphemism are the unspeakable names for a deity, such as Persephone, Hecate, Nemesis or Yahweh.By speaking only words favorable to the gods or spirits, the speaker attempted to produce good fortune by remaining in good favor with them.“Euphemism is defined in the New Edition of the Oxford Concise Dictionary (1976) as‘Substitution of mild or vague or roundabout expression for harsh or direct one; expression thus substituted.’ IN Webster’s New Collegiate Dictionary (1973) the definition reads, ‘Substitution of an agreeable or inoffensiveexpression for one that may offend or suggest something unpleasant.’”Euphemism is an important rhetorical means in English.Itplays an important role in people’s daily communication.Itis not only a culturalphenomenon, but also a social phenomenon.It just likes amirror, which reflects some social and psychological phenomena.2.Features of euphemism 2.1 Indirect and implicitThe most important character of euphemism is indirect and implicit.Euphemism always gives people hints in a roundaboutway.We can infer the deeper meaning and intention from the context.For example, when someone is ill, we always say heis under the weather.If someone is mad, we say he is soft inmind.2.2 UniversalityUniversality is something that is well-known and acceptedby all of the people.Though euphemism is indirect and itdoesn’t come straight to the point, people can easily inferits deeper implication.Some taboos connected with sex, death,or body functions are replaced by euphemisms.And the publichas accepted this kind of use.For example, when we refer to death, we seldom say “die”.We use the expression “pass away”.2.3 The feature of timesThe changes of language depend on the need and changes ofthe society.And euphemism undergoes a process ofmetabolism.It bears a marked brand of times.For example,“‘She is pregnant’ has many different euphemisticexpressions in different eras.(1) She has canceled all her social engagements.(1856)(2) She is in an interesting condition.(1880)(3) She is in a delicate condition.(1895)(4) She is knitting little bootees.(1910)(5) She is in a family way.(1920)(6) She is expecting.(1935)(7) She is pregnant.(1956)”But after 1960s, euphemisms of pregnant develop slowly because in modern times, people are not so implicit.They always mention things directly.And now, the phenomenon of pregnant is a cheerful thing.People will not be shy when mentioning it.3.Pragmatic functions of euphemism3.1 Taboo function“Taboo is the main psychological basis of the emergence of euphemism.Euphemism is the avoidance of the unpleasant, inelegant things.A famous sociolinguist Mr.Chen Yuan once said: ‘Generally speaking, the coming into being of euphemism all begins from taboo.’ From the origin of euphemism, we can see that taboo is the first function of euphemism.Euphemism has been using for a long time, and it is closely related to taboo.In fact, euphemism dates back to the language taboo in the early period of human civilization.When people try to avoid and give up taboo words, they have to find another word to replace this vacancy at the same time.Hence, people created euphemism.”There are some taboo things, such as birth, death, funeral, sex, nakedness, defecation, and urinate.If they are expresseddirectly, they are called taboo words and the feelings they give us are vulgar, crude and harsh, whereas if they are expressed indirectly, they are called euphemism, and the impressions they made on us are elegant, implicit and polite.The evading function of euphemism also works today.Some taboo notions cannot be easily removed from people’s mind.Though science and technology are highly developed today, the word “death” is the taboo words to all nations.Thus there are a lot of euphemisms related with it.“Such as pass away, answer the final call, be asleep in Jesus, be safe in the arms of Jesus, be at rest, be called to God, be home and free, be in Abraham’s bosom, cross the River Jordan, final sleep, go home, go to meet one’s maker, go to one’s own place, join one’s ancestors, join the great majority, return to dust, with God, be no longer with us, pay the debt of nature, tick the bucket, etc.”“Among those, ‘one-way-ticket’ is the synonym of ‘die’.It reflects the speaker’s experience of life.Life is just like travel.People set out to travel, but when they arrive to the termination, they cannot go back.In the past, people often used graveyard to express the place where the dead sleep peacefully.But the associations it gives us are horrified and gloomy.So now, people use funeral home and memorial park to replace them.In such a way, it comforts people.”3.2 Polite functionPolite function of euphemism is to avoid inelegant things and make people feel pleasant.As Joanna Channell put in her book Vague Language “Vagueness is used as one way of adhering to the politeness rules for a particular culture, and of notthreatening face.” It means that in real life, when peoplemeet with some unpleasant things or behaviors, they usually choose some vague expressions to avoid making bold or hurting other’s feeling----to use euphemism.It is harsh to say someone is deaf, so people use“auditory-impaired” to replace it.They sound moregracefully.“When English-speakers refer to the appearance,they don’t use the word ‘ugly’ or ‘awful’, which has strong derogatory sense.Instead, they use the word ‘plain-looking’or ‘not pretty’.” Westerners are sensitive to age.In their opinion, “old” equals to “useless” in some extent.In ordernot to hurt the feeling and self-esteem of the old, “old men”are replaced by “senior citizens” or “seasoned men”.Forthe word “senior” has many meanings.Except “older”, italso means higher in rank or authority.And the word“seasoned” means experienced.3.3 Tactical functionIf a same meaning is expressed in many different ways,their effects are entirely different.This is what we calledthe art of speaking.If we apply this strategy to our dailylife, our life will be more colorful.For example, on the plane,there are some bags that can be used by the passengers to shoothis cookies.People don’t print the words “vomit bag” onthe surface of the bag.Instead, they use the words “for motion discomfort”. And the result proved that the vomit phenomenonhas reduced.Because compared with the former words, the word“for motion discomfort” prevents the passengers fromvomiting when in a state of airsickness.This is the tactical function of euphemism.By contrary, if we use euphemism inappropriately, theresult would be worse.Try to compare the following two statements:I am an old cripple, drawing an old-age pension, working hard to raise vast quantities of vegetables on an allotment and well aware that, one of these days, I shall die. If, however, I listen to the voice of officialdom, it turns out that I am a disadvantaged senior citizen, registered as disabled, drawing a retirement pension, renting a leisure garden and, presumably, immortal because I shall never die--- I shall merely pass away.We can see that in the first statement, the author talks directly about his life status.The second statement is that the government officials make a survey of the hardship of citizens.They try to cover the facts by using euphemisms.4.Euphemism and politeness4.1 Euphemism and interpersonal communicationEuphemism has been widely used in the real human communication.It can be regarded as a kind of polite terms .In primitive and traditional society, taboo and euphemism are the two sides of a coin.They are used for social control and religious control.And in modern English, there are a number of words connected with holy, sex, body organ and body function.So when people’s topic refers to those, they have to find euphemisms to replace them.They often use some vague language to avoid mentioning them directly.4.2 Politeness and face-threatening theoryThe main function of euphemism is polite function.Thus, the main character of euphemism is polite.Politeness plays an important role in human communication.It oils human relationships.So euphemism accords with politeness willaccelerate human communication.5.Euphemism and Politeness PrincipleFrom the above, we know that euphemism has something to do with politeness.We can associate politeness with Politeness Principle.5.1 Leech’s politeness principle“Generally speaking, most of the euphemisms accord with conversational principle, especially politenessprinciple.Leech’s maxims of the Politeness Principle tend to go in pairs as follows:(1)Tact Maxim :a.Minimize cost to other;b.Maximize benefit to other.Some examples : a、If you keep this diet, you’ll be on the heavy side.(c.f.: If you keep on eating too much, you’ll become very fat.)b、Thank you for your kind hospitality.(c.f.: Thank you for your delicious food.)(2)Approbation Maxim:a.Minimize dispraise of other;b.Maximize praise of other.Some examples: a、He is a senior citizen now.(c.f.: He is an old man now.)b、Cao Yu is a Shakespeare of China.(c.f.: Cao Yu is the best playwright of China.)(3)Modesty Maxim :Minimize praise of self;b.Maximize dispraise of self.Some examples: a、This is a token of my regard for you.(c.f.: This is a present for you.)b、Your praise is the highest honor for me.(c.f.: Thank you for your praise.)Leech ties politeness to the relationship between both parties and the language used.He claims that “static” feature, such as social distance, interact with “dynamic” features, such as the kind of illocutionary demand the speaker is making on the maker, to produce an appropriate degree of politeness.The core of his politeness is to minimize the expression of impolite benefits.5.2 Polite function and Politeness PrinciplePolite function is the basic social function of euphemism.And Politeness Principle shows this function.Euphemism always abides by the Politeness Principle.In such a case, euphemism can make people’s relationship more harmonious.But there are also some exceptions.Euphemisms of military do not accord with Politeness principle most of the time.5.3 Politeness Principle and the cooperative PrincipleThe Politeness Principle shows equal and friendly relationships between people in the society.It demands that in communication, the speaker should cooperate with the hearer.The two parties use euphemisms to replace harsh words because it can meet the psychological needs of face-want.And the language used by the two parties should be appropriate.Generally speaking, the appropriateness of the speech is closely related with euphemism.However, “The Maxim of Relevance” of Grice’s “Cooperative Principle” limits the choice of euphemism.He suggests that in communication, the reply of the hearer should be closely related to the speech of the speaker.In the process of communication, the euphemisms used just now should be connected with the primary language symbols.In such case, it will provide a clue to the hearer so that he can understand the connotation of thespeech.This principle provides a lot of standard conversational implicatures. In a word, the two parties can understand the intention of each other from the context.A: How is John doing with his study at schoolB: He’s a machine.Here, from the literal meaning of B's reply, he seems haven’t answer A’s question.But at least, his answer violates Quality Maxim and Relation Maxim.We know that though B’s answer doesn’t cooperate with A’s question, we can still understand B’s meaning by the deeper implication of his speech.First, we should suppose that this conversation tally with Cooperative Principle.Second, we can guess the implication between machine and study.At last, we can infer that John is hard-working.Thus, if the utterance is not relevant with each other, we can reason.“Unlike presuppositions and entailments, implicatures are inferences that cannot be made from isolated utterances.They are dependent on the context of the utterance and the shared knowledge between the speaker and the hearer.”6.ConclusionEuphemism is an appropriate language form created by people to achieve an ideal communicative effect in the social interactions.“Enrighr D.J.stated that ‘If euphemism doesn’t exist, the movement of the world will stop and it will be filled with hatred.” Nearly no one can live without euphemism.Euphemism is not only a social phenomenon, but also a lingual phenomenon.The formation of euphemism is the result of social factors and psychological factors.From the day of its birth, there are countless ties between euphemism and thesocial culture.Euphemism develops while the society develops.Euphemism is a mirror.We can learn the values and moral concepts of the society.Euphemism that accords with Politeness Principle oils human communication because polite function is the main function of Politeness principle.If we make good use of this language form, it will accelerate and facilitate human communication.People’s interpersonal relations will be more harmonious.We can make full use of euphemism and make our life more colorful.References:1.李国南.辞格与词汇 [M].上海: 上海外语教育出版社,2001.2.胡春梅.论委婉语的构成及功能[J].浙江教育学院学报,2005,1.3.刘纯豹.英语委婉语词典[Z].北京: 商务印书馆,2001.4.吴祥云.委婉语的社会功用[J].昭通师范高等专科学校学报,2004,2.5.Joanna Channell.Vague Language [M].上海:上海外语教育出版社,2000,6.6.李鑫华.英语修辞格详论[M].上海:上海外语教育出版社,2000.7.李树德.冯奇.英语修辞简明教程[M].上海:复旦大学出版社,2003,10.8.Jean Stilwell Peccei.Pragmatics [M].北京:外语教学与研究出版社,2000,8.。

从社会语言学视角看“中国式英语”摘要:“中国式英语”,也就是我们常说的Chinglish,基本上是指说英语时依然使用中文语法的现象。

当然,并不是所有的“中国式英语”都是不可接受的。

它的存在有着独有的社会语言学根源和社会功能,但同时也存在弊端。

为此,有必要就其根源对症下药,找到正确的纠正策略，以期促使中国人英语的地道化。

关键词:中国式英语；功能；社会语言学根源；纠正策略中文语法加上英文词汇，这就是典型的Chinglish(中式英语)。

换句话说，“中国式英语”就是那种畸形的、混合的、既非英语又非汉语的语言文字,也可称其为“具有汉语特色的英语”。

它是一种暂时却必然的语言现象。

一般情况下,“中国式英语”主要体现在将英语作为二语的学生对教师所教知识的反馈,为了表达自己的思想,他们往往用中文的思维方式表达自己的思想内容。

李文中在《中国英语和中国式英语》（1993）中正式提出“中国英语”的定义，即“以规范英语为核心，表达中国社会文化诸领域特有事物，不受母语干扰和影响，通过音译、译借及语义再生等手段进入英语交际，具有中国特点的词汇、句式和语篇”。

因此，“中国英语”是一种规范英语，是具有中国特有的文化内涵，有中国特色的英语变体，属于世界英语的一部分，而“中国式英语”是由于学习或应用不当而形成的不规则、畸形变体。

1．“中国式英语”的社会语言学根源“中国式英语”的社会语言学根源主要可以从语言的负迁移、英语学习语境和跨文化的影响等三方面进行阐述。

1.1 语言的负迁移Odlin强调语言迁移是一种跨语言的影响，源于母语和学习者已习得或未习得的目标语间的异同，即，将母语的语言特征无条件地运用于要建立的目标语言系统中。

如果母语和目标语的语言特征相同或者相似，则母语对目标语会产生正迁移，将有助于目标语的习得；反之则会产生负迁移，阻碍目标语的习得。

比较汉英两种语言，前者属于汉藏语系，而后者属于印欧语系，因此两种语言在语音、词法、句法、语义、语用等方面均存在较大的差异。

有关英语语言学论文例本对于英语语言学而言,在实际的英语学习以及英语研究的过程中是必不可少的一门学科,同时在实际的对于英语进行研究的过程中也能够起到较好的作用。

下文是店铺为大家整理的有关英语语言学论文例本的内容，欢迎大家阅读参考!有关英语语言学论文例本篇1浅析商务英语研究的功能语言学【摘要】近些年来，我国的经济发展呈现出迅猛的态势，因此商务的发展也在不断的进步。

由于我国对外贸易也在不断发展，所以我们对于商务英语的重视也必须要提升到一个新的高度。

商务英语的应用已经非常的普遍，我们要想更好的同国外进行交流和贸易，就必须要重视起商务英语的学习。

所以文章就将针对商务英语研究的功能语言学进行必要的分析和思考。

【关键词】商务英语;研究;功能;语言学最近几年，商务英语在我国的普及程度不断的提升，越来越多的人开始接触商务英语。

可是我国对于商务英语的研究和教学实际上还处于初步发展的阶段，并且也遇到了一些瓶颈性的问题。

理论方面研究的缺乏以及不深入成为了当前我国在商务英语研究方面遇到的最大问题。

所以我们必须努力的改善这种情况，解决这些问题，最为主要的就是利用功能语言学的分析系统，结合商务英语自身的特点，情景以及对外贸易和销售过程当中的语言特色，为商务英语教学的开展和研究提供一些可行的建议和意见。

一、商务英语语言学的体系以及相关概念商务英语是近些年伴随着经济不断发展，全球经济日益联系，应运而生的一种语言，它区别于普通的日常英语，主要就应用于对外的经济交流和贸易销售。

所以实际上这些年来商务英语已经成为了一种英语通用语，被越来越多的人学习和普及。

从语言学系统的角度来对商务英语进行分析，那么商务英语主要有以下的一些特点。

首先从语言环境来看，商务英语是专业的人员和大众进行语言沟通的一种语言工具。

其次就是专业人员在专业领域之内，进行专业内容交流的用语。

商务英语被包含于英语之内，有着英语的共性，但同时它也有明显的自身特点，独立于普通的英语语言。

英语语言学方面论文英语作为一种国际化的语言，在信息化、全球化日益发展的今天，其作用越来越重要。

下文是店铺为大家整理的关于英语语言学方面论文的范文，欢迎大家阅读参考!英语语言学方面论文篇1浅探新时代和谐英语语言学课堂的构建【摘要】探索一条有效的语言学教学途径一直是大学英语教育者关注的问题,本文从和谐的角度探讨英语语言学和谐课堂的构建。

分析什么是和谐课堂,进而利用和谐教学、和谐环境等理论方法指导语言学教学的实际,达到构建英语语言学和谐课堂的效果。

【关键词】英语语言学语言学课堂和谐课堂的构建良好的和谐的课堂气氛能激活学生的脑细胞,激发他们的学习兴趣,开发他们的思维潜能,更好地促进他们接受新知识,掌握新技能。

如何创造和谐的课堂气氛,有效地促进教学,是每个英语教学者都必然关注的问题。

美国心理学家罗杰斯认为:“成功的教学依赖于一种真诚的理解和信任的师生关系,依赖于一种和谐安全的课堂气氛。

”由此可见,一个成功的课堂与和谐安全的课堂气氛息息相关。

英语专业的学生在掌握了听说读写这些基本技能的基础上,需要进一步比较全面、比较系统地了解现代语言学这一领域的研究成果,以及一些最主要、最有影响的语言理论和原则,从而加深对人类语言这一人类社会普遍现象的理性认识,并具备一定的运用语言学理论解释语言现象、解决具体语言问题的能力,提高自身的语言修养和学习语言的能力。

一、英语语言学课程的特点课程的教学任务和目的是向学生讲授英语语言的属性、功能、起源和内部层次,掌握英语语言学基本特征和主要分支的基本概念,了解语言在时空中的变异及其与社会、文化、语境、思维等外部因素的关系,同时了解部分主要语言学流派。

英语语言学的教学内容宽泛,不易深细,主要包括英语语言和英语语言学领域中各分支的基础理论,如语音学、音系学、形态学、句法学、语义学、语用学等基本内容,也包括了语言的变异及其与外部因素的关系。

二、英语语言学的授课对象英语语言学教程的授课对象是学习英语的高等院校学生,因此在讲解过程中大部分采用了英语。

英语语言学方面的论文Cultivation of College Student’s Communicative Competence芦建玲论文方向：语言学指导教师：Submitted to English Departmentof Foreign Languages School of Shandong University In Partial Fulfillment of the RequirementFor the Degree of Bachelor of Arts通讯地址：山东省曲阜市杏坛路一号济宁学院教育系邮编：273100电话号码：188********March 10 , 2013Contents Abstract (3)Introduction (4)Chapter 1: Communicative Competence: Definition and Components (4)1.1Definition of Communicative Competence (4)1.2 Components of Communicative Competence (5)Chapter 2 : Necessity of Developing Students’ Communicative Competence in English (5)2.1 The Current Situation of College Students’ CommunicativeCompetence (5)2.2 Factors of Impacting the College Students’Communicative Competence (6)Chapter 3 : Cultivation of College Students’ Communicative Competence (6)3.1 Imp roving teachingmethods (7)3.2 Eliminate the Students’ Ti midity Psychology and Cultivate Confidence (7)3.3Teaching activities (8)3.4 Communicative Approach and Communicative Competence (Approach) (8)Conclusion (9)Notes (10)Bibliography (10).Cultivation of College Student’s Communicative CompetenceAbstract: English is one of the most important foreign languages taught in universities in china .However,the results are often far from satisfactory.students in universities often find it hard to express themselves in English after mang years’ study. Language is the most important function of language .the paper tries to give us notion of communication competence and factors of impacting the college students’ communicative competence and how to cultivate communication competence . Therein,Communicative Appr oach ( CA) 1opens up a wider perspect ive o n fo reign lang uage t ea ching . CA aimsat developing students' communicativ e competence .thus, communicative compentence is cultivated effectivlly.Key Word : language; communication competence; cultivate communication competence; communicative approach.1Communicative Approach (CA) 交际法IntoductionWith the acceleration of globalization and internationalization, communication competence is becomingmore important .In the process of opening to the outside word ,the purposes for which people learn foreign language change with the external circumstances changing .For mang years in China, a purely linguistic ,scholastic approach to foreign language was being carried out. While teaching ,the teacher pays little attentions to students? responses . The teacher is considered as the main source of konwledge and information, and students are just filled with what the teacher presents. In this way students are put into a very passive position , they find the text dull,and they have no chance to put forward their ideas ,let alone discuss with the teacher or with other students. The …cramming? methodology of teaching or teacher-centred approach neglects developing the communicative competence of students. T oday,in order to meet with the need for functional command of English in the fields of industry ,science and technology,commerce, tourism and so on, a new demand of bringing us to face the outside world has given rise to new attitudes and wishes on the part of students , and naturally asks for a corresponding change in teaching strategies.English as a universal communicative tool, is used most commonly. Therefore, to understand the language and to use it appropriately is becoming crucial important. Successful communication requires not just a high level of linguistic competence, but also a corresponding level of communication competence. However, in many colleges, the students are short of communication competence, they often commit pragmatic errors in communication or use too much Chinglish. Teachers? instruction concentrates much on the content of textbooks and skills training, while the development of students? communication competence is almost completely ignored. Thiskind of language teaching can?t meet the need of modernization and cross-cultural communication. Thus, it is of great necessity to draw a clear picture about the current level of English communication competence of Chinese college students.Through the discussion of the notion of communicative competence and how to develop it in teaching approach.And the ultimate aim of English teaching is to focus on students?ability to communicate.Now the must important duty is to search and promote a set of appropriate teaching approach to effectively develop students?communicative competence and achieve the goal of communication competence.Next attempts to propose some methods, especially communicative approach to develop the students? communicative competence.Chapter 1: Communicative Competence: Definition and Components1.1Defi nition of Communicative CompetenceCommunicative competence, as a concept, was first put forward by Hymes2, who believed that in learningalanguage, children must acquire “knowledge of a set of ways in which sentences are used”i, in addition to the knowledge of how to construct sentences.Canale points out that CC is the underlying system of knowledge and skill required for communication.Savignon gives what is to the author?s mind the most acceptable and useful defi nition: Functional language profi- ciency is the expression, interpretation and negotiation of meaning involving interaction between two or more persons belonging to the same (or different) speech community (communities), or between one person and a written or oral text.Communicative competence is the kowledge that students have of the rules that regulate are control classroom communicative, and their successful compllance with these regulations when communicating in the classroom .thus,classroom communicative competence is necessary in order for foreign language students to participate in and learn with in the classroom /doc/0a10342895.html,municative competence can only be achieved and acknowledged through student?s participation in classroom activities and the class teaching must provide opportunities for students to receive the information, process it ,and practive language production .This definition implies that a learning environment should be the one that will provide opportunities for the“ negotiation of meaning” rather than for an examination of language structures and their practice.ii1.2Components of Communicative CompetenceThere have been several attempts to list the components of CC.3In Diane 2Hymes 海姆斯3CC 交际能力Larsen-Freeman?s theory, CC is made up of“linguistic rules, functions or speech acts, propositional content, interactional patterns, and strategic competenceLyle Bachman and Andrian Palmer define three parts of CC as linguistic competence (morphology, syntax), pragmatic competence (vocabulary, cohesion, and organization), and sociolinguistic competence (register, nativeness,and nonliteral language)Canale divides CC into grammatical competence (mastery of language code), sociolinguistic competence (appropriateness ofutterances with respect both to meaning and form), discourse competence (mastery of cohesion and coherence in a discourse), and strategic competence (the ability to successfully get one?s meaning across).The above attempts vary from one theory to another and clearly there is no consensus on the components of CC. In order to solve this problem, the author gives some modifications to Canale?s scheme by assimilating ideas of different people,and provides a model as the following one:Communicative Competence:(1)Linguistic Competence: mastery of linguistic rules.(1)Linguistic Competence: mastery of linguistic rules.1)phonology; 2) syntax; 3) morphology; 4) lexis.(2)Pragmatic Competence:1)Sociolinguistic Competence: the ability to produce sentences or utteranceswhich are appropriate to certain social and cultural context①mastery of speech act convent ions, e.g. refusal, compliment;②norms of stylistic appropriateness, e.g. register,turntaking③uses of language to establish and maintain social relations.2)Discourse Competence: the ability to achieve unity of a spoken/written text.①interactional patter ns;②propositional content;③cohesion;④coherence.3)Strategic Competence: the ability to successfully get meaning across.①overall skills in transmitting information;②use of communication strategies.Chapter 2 : Necessity of Developing Students’ Communicative Competence in English2The Current Situation of College Students’Communicative Competence College English teaching reached its height in the late 1990s for three major reasons. The first reason is, of course, the importance and necessity of English in communication and work because of the increasing opportunities of international interaction. With the rapid development of Chinese economy, more and more world-famous companies set up their branches in China. English got the first place in the college courses for students who wished to seize the chances of working in those companies and joint ventures. The second reason is the issue of the nation-wide College English Test (CET 4 and CET 6). Many companies and working units took the certificates as the language proficiency and many universities relate the certificates to the requirement for graduation. Some students even paid more attention to English than to their majors. The third reason is the English examination for postgraduates.Due to the pressure of good working opportunities, more and more college students took the examination and English became the key factor of their success in the examination. For whatever reasons, there appeared a nation-wide “English Rush4”But it has been a big problem for students to develop communicative competence ,this is partly because the student usually regard English as konwledge instead of a meant of communicative. As English is not the main approach for the people to transfer information with each other in China, it is main way of finding a good job and passing the examination .2.1Factors of Impacting the College Students’Communicative CompetenceEven fo r m any teachers, comm un icative competence is not as im portant as it shou ld be.They have no t comp le tely g raspedthe rea l concept of comm un icativ e com pe tence. Some teachersjust show the ir interests to lingu istic competence, and o thersthink comm un icativecom pe tence is just o ra l sk il.l Thus, in theclassroom teaching, they do not show the ir in terests in choosing a sign ificant m ethod to im prove students. comm un icative competence4English Rush 英语热As a resu lt, comm un icative com pe tence of the studentscan not be developed as dem anded. In fact, the students need tobe motivated, be exposed to language, and g iven chances to use it.A lso the teachers can use the sign ificant m ethods to help students learn effective ly.In fact ,the lack of self-confidence brings about the timidity in English communicative.The college students,especially these rural college students,because of a week foundation in English .when they use language to communicate at the begging,they fear for this communication more or less ,and due to the English knowledge is limited and express difficultly .Thus, students produce the frustration of the baffled.Some problem that exist in class teaching. Almost all the students are limited by the class time, sotheydo not have the chances to put their learning into practice. The ma jority of college students in our country have learned ten years' English. Through several years' English learning, they master the basalof grammar. They have possessed considerable quantity ofvocabulary and the preliminary ability of reading. But many people's abili ty of oral English expressing is not very desirable. They always forget to pay attention to the tune when they speak English with otherpeople. When they speak English with other people, they will payattention to their grammar. And at the same time they say English,if you ask if they know the history and cultural of UK and USA,their answer many be the same-they are basically know nothingabout it. If they are asked how their English level is, they may an swer the same-our oral English are not so good.Chapter 3 : Cultivation of College Students’ Communicative Competence3.1 Imp roving teaching methods1. Stressing student - centered classroomIn order to develop students’communicative competence,the teacher should create a good environment for students to p rac tice English in class. The p resent situation is that in almost allChinese classrooms, the teacher is the center of classroom activi ty. The teacher is considered the authority. But in fact Englishclass needsmore p ractice and co - operation between the teacher and students. Thus a teacher -centered class is not effective.So teaching should be more student - centered than teacher - centered. The teacher shouldoffermore chances for students to p ractice. In addition, the atmosphere p lays a very important role in English teaching class room. In order to increase learning efficiency, the teacher should try to create an agreeable and friendly atmosphere in which students can learn without feeling tense or nervous, and their self- confidence is much imp roved. In this way, students are nolonger afraid of making mistakes, which is good for develop ing their communicative competence.2. Integrating teaching with contextContext is a key notion in p ragmatics aswell as in communicative English language teaching. As is known to us, textbooksonly p rovide the basic contents and teaching goalswhich teachersare supposed to fulfill. The books cannot offer everything, so it isthe task of the teachers to give the linguistic items sense. Thus in teaching English, theteachers are supposed to teach not onlythe grammar of linguistic items, but also theirpotential force matched for different contexts. Different linguistic form may have thesame p ragmatic force and one linguistic form may possess different p ragmaticpotentials, so the teachers should teach the students relationship s. And some linguisticitems can be taught by creating situations. What ismost important is that theteachershould impose on the students the contextualmeaning, and con text is dynamic,just as Thomas says, “meaning is in interaction”. iii The students therefore should learnto seek meaning in context, both textual and situational.3.2 Eliminate the Students’ Timidity Psychology and Cultivate ConfidenceThe basic theory of language teaching tell us that the language learning is acomprehensive system of the organism .Swlf-confidence isvery important in foreignlanguage learning , the students feel awkward and timid using English language tocommunicate ,the teachers should be good at giving some systematic guidances inEnglish teaching ,and often encourage and excite their students .the teachers can alsoease the mind of students?disorder in English communication, and correctstudents?errors patiently. Furthermore, the teachers cultivate students? confidence andencourage th em to speak in English. “the dumb English”5will be stopped.3.3Teaching activities5The dumb English“哑巴英语”The aimof oral English course is that students should be able to“express himself”in the target language, to cope with basic interaction skills like to exchangegreetings and thanks and apologies and to express his“needs”request information,services, etc. The teacher must create opportunities for students to use language in anatural, useful way and in a significant practical setting.1. Role playingPlaying various roles can allow students to try out, in a nonthreatening manner, orallanguage appropriate to a variety of situations and for a variety of audiences andpurposes. Through this activity, students can practice other activities at the sametime: conversing over telephone, interviewing, seeking information,etc.Example: students are required to design a job interview. Group members shouldstate the introduction of the company, the qualifications for the wanted position andhave the interview2. DebateTo have debate in oral English can cultivate students?thinking ability and improve their communicative competence. Divide students into two groups, oneaffirmative, and the other negative to argue a given topic. Every small group is madeup of four students in order to create them more opportunities, to speak. Each studentshould change his/her partners nowand then, so as to freshen their feelings. Thentheywill be eager to speak more.Example: Divide students into two groups, one affirmative, and the other negative to argue on the following topics.3.4Communicative Approach and Communicative Competence (Approach)Nowaday s, Communicativ e Appro ach ( CA ) is w idely used in the field of for eign la ng- uage teaching and lear ning .CA str esses the ultimate go al o f languag eteaching is to cultivate student s' comm unicative com petence. I t follow s thatcommunicativ e tasks and a ct ivities no t o nly have a legitimate place in languag e teaching , but essential. T hecommunicative activ ities such as ro le- pla y anddiscussio n make students think and pr actice a lo t in pairs or in g ro ups.Without them w e w ould be pay ing lip ser vice to the aim of dev eloping com municative competence. In descr ibing communicative compet ence, Widdowson po ints o ut : " In or der t o put languag e in actual use, communicat ive tasks and activ ities can be gradually performed by enco urag ing students to actively participate in them. Or, t her e w ould be a mere list of languag e know ledg e w itho ut conv ersational ability and language useI t is g ener ally acknowledged that lang uage is lear ned for communicat ion but meaning is focused in communicatio n.T he meaning - focused principle of CA shows that it is unnecessary to pa y too much at tentio n to er ro rs lear ners m ake during t he co nver sat ion. As long as lear ners can ex press their meaning clear ly in comm unication, teacher s do no t need to interrupt and correct them. Furthermor e, m ost er r or s a re a developmental char acter istic of student s' current stage o f lear ning, and reflect the activ e way they test lang uage output.Overemphasizing accur acy may impede fluency. As R. Ellis sa ys, " We lear n thr ough err o rs. " iv Teacher s should treat er ro rs positively and help student s themselv es reco gnize and co rr ect er ro rs a fter their conver satio n; then the tea cher should make co nt ent feedback on students' perfo rma nce.1. Basic Structure PracticeCert ainly , t he meaning - f ocused principle does not mean ex cluding substitutio n practice in class at the earlystag e. In NEC1, basic st ructure practice is the essential part o f cultivatingstudents' linguistic competence. T he teacher can have students cho ose any cue for or al pr act ice in pair s. Fo r student s at elementary lev el, pair w or k is a g oo d form o f classro omcommunicatio n, w hich is flex ible and easy to or ganize. Howev er , this kind of pr actice sho uld be r educed in a n appro pr iate manner . Willis thinks, " A shor t burst of pr actice helps to build up st udents' confidence but if it lasts too long , students will undoubtedly learn to speak like a pa rr ot . v Ther efor e, in Intensiv e Reading class, w hen we have st udents do substitution pr actice o r form their ow n dialog ue, we sho uld pay special attention to this.2. DialogueDia lo g I is the ex tension and deepening of language structur e. It aims at making students consolida te t he learned ba sic st ructures and use vo cabulary flex ibly and cultivating students' coher ent ability to ex pr ess themselves.Befo re w e lear n Dialo g 1 A New Life on the U niver- sity Campus of Unit 5, the t eacher ca n ask st udents to talk about their ow n co lleg e life. It is v -ery impor tant that t he given to pic should be fun. The clo ser to students' actual lifeand their level the t opic is, the mor e inter ested they arein. When students discuss t he content of the dialog ue , t he teacher require student s to r ead it with cor rect pro nunciation and intonation and enco ur ag es them to solve the difficult languag e point s themselves. T hen the teachergives a dditional information o f student s' understanding of pro blems, make necessar y ex planations of neglected pro blems. In the meantime , the teacher also enco ur ag es students to make sentences w ith impor tant wo rds o r phr ases in g iven situatio ns in or der to bett er understand them and be able to use t hem . As Johnso n point s out , " In for eig n lang uage learningcommunicativ e compet ence includes t he ability to be able to make gr ammatically cor rectsent ences. . . . This ability is an essential part of communicative competence.After learning Dialog 1 the teacher a rr anges for t he students to do the r ole- play w ith asimilar to pic to t hat of Dialog In most cases, the ro le- play needs tw o per sons.T he students are told to t ry to make full use o f t he useful ex pressio ns and pa tterns in Dialog 1 and the given situation in o r der to consolidate w hat's just been lear ned. Befor e student s per form t he ro le - play in class, they sho uld be g iv en time t o prepar e for it . If the r ole- play is do ne well,it can r educe the ar tificiality of the classro om, pr ovide a r eason for t alking and allow a learner to talk meaning fully t o o ther learner s . Conclusion Through the discuss of the notion of communicative and factors of impacting the college students?communicativecompetence and how todevelop it communicative competence,Lang ua ge is primar ily used for communicatio n and her e o ur teaching pur po se mainly aims at cultiv ating students'communica tiv e competence.Learners themselves must be aware that the most important goal of their language is to have communicative competence , not simply the command of grammatical knowledge. That isto say, we have to pay more attention to practical communicative competence instead of only laying emphasis on the grammatical correctness.Try to find some partners practicing English and English corner is a good place as where we may exchange English study experience,wide our sight and improve interest and cultivate confidence in English, and there are encouraging sign that such progress is taking place ,for example,CECL is considered a good course for developingstudents?communicative competence,and we should learn to use communicative approach to cultivate communicative competence.In a word,now the musti段春艳，Four Principles to Achieve Communicative Competence in Language Teaching广州:China Academic Journal Electronic Publishing House ,2012，41ii段春艳，Four Principles to Achieve Communicative Competence in Language Teaching广州:China Academic Journal Electronic Publishing House ,2012，42iii Zhang Linlin，Pragma tic Fa ilure and Cultiva tion of College Students’Commun ica tiveCompetence in English，聊城大学报，聊城：China Academic Journal Electronic Publishing House，2009，166iv曾文雄，On Developing Communicative Competence Through Communicative Approach,广西大学梧州分校学报，广西：China Academic Journal Electronic Publishing House，2000，32v YANG Hong，Cultivating of communicative competence in intensive reading class for English majors，信阳师范学院学报，信阳：哲学社会科学版，2002，58Bibliography:[1]段春艳，Four Principles to Achieve Communicative Competence in Language Teaching 。

英语语⾔学⽅⾯的论⽂关于英语语⾔学⽅⾯的论⽂ 在⽇常学习、⼯作⽣活中，⼤家都跟论⽂打过交道吧，论⽂的类型很多，包括学年论⽂、毕业论⽂、学位论⽂、科技论⽂、成果论⽂等。

如何写⼀篇有思想、有⽂采的论⽂呢？以下是⼩编精⼼整理的关于英语语⾔学⽅⾯的论⽂，希望对⼤家有所帮助。

英语语⾔学⽅⾯的论⽂1 《浅析美国英语与英国英语的区别及应⽤》 摘要：标准现代英式英语和美式英语，虽然两者互相理解没有很多实质性的差异，但对两者的各⽅⾯进⾏⼀个⼤概的⽐较，还是有很多细微的差别的。

关键词：美国英语；英国英语；分析对⽐；区别及应⽤ 在全球⼀体化的背景下，英语已成为世界通⽤语⾔，在社会⽣活、交往或交流中都扮演着重要⾓⾊。

近年，美式英语风靡全球，尽管美式英语和英式英语都是英语，但是区别甚多。

相对来说美式英语便捷实⽤，英式英语较为复杂。

英式英语保守、严谨，美国⼈说英语则是另⼀种姿态，崇尚可见即可读。

1.两种语⾔在历史演变、地域⽂化、社会地位层⾯的区别。

英语是全世界⼏千种语⾔的其中⼀种，也是印欧语系⼀百多种语⾔之⼀。

英国英语距今已有1500的历史了。

⽽美国英语是在英国英语的基础上发展⽽来的。

英国和美国在政治、经济、⽂化等⽅⾯的不断发展，造就了它们各⾃不同的语⾔特征。

美式英语起源于18世纪70年代，美国的独⽴战争爆发时，战乱的特殊原因导致绝⼤多数美国⼈来⾃欧洲移民，尤其以英格兰⼈为主，⼤多讲英国英语。

近⼏⼗年来，由于美国的贸易、军事、科技、国际地位等⽅⾯远远超过英国，再加上美国电影风靡全球，促使美国本⼟的俚语很多已经渗透到了⼝语之中。

很多因素导致美式英语成为强势语⾔。

2.发⾳⽅⾯存在的不同。

英语和美语的发⾳最具代表性的区别是对er的发⾳的不同。

英语中，短⾳的er是的浑元⾳，但长⾳的er是个拉长了的浑元⾳，听起来是⼀个介于“俄”和“啊”的声⾳。

⽽美语中，er听起来怎么都是个“⼉”⾳。

ar：除了轻读短⾳（如singular）和者后连元⾳（如clarity），英语的ar全部清⼀⾊的长⾳[a：]，⽽美语中，是“阿尔”。

英语语言学方面论文(2)英语语言学方面论文篇3浅析语言学习中的英汉对比论文关键词:语言学习母语正迁移母语负迁移论文摘要：在二语学习中，学习者的母语会对二语习得产生独特的影响，因此在语言的学习中，要针对其特点，采取对应的方法。

英汉对比教学和学习能有效地降低语言学习中的母语负迁移，更好地发挥母语的正迁移作用。

1 引言二语习得过程中，母语会不可避免地对学习者产生一定的影响。

母语和二语之间的相似之处会促进语言的学习，此现象为母语正迁移;而不同之处将阻碍语言的学习，此现象被称之为母语负迁移。

学习者要有意识地发挥其有利的影响，降低其不利影响。

因此英汉对比研究对二语习得是非常必要的。

2 英汉对比学习的理论依据在二语习得过程中，母语会产生迁移作用，这是被语言学家所证实的事实。

Odlin(2001)这样定义语言迁移，它是一种跨语言的影响，这种影响是由学习者先前习得的语言和目标语之间的相似和差异引起。

语言之间的相似之处有助于二语的习得，这种影响称之为正迁移，而语言之间的差异会阻碍二语的习得，称之为负迁移。

在二语习得过程中，先前习得的语言，一般是母语，已经有了完善的知识结构和牢固的基础，这一特点给二语习得带来的既有积极的作用，同时也会产生负面的影响。

如何发挥其积极作用，减少负面影响是语言学习者有效提高语言学习效率的重要方面。

因此英汉不同之处的对比就变得尤为重要。

3 英汉对比的方面3.1 本体对比3.1.1 大小写方面在汉语中，我们不用考虑汉字的大小写，因为汉字不存在大小写的区别。

而英语的字母则不同，有大小写之分。

以汉语为母语的学习者，由于大小写概念不强，母语的不区分大小写的印象又很深，因此很容易在此方面出错。

英语中一个句子的首字母是必须要大写的，还有一些专有名词，如地名，人名，书名等。

3.1.2 标点符号英汉语在标点上有些是不同的，如句号的写法。

英语是一个实心的圆点，而汉语是一个圆圈。

汉语中有书名号，英语中用引号，或斜体不加标点。

英语语言学毕业论文范文Abstract:This paper explores the dynamic nature of the English language from a sociolinguistic perspective, examining how societal changes have influenced its development over time.It delves into the historical, cultural, and technological factors that have shaped the English language, resulting in its current status as a global lingua franca.Introduction:The English language has evolved significantly from its roots in the early Germanic dialects to its modern form, which is spoken by over a billion people worldwide. This paper aims to provide a comprehensive analysis of the sociolinguistic factors that have contributed to its evolution, focusing on key historical periods and the impact of globalization.Literature Review:Previous studies have highlighted the influence of various sociolinguistic factors on the English language, such as the Norman Conquest, the Industrial Revolution, and the advent of the internet. This section reviews the existing literature, providing a foundation for the subsequent analysis.Historical Development:This section traces the historical development of the English language, beginning with its Old English roots and moving through the Middle English period, the Early Modern Englishera, and into the present day. It discusses the linguistic changes that occurred during each period, including the Great Vowel Shift and the Standardization of English.Cultural Influences:Cultural factors have played a significant role in shaping the English language. This section examines the impact of literature, art, and other cultural expressions on language use and change, with a particular focus on the role of the English-speaking diaspora in spreading the language globally.Technological Advancements:The advent of new technologies, such as the printing press and the internet, has had a profound impact on the English language. This section explores how these technologies have facilitated the standardization and dissemination of English, as well as the emergence of new linguistic forms, such as internet slang and texting language.Globalization and English as a Lingua Franca:The final section of the paper discusses the role of English in the context of globalization. It examines the factors that have contributed to the rise of English as a global lingua franca and the implications of this for language diversity and cultural identity.Conclusion:The paper concludes by summarizing the key findings and reflecting on the future trajectory of the English language. It emphasizes the importance of understanding the sociolinguistic factors that influence language change inorder to appreciate the richness and complexity of the English language as it continues to evolve.References:A comprehensive list of academic sources, including books, journal articles, and online resources, is provided to support the arguments and analysis presented in the paper.。