论文的英文摘要范文

ABSTRACT

PronunciationisanimportantcriteriontotestEnglishproficiency.AsthebackboneofEnglishphonetics,super-segmentalfactorsplayakeyroleincommunication,realizingthefunctionsofdisambiguating,conveyinginformationandexpressingthespeaker'sattitude.Thisstudyfocusesonsuper-segmentalfeaturesofseniorEnglishmajorsinapublicuniversityinZhejiangProvincebymeansofToBIlabeling.TwentyeightseniorEnglishmajorsandthreenativeEnglishspeakersarerequiredtoreadaloudandrecordthesamematerial.Fivetargetsentencesareextractedfromeachparticipant'srecordingandwiththehelpofPRAAT,thepitchcontoursofthesefivetargetsentencesreadbyeachparticipantareproduced,andafterthat,ToBIlabelingisconducted.

Thesuper-segmentalfeaturesarestudiedfromtheperspectivesofprominence,phrasingandtunes.ResultsindicateAat:（1）EFLlearnersuseprominencemorefrequently,butthedistinctionbetweenprominentwordsandunprominentwordsarenotquiteobvious,whichmayblurthefocusofinformation.（2）EFLlearnerstendtosegmenttheutteranceintosmallerchunkswithfewerwordsinshortertime.（3）EFLlearnerstendtousevarioustypesoftunesintheutterancebutlevelandfallingtonesaretwocommonlyusedtunetypes.Thepitchrangeoftheirtunesisnarrow,withoutobviousundulations.PossiblecausesarenegativetransferfrommothertongueChineseandalackofphoneticknowledge.

Pedagogicalsuggestionsaremadetoimprovephoneticinstructions,i.e.,increasingstudents'phoneticawareness,particularlytheirawarenessofsuper-segmentalfeatures,andapplyingvisualsoftwaretophoneticinstructions.Limitationsofandrecommendationsforfurtherstudiesarealsopresented.

Abstract

Intheearly1970s,Even-Zoharputforwardthepolysystemtheory,consideringthetranslatedliteratureasonesubsystemofthepolysystem,andgivinganobjectivedescriptionoftheacceptabilityandinfluenceoftranslatedliteratureintargetculturesystem.Later,basedonEven-Zohar5sstudy,Touryestablishedanindependentsubjectcalled“DescriptiveTranslationStudies”andproposedthe6tthree-phasemethodology“toexplorethetranslators'behaviorduringthetranslationprocess.Tourybelievesthat,inthetranslationprocess,thetranslatornormallywillbeconstrainedbythefollowingthreenorms,separately,theinitialnorm,thepreliminarynormandtheoperationalnorm.

InC-Englishtranslation,itiscrucialtocomposeanauthenticEnglishsentence;moreover,theEnglishpredicate,notonlyoccupiesthekernelpositionofanEnglishsentence,butalsowillaffecttheselectionofothersyntacticcomponents,suchas,theobject,theattribute,theadverbial.Therefore,inC-Etranslation,theselectionofEnglishpredicateissoimportantthatitmayhaveaninfluenceonthequalityofthewholetranslation.However,asforthestudiesontheselectionofEnglishpredicatesinC-Etranslation,fewpeoplehavedonethat;while,onthecontrary,mostscholarshavefocusedonhowtotranslateChinesepredicate（orpredicateverbs）intoEnglishbasedonthedifferencesbetweentheEnglishandChinesepredicates（orpredicateverbs）andfromoneperspective-partofspeech,syntax,orsyntacticstructure.Apartfromthat,previousstudiesfailtorefertoacompletecorpusasmostexamplesarescatteredamongthetranslationpracticeofdifferentstyles.

BasedonthethirdchapterofHLManditstwoEnglishversions,thisarticle,adheringtoprinciplesofauthorityandoperability,intendstomakeadescriptivestudyonthenorm-governedselectionofEnglishpredicatesinC-EtranslationthroughthecomparisonbetweentheSTandTTswithToury'sthree-phasemethodology.ThisresearchstartswithanattempttodisclosetheoperationalnormsforpredicateselectioninthetwoversionsandfindsthatthehighersyntacticstatustheEnglishpredicateoccupies,thehigherinformationvalueitconveys,whichdeterminesthatnormallytheselectedEnglishpredicateswillbeincorrespondencewiththeoriginalsyntacticcomponentswhichalsoenjoysahighersyntacticstatusaswellaspossessesahigherinformationvalue.ThisfindingisconspicuouslyreflectedbythefactthattheelementloadedwiththeinformationabouttheresultofaneventintheST,forinstance,theChineseverbindicatingtheresultofanevent,isnormallyrenderedintoatargetelementwithahighersyntacticstatusintheTTsuchasthemain-clausepredicateverb.

ThisthesisconcludesthatinC-Etranslation,inordertoimprovetheacceptabilityofTTinthetargetculture,thetranslatorsintheselectionofEnglishpredicateshavefollowedtheinitialnormofsubjectingthemselvestothetargetculturetodifferentdegrees,thepreliminarynormofsubjectingthemselvestothetranslationpolicyintheirowntranslationalcontext,andtheoperationnormsofselectingthoseelementswitharatherhighsyntacticandinformativestatusaspredicates.Violationofthosenormsmayreducetheacceptabilityofthetranslation.

Apartfromthat,theselectionofEnglishpredicatesisalsoconstrainedbythediscoursethemeofST,EnglishsubjectselectionanddifferentmeansoflexicalizationbetweenChineseandEnglish.Thisthesisisbelievedtohavemadecontributionstothedescriptivestudyoftranslationprocessandtranslationnormsandalsototranslationteachingandpractice.

Abstract

Thisthesisfocusesontheselectionofattributes.Attributeisanimportantsyntacticcomponentingrammar,buttakesdifferentformsinEnglishandChinese.IntheanalysesofDavidHawkes5andYangXianyi'sEnglishversionsofHongLouMengabouttheselectionofattributesintheThirdChapter,thethesishasmadestudiesontheattributestranslation.Atfirst,thetranslatedattributeshavebeenclassifiedintogroupsinordertofindouttheirsourcesinthesourcetext.Then,thethesismakescomparisonsbetweenthetwoEnglishversionsandthesourcetexttorevealthesimilaritiesanddifferencesbetweentwotranslatedversionsinattributesselection.OnthebasisofToury'sNormtheoryandothertranslationtheories,thegivenexamplesinChapterThreeandFourhavedemonstratedthetranslators'decision-makingprocessinattributesselection.ThroughtheanalysisofselectedattributesinthetwoEnglishversionsofHongLouMengandtheircomparisonswiththesourcetext,thisthesishasconcludedwiththreetypesaboutselectionofEnglishattributesinC-Etranslationpractice,namely,theselectionofattributesinthesourcetext,theselectionofnon-attributivesyntacticcomponentsinthesourcetext,andtheselectionofaddition.ForthenormtheoryofToury,translationisanactivitythatisconstrainedbysocioculturalnorms.Accordingtothecomparisons,thetwoEnglishversionssharesimilaritiesanddifferencesintheselectionofattributes.Amongallthefactorsthatinfluencethetranslators,thedominantcultureaffectstheinitialnormsoftranslators.Thepreliminarynorms,whichdealwiththetranslators'situatedtranslatingenvironmentandtranslatingstyles,accountfortheirdifferencesontheselectionofattributes.BasedonthesimilaritiesofthetwoEnglishversions,thethesishasconcludedthetranslationnormsofattributesinC-Etranslationpractice:attributesinChineseholdthesimilarsyntacticpositionandinformationstatussothattheyareusuallytranslatedintoattributesinEnglish;becauseofgrammardifferencesoftwolanguagesandotherfactors,attributesintheSTcanbetransformedintoothernon-attributesyntacticcomponents;thereareaddedattributesintheTTs,whoseexistenceareconstrainedbythedifferencesbetweenthesourcelanguageandtargetlanguage.TheselectedattributesintheTT,eitherbyadditionorbyconversionfromnon-attributivesyntacticpartsareallsecondaryininformationstatusinthetranslationalcontext.Thisthesiscontainsthreeparts.ThefirstpartreviewsstudiesofattributesinEnglishandChineseandtheircomparisons;thestudiesofattributetranslationandHongLouMeng'sEnglishversions.Thesecondpartisthemainbodyofthisthesis,includingChapterThreeandChapterFour.ItrevealsthesourcesofattributesintheTTswithadescriptionoftheirsimilaritiesanddissimilaritiesinattributesselectionafteracloseexaminationoftheattributesinthetwoversions.ItconcludeswithsomenormsofattributeselectioninlinewithToury'stheoryofnorm.

Thethirdpartistheconclusionofthisthesiswiththefindings,limitationsandsuggestionsofthisthesis.

Abstract

ThisstudyfocusesonChineseEnglishmajors'Englishlistening.ThepurposeistoexploretheinternalstructureofChineseEnglishmajors'listeningmotivation;anxietytheyexperienceinEnglishlisteningprocess;therelationshipbetweenEnglishlisteningmotivationandEnglishlisteninganxiety;andinfluencesofthesetwoaffectivefactorsonEnglishlisteningperformance.

Thisstudyadoptedananalysismethodofcombiningquantitativeanalysiswithqualitativeanalysis.Atotalof78subjectsinthisresearchweresophomoreswhomajorinEnglishinChina.TheELMS（TheEnglishListeningMotivationScale）wasusedtoexaminetheinternalstructureofstudents'Englishlisteningmotivation.TheELAS（theEnglishListeningAnxietyScale）wasusedtomeasureEnglishlisteninganxiety.TheEnglishlisteningpaper,thedifficultylevelofwhichwasequivalenttothatoftheTEM4,wasusedasthemeasurementofEnglishlisteningperformance.Accordingtotheirperformanceinthetest,11studentsofdifferentscorelevelswereinterviewedbytheresearcher.

ThequantitativedatawerecomputedbySPSS19.0.DescriptivestatisticswereusedtodescribethegeneralsituationofEnglishmajors,listeningmotivationandlisteninganxiety;exploratoryfactoranalysiswasadoptedtoprobeintothesubcomponentsofEnglishmajors'listeningmotivation;PearsonCorrelationAnalysiswasusedtoexplorethecorrelationsbetweenlisteningmotivationandlisteninganxietyandtheinfluencesofthesetwofactorsonEnglishlisteningperformance.Inthequalitativeanalysispart,supportingevidencewasfurthergiventobackupthefindingsobtainedinthequantitativeanalysis;theeffectsofteachersonstudents'listeningmotivationandlisteninganxietywerealsoexaminedbyqualitativeanalysisapproach.Theresearchresultsareasfollowing:ResultsofdescriptivedataanalysisshowedthatmostEnglishmajorshavestrongmotivationforEnglishlisteningandthemajorityofEnglishmajorshavemediumdegreeofanxietyinEnglishlistening.
Sixfactorsresultedfromtheexploratoryfactoranalysis:1）avoidance;2）individualdevelopment;3）intrinsicinterest;4）goingabroad;5）immediateachievement;6）achievementmotivation.Amongthesefactors,”avoidance“,”intrinsicinterest“and”achievementmotivation“wererelatedto”intrinsic“motivationintheclassicalmodel,whereas”individualdevelopment“,”immediateachievement“hadsomefeaturesof”extrinsic“motivation.Withfocusesondifferentgoals,”goingabroad“haseither”intrinsic“or”extrinsic“features.

CorrelationanalysissuggestedthatEnglishmajors'intrinsicmotivationandEnglishlisteningperformancearesignificantlycorrelated:achievementmotivationispositivelyrelatedtoEnglishlisteninganxietyandnegativelycorrelatedtoEnglishlisteningperformance.

However,nosignificantcorrelationwasfoundbetweenEnglishmajors'listeninganxietyandlisteningperformance.

Thequalitativeanalysisindicatedthatmotivationisanimportantaffectivefactorinforeignlanguagelistening.Itisalsoaninfluentialelementintheprocessofforeignlanguagelistening.ThequalitativeanalysisfurtherprovedthatEnglishmajors'listeninganxietygenerallyhaslittleinfluenceontheirlisteningperformanceandtheachievementmotivationiscloselyrelatedtolisteninganxietyandlisteningperformance.Inaddition,foreignlanguagelisteningteachers'teachingstylesalsoinfluencestudents'motivation,anxietyandlearningresultsinforeignlanguagelistening.

Thisstudyhasboththeoreticalandpracticalsignificance.Theoretically,thepresentstudyprovidesimportantempiricalevidencefortheaffectivetheoryintheareaofforeignlanguageresearch.ThepracticalsignificanceofthisstudyisthatitcanguideEnglishmajorstodevelopappropriatemotivationandmanageanxietyinEnglishlistening.Moreover,ithasgreatimplicationsforEnglishlisteningteaching.