《本科毕业论文写作样本》.docVIP

The Role of L1 Influence and Lexical Aspect in the Acquisition of Temporality System in L2 English 本文目的是通过实例分析，帮助你更好的了解在应用语言学方面的毕业论文是“长成什么样的。”范文的每部分都附有说明和建议，希望这能使你更好地了解和掌握论文写作的规范和格式。 Abstract 说明和建议：提要和关键词 正如本书第一部分第5章指出：论文提要主要是对整篇论文做一个概括性的描述。提要应该包含以下信息:论文讨论的内容，相关的研究背景，本研究的目的和重要性, 所运用的研究方法, 本研究的主要发现、结论，该研究对教学所带来的启示等。其中，本研究的主要发现、结论是论述的重点。 The acquisition of English verbal morphology has been mostly tested as a second language in English–speaking settings with different L1 background students. This study analyzes narrative written data from 91 instructed Chinese EFL learners of five proficiency levels aging from 13 to 22, to examine the L1 influence and lexical aspects on the acquisition of temporality system of English exhibited by Chinese EFL learners in China. The students investigated have a forced early start in tense-aspect use in L2 through classroom instruction, due to the grammatical characteristics of English, which is different from L1-Chinese. This early start of English temporality system in primary school and the extended years of acquisition comparing with other L1 background learners, may be the reinforcing effect of [-tense] L1 Chinese. Empirical data supports the Aspect Hypothesis that the acquisition of tense and aspect by instructed Chinese EFL learners in China, is influenced by the lexical aspects. The learners regard accomplishments verbs and achievements verbs more representative for past marking than activities verbs and states verbs. It seems learners follow the general pattern of Lexical Aspect Hypothesis, in spite of L1 backgrounds, learning environments or ages. This may be another evidence of the Universal Grammar. What is intriguing in the present study, which has not been discussed in the previous literature, is that, from the data we have collected, at the beginning, our subjects use past marking on achievements and accomplishments verbs, gradually extend the marking first to states verbs, then to activities verbs