摘 要
宋体，三号，加粗，居中，上下段各空一行 本研究以连接副词为研究对象，主要目的是探讨中国大学英语学习者在英语口语和笔语中使用连接副词的特点，并对其在连接副词的使用上表现出的非母语性进行客观描述。研究发现：无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的，如母语迁移、教学引导、文体意识、语义理解以及语用知识等。 （空一行）
关键词：连接副词；大学英语学习者；使用；教学 (内容仅供参考)
（宋体，小四号，粗体，居左）（小四，宋体，不加粗）（分号） （无标点）
宋体，段落格式：固定值22磅 II
Abstract
Times New Roman 三号，加粗，居中，上下段各空一行 The aim of this research is, through a general comparison between learners’
corpora and NSs’ corpora, to probe into the characteristics of Chinese EFL learners with regard to their use of linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners’ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations. （空一行）
Key Words: Linking Adverbials, Chinese EFL learners, Use, Teaching (内容仅供参考)
（Times New Roman 小四号，加粗，居左） 逗号（,） （无标点）
Times New Roman 小四号，段落格式：固定值22磅 III
Contents
Times New Roman 三号，加粗，居中 （注意：目录页先不做，先做论文正文，待论文正文完稿后，将光标停留在目录文字处，单击右键，在弹出的菜单中选择“更新域”，弹出目录对话框，选择“更新整个目录”，点击确定即可自动生成目录）
Acknowledgements ............................................................................................................ I 摘 要 ............................................................................................................................. II Abstract ........................................................................................................................... III 1．Introduction ................................................................................................................. 1
1.1 Research Background .......................................................................................... 1 1.2
Motivations and Objectives ............................................................................. 2
2．The Theoretical Framework of Child Language Learning ......................................... 2
2.1 Introduction .......................................................................................................... 2 2.2 A Selective Review of Child Learning ................................................................ 2 2.3 Child Language Learning .................................................................................... 2 3. Some Critical Issues in Primary EFL Instruction in Chinese Context .......................... 2
3.1 Introduction .......................................................................................................... 2 3.2 The Debate about the Inclusion of English in the Primary Curriculum .............. 2 3.3 The Contents of Primary English Curriculum ..................................................... 3 3.4 Approaches to Primary Instruction ...................................................................... 3 3.5 Assessment in Primary English Curriculum ........................................................ 3 4. Research Design – A Survey Study .............................................................................. 3
4.1 Introduction .......................................................................................................... 3 4.2 The Survey Background ...................................................................................... 3 4.3 Subjects ................................................................................................................ 3 4.4 Data Collection and Analysis ............................................................................... 3
IV
5. Results and Discussions ................................................................................................ 3
5.1 Introduction .......................................................................................................... 3 5.2 The Overview of Primary EFL Program in Hebei Province ................................ 3 5.3 The Current Situation of Primary English Classroom Instruction ....................... 3 6. Conclusion .................................................................................................................... 3
6.1 Major Findings and Contributions ....................................................................... 3 6.2 Recommendations for Future Research ............................................................... 3 Bibliography ..................................................................................................................... 4 Appendixes: ...................................................................................................................... 5
V
广西科技大学鹿山学院本科生毕业设计（论文）
English Title (小二, Times New Roman, 加粗， 居中）
1．Introduction 1.1 Research Background 二三级标题，Times New Roman，小四号，粗体，居左 introduction of foreign languages in the elementary school in the U.S.A., and of primary 一级标题Times New Roman， 小三号， 粗体，居左 In the first decade① or two after World War 错误！未找到引用源。, the
school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983: Times New Roman 小四号，段落格式：固定值22young learners. In many African and Asian countries, primary children have long been 磅 363). The past decade has seen significant increase in foreign language programs for
taught French or English as preparation for their use as a medium of instruction.