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    基于中国文化自信视角的大学英语四六级考试试卷分析 Analysis of the Papers of College English Test 4 and 6 from the Perspective

    1. 研究目的与意义(文献综述) Research purpose: With the implementation of cet-4 and cet-6throughout the country, its passing rate has gradually become an unquantifiableindex that schools, students and employers attach great importance to. Inrecent years, the types and contents of the cet-4 and cet-6 papers have beenchanging one after another. Apart from the changes in examination questions, thepapers also contain a myriad of relationships between different languages andcultures. Culture is the soul of a country and a nation and the spiritual home ofthe people. Without firm cultural confidence, there will be no greatrejuvenation of the Chinese nation. The purpose of this research is to explainthe changes of cet-4 and cet-6 in the recent ten years from the perspective ofChinese cultural confidence and analyze the Chinese cultural elements containedtherein and the reasons for the reform. Finally, in combination with the spreadof Chinese culture, the enlightenment of th

    On Negative Transfer of Native Language in IELTS Speaking Test开题报告

    1. 研究目的与意义论文拟通过问卷调查,统计分析雅思口语测试中汉语母语负迁移的影响及其产生的原因。拟提升语言学习者对母语负迁移的认识,以帮助英语口语学习和提高英语口语测试成绩。2. 国内外研究现状分析见附页3. 研究的基本内容与计划研究内容:研究以参加雅思口语测试的中国考生为主要对象,通过问卷调查的方式,研究母语负迁移在考生备考及考试过程中产生的影响。计划:(1)准备阶段2017年11月1日~12月31日搜集资料,定题,完成论文提纲,提交任务书和开题报告(2)撰写阶段2018年1月1日~4月30日 完成论文初稿(3)修改阶段2018年5月1日~5月25日 完成论文修改(4)答辩阶段2018年5月26日论文校对和答辩(5)归档阶段2018年5月27日~31日论文总结和归档4. 研究创新点本文特色之处在于,对于参加雅思口语测试的中国考生进行问卷调查,分析

    Flow characteristics of particle dropping test in stagnant liquid开题报告

    1. 研究目的与意义(文献综述包含参考文献) 文 献 综 述 1.1背景及发展现状介绍 对于处于流化状态的固体颗粒床,流体#8212;颗粒相互作用力必须平衡固体的重量,使得每个颗粒完全由流体支撑; 这是针对大于某一值的流体速度获得的:最小流化速度umf。 对于小Umf的速度,床处于固定状态; 对于大于Umf的速度,床是流化的,其行为通常在两个极端之间。在流化领域中液#8212;固循环流化系统是一种相对较新的研究领域,液固循环流化床系统的流动特性已经显示出与传统的液固流化床和气固循环流化床有很大不同。当流体相和固相接触进行物理或化学处理时,流化通常是优选的操作方法,因为它具有优于其他配置的许多优点。良好的固体混合导致整个床层温度均匀,质量和传热速率高,和易于固体处理等。且相比传统流化床有许

    语言水平和问题预览对中国英语学习者听力理解的影响开题报告

    1. 研究目的与意义(文献综述包含参考文献) 2. Literature Review 2.1 Questions Preview and Listening Comprehension The heated dispute on whether questions preview (QP) can influence test-takers#8217; listening comprehension has brought up for a long time since the idea of allowing students to do so before a listening task is put forward. Some researchers (Buck, 1991; Chang, 2004a; Chang amp; Read, 2006; Cohen, 1984; Shohamy amp; Inbar 1991) suggest that questions preview is a beneficial way of providing related information about a task, which help draw test takers#8217; attention in the right direction. While, others (Ur, 1984; Weir, 1993) argue that questions preview may alter the nature of the listening procedure owing to their thoughts may be easily distracted by what they pre-read so that miss the entire meaning of the story. So in order to verify the effect of questions preview on EFL learners#8217; performance, Buck (1991) compared three test-takers w

    文本类型和任务类型对大学生英语听力理解的影响开题报告

    1. 研究目的与意义(文献综述包含参考文献) 2. Literature Review This chapter will begin with an introduction of text type and task type that will be investigated in the current study and some other related theoretical items, followed by a review of previous empirical studies in the same or relative fields, and will end with limitations in previous studies. 2.1 Theoretical issues 2.1.1 Listening comprehension Researchers (e.g., River, 1981) estimated that people listen twice as much as they speak, four times as much as they read, and five times as much as they write. However, listening should be distinguished from listening comprehension. The difference between listening and listening comprehension mainly lies in the motivation and the process. ”Listening#8217; means just listening to the message, it#8217;s unnecessary for listeners to interpret or make any response to the text during the listening process, thus listening can be aimlessly, while ”listenin

    工作记忆容量和语言水平对二语习得中听力理解的影响开题报告

    1. 研究目的与意义(文献综述包含参考文献)Effects of the Working Memory Capacity and Language Proficiency on L2 Learners#8217; Listening Comprehension 工作记忆容量和语言水平对二语习得中听力理解的影响 1. Introduction For decades, researchers and practitioners alike have been interested in predicting which learners are likely to succeed in acquiring a foreign language (L2). A variety of variables have been proposed and explored empirically (for a review, see Dornyei, 2006), with the goal of identifying separable components of language learning ability#8212;that is, language aptitude (Dornyei, 2005; Skehan, 2002). Working memory (WM) has been identified as being likely contributors to language aptitude (e.g., DeKeyser amp; Koeth, 2011; Hummel, 2009; Wen amp; Skehan, 2011). Listening is a key skill in second or foreign languages (L2/ FL); it plays a critical role in communication and in second language acquisition (Anderson and Lynch, 1988; Rost, 1

    Effects of Working Memory Capacity and Vocabulary Size on English Majors’ Dictation Accuracy 工作记忆容量与词汇量对英语专业学生听写准确度的影响开题报告

    1. 研究目的与意义(文献综述包含参考文献)1. Introduction TEM-4 is a standardized test for English majors of comprehensive colleges in China. This test is a significant way to measure the English proficiency of English majors. Dictation is an important and difficult part in TEM-4 which combines speech recognition, information understanding, memory and writing (Hu, 2017). Over the years, the average score of the dictation section in TEM-4 is not ideal. There are many factors that affect the accuracy of dictation, such as dictation style, concentration, mental state, etc. 1.1 Need for the study In TEM-4, the score of listening part accounts for 30% of the total score. Dictation, as an important part of listening ability, sets a higher standard for the English majors. Dictation is a comprehensive skill, which can reflect students#8217; comprehensive English level. It is a powerful psychological skill that covers such psychological activities as speech discrimination

    关于词汇知识与学术听力之间关系的调查研究开题报告

    1. 研究目的与意义(文献综述包含参考文献)An Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension 关于词汇知识与学术听力关系的研究 1. Introduction It is widely acknowledged that vocabulary knowledge is a reliable predictor of learners#8217; proficiency in foreign language. (Stahr, 2009) Empirical studies (Meara, 1996; Qian, 1999; Read, 1989; Wesche amp; Paribakht, 1996), proved that ”breadth#8217; (in single words, the number of words are known) and ”depth#8217; (how well the words are known) are the two dimensions of vocabulary knowledge. (Anderson amp; Freebody, 1981) Both breadth and depth of vocabulary knowledge are regarded as the key to command the listening context. (Qian, 1998) Too many investigations about vocabulary breadth sprang up in 1980s. While the depth of vocabulary knowledge was not researched until 21st century in China. In addition, most of the studies about vocabulary know

    不同注释方式对词汇附带习得的影响开题报告

    1. 研究目的与意义(文献综述包含参考文献) Effect of different ways of glossing on incidental vocabulary acquisition 不同注释方式对词汇附带习得的影响 1. Introduction The present study examines the effect of glossing on second language vocabulary learning with paper-based text. It compares three glossing conditions, such as no-gloss, Chinese gloss and English gloss. The students#8217; opinions and reactions will also been reported. 1.1 Background of the research A gloss refers to short definitions or translations of unknown words provided in the text to support learners#8217; reading comprehension. Nation (2013) defines a gloss as ”a brief definition or synonym, either in L1 or L2, which is provided with the text” (p. 238). Glossing has been examined that it can help vocabulary learning. Duan and Yan (2004) examined that multiple-choice glossing was more effective than single translation glossing. However, some researchers thought glossing

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