1000字的英语专业毕业论文范文.docx

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1、1000字的英语专业毕业论文范文1000字的英语专业毕业论文范文写英语论文时，有些同学觉得1000字的英语论文难写，可能是由于没有思路。所以我为大家带来了范文。下面是学习啦我为大家精心挑选的论文，希望能帮到大家!1000字的英语论文范文篇一DiscusstheGriceanaccountofthesemanticsandpragmaticsofconjunctiveutterancesIntroductionSemanticsstudiesthemeaninganditisconcernedwiththeliteralmeaningofwordsandsentences.Semanticsfo

2、cusesontherelationshipbetweensignifiers,suchaswords,phrases,symbolsandsigns,andwhattheystandfor.Whilethetransmissionofmeaningdoesntonlydependonthelinguisticknowledge(e.g.lexicon,grammaretc.)ofthelistenerandspeakerbutalsodependonthecontextoftheutterance,theinferredintentofthespeaker,knowledgeaboutthe

3、statusofthoseinvolved,andsoon.(Shaozhong,Liu,2020)Pragmaticsisthestudyofthecontributionsofcontexttomeaning,anditencompassesconversationalimplicature,speechacttheory,talkininteractionandotherapproachestolanguagebehaviorinsociology,philosophy,andlinguistics.(Mey,JacobL,1993)Thesemanticsandpragmaticsof

4、conjunctiveutterancesGenerallymanysemantictheories(Russell1905,Frege1892,Davidson1967,Kaplan1977/89,SegalandLarson1995)concerntruthconditions(Carston,1999).Grices(1967)influentialconceptsshowedinadditiontowhataspeakersays,thatisbothlargelyconventionalandthecontentonthebasisofwhichherutterancewillbej

5、udgedtrueorfalse,andaspeakermayalsoconveyimplicatureswhichdontaffectthetruth-valueofwhatshesays;sotheseconversationalimplicaturesarecalculatedbyassumingspeakersarebeingcooperativeandadheringtothecertainexpectedstandardsofinformativeness,truthfulness,relevance,andmannerofexpression(Grice,1975).Thatsu

6、ggestsanaturalwayofdrawingthesemantics-pragmaticsdistinctionthatissemanticswillcorrespondtothetruth-conditionalcontentoftheutterance,andthepragmaticstotheconveyedmeaningwhichfallsoutsidethetruth-conditionalcontent.SosemanticcontentcouldbeequatedwithGriceswhatissaid,andithastwofeatures.Firstlyitisthe

7、truth-conditionalcontentoftheutterance,andsecondlyitisdeterminedalmostentirelybytheencoded,conventionalmeaningofthelinguisticexpressionsused.AndasGriceacknowledged,thetruth-conditionalcontentisntcompletelyfreeofcontextualinput,andinsomebriefcommentsontheutteranceofHeisinthegripofavice,onesays,forafu

8、llidentificationofwhatthespeakerhassaid,onewillneedtoknow(a)thetimeofutterance,(b)theidentityofx,and(c)themeaning,ontheparticularoccasionofutterance,ofthephraseinthegripofavice(1975/89:25).Butheseemednottoseetheseprocessesofreferenceassignmentanddisambiguationasrequiringappealtotheconversationalmaxi

9、ms;instead,theconceptseemstobethattheyareresolvedmoreautomatically,andtherequisitevaluesbeingsomethinglikeobjectivefeaturesoftheutterancescontext(Carston,2002).AparticulardivisionoflaborbetweensemanticsandpragmaticsofGrice(1967)hasprevailedintheaccountofwhatiscommunicatedbyutterancesofand-conjunctio

10、ns.Forinstance:a.ItsautumninNewZealanditisspringinEnglandand.b.Hehandedherthescalpelandshemadetheincision.c.WespentthedayintownandIwenttoHarrods.d.Shefedhimpoisonedstewandhedied.e.Ileftthedooropenandthecatgotin.Andistakentobeprettywellsemanticallyemptyanditstakentobethenaturallanguageequivalentofthe

11、truth-functionallogicalconjunctionoperator.Thepragmaticsfocusesonvarietyofcause-consequence,temporalandothersortsofrelationshipsunderstoodtoholdbetweenthestatesofaffairswhicharedescribed,someofthatcomethroughintheasymmetricalexamplesin(1b)-(1e).Forexample,weallunderstandthemakingofthescalpelandthein

12、tervalofafewsecondstohaveintervened;andaquitedifferenttemporalrelationisunderstoodtoholdbetweenthestatesofaffairswhicharedescribedin(1c),andtheeventofgoingtoHarrodsinterpretedascontainedwithintheperiodoftimethatisspentintown.Thedifferentsortsofconsequencerelationshipsareunderstoodin(1d)and(1e):andth

13、efeedingofpoisonedstewisthesufficientcausefordeaththeleavingopenofthedoorisjustoneoftherangeoffactorscontributingtothecatsgettingin.Theserelationshipsaretakentobederivedinferentiallyviatheinteractionofthedecoded-semanticcontentwiththegeneralknowledgeassumptionsaboutthewaythingsconnectupandrelateinth

14、eworld,theinteractionconstrainedbysomegeneralcriterionandcriteriaofrationalcommunicativebehavior.Aninterpretationhasthetwopropertiesasfollowing:Anutterance,onagiveninterpretation,isoptimallyrelevant: (a)itachievesenougheffectstobeworththehearersattention; (b)itputsthehearertonogratuitouseffortinachi

15、evingthoseeffects. (WilsonandSperber,forthcoming)Oncethelistenerhasaccessedaninterpretationconsistentwiththeexpectationhelooksnofurtherbuttakesthistobetheinterpretationthespeakerintended.Theutterance,onagiveninterpretationisconsistentwiththepresumptionofoptimalrelevanceifthespeakercanrationallyhavee

16、xpectedittobeoptimallyrelevanttothelisteneronthatinterpretation.Theimplicationsofthedefinitionarefullydiscussedelsewhere.Aswithanyutterancethereisarangeofpossibleinterpretationsof(1d)thatarecompatiblewiththelinguisticallyencoded,semanticandcontent.Twoofthelogicalpossibilitiesfor(1d)areasfollowing:a.

17、Shefedhimpoisonedstewandasaresulthediedshortlyafter.b.Shefedhimpoisonedstewandhediedyearslaterinacarcrash.Thoughthesearebothpossibleandconsistent,thefirstsentenceisabsolutelymorelikelytoberecoveredbythelistener,andtohavebeenintendedbythespeaker,thanthesecondsentence.Thatsbecauseeveryoneknowsthatpois

18、oncancausethedeathandthatonewhoknowinglyfeedssomeonepoisonismostlikelydoingthatwiththeintentionofkillingtheperson.Andtherelevance-theoreticpragmaticaccountcapturestheintuitionswithoutsetingupanyspecialprinciplestellinglistenerstointerpretinaccordancewiththeirstandardstereotypicassumptions.Conclusion

19、Thecurrentstateofthedebaterelatingtheinterfacebetweensemanticsandpragmaticsistheupshotoftherevolutionaryperiodintheresearchofmeaningknownasradicalpragmaticsandaidedbytheviewsofordinarylanguagephilosophers.Thetworelativelyseparatedisciplines,theformalresearchofsentencemeaningandtherelativelyinformalr

20、esearchofthepropertiesofspeechactsbecamemoreandmoreintertwinedasaresultoftheadoptionofthesemanticunderdeterminationandtheadmittanceofthepragmaticinferenceaboutthespeakersintentions,aswellasothercontextboundinformations,intothesemanticcontent.Thatfacilitatedtheshiftofthecentreofattentionfromthesenten

21、cetotheutterance.Butthedirectionofchangehasntbeensteadythroughoutthepastthreedecades.Attemptskeepsemanticsandpragmaticsaparteitherthroughdenyingthatsemanticshastoprovidethepropositionsandhencetruth-conditionalcontent,orthroughkeepingtheobjectivesofthesemanticsandpragmaticsapartandstressingthetheoret

22、icalutilityofthesentencestruthconditions,justlikeminimalistsofthesyncreticflavourdo.Andthedominantorientationsarehowevervariousformsofcontextualism.Thestateofaffairsisundoubtedlyaidedbytheoveralldesideratumtostayfaithfultothespeakersintuitionsaboutmeaningandtotheviewthattheaimofthesemantictheoryisto

23、caterfortheseintuitions.Whethercontextualismwillretainitspower,succumbtotheminimalism,orevolveintotheradicalformofoccasion-meaningofthemeaningeliminativismremainstobeseen.ReferencesCarston,R.1999.Thesemantic-pragmaticsdistinction:Aviewfromrelevancetheory.InTheSemantics/PragmaticsInterfacefromDiffere

24、ntPointsofView(CRiSPI1),ed.K.Turner,85-125.Oxford:Elsevier.Davidson,D.1967.Truthandmeaning.Synthese17:304-323.vonFintel,K.andGillies,A.2020.Mightmaderight.InEpistemicModality,eds.A.EganandB.Weatherson,108-130.Oxford:OxfordUniversityPress.Frege,G.1892.berSinnundBedeutung.ZeitschriftfrPhilosophieundPh

25、ilosophischeKritik100:25-50.Grice,H.P.1975/1989.Logicandconversation.InSyntaxandSemantics3:SpeechActs,eds.P.ColeandJ.Morgan,41-58.NewYork:AcademicPress;reprintedinGrice,H.P.1989,22-40.Grice,H.P.1989.StudiesintheWayofWords.Cambridge,MA:HarvardUniversityPress.Kaplan,D.1977/89.Demonstratives.InThemesfr

26、omKaplan,eds.J.Almog,J.PerryandH.Wettstein,481-563.Oxford:OxfordUniversityPress.Larson,R.andSegal,G.1995.KnowledgeofMeaning:AnIntroductiontoSemanticTheory.Cambridge,MA:MITPress.Mey,JacobL.(1993)Pragmatics:AnIntroduction.Oxford:Blackwell(2nded.2001).Shaozhong,Liu.(2020)Whatispragmatics?1000字的英语论文范文篇二

27、Abstract(inEnglish).1Abstract(inChinese).1Introduction.11.1Multi-MediaWithErroneousZones11.1.1ErroneousZone121.1.2ErroneousZone221.1.3ErroneousZone321.1.4ErroneousZone43Countermeasures.32.1UnsuitableOperation42.2OverstimulationInCourseware42.3VagueContentwithAutomaticalTransformation52.4NeglectOfTea

28、chersFunction5Conclusion.63.1ProspectinEnglishTeaching.63.2PersonalOpinionsofFurtherResearch6BIBLIOGRAPHY.7DiscussionontheApplicationofMulti-mediaInEnglishTeaching (字体：TimesNewAbstract:Withtherapiddevelopmentofcomputerandpopularizationofthenetwork,thepresentteachingpatternthatstillusestraditionaltea

29、chingmethodonechalk,oneblackboardseemstobeunabletomeettherequirementsinthepresentsocietyanylonger,andEnglishteachingisnoexception.Theintroductionofthemulti-mediateachingmethodtotheEnglishclasshasbeenoneofthetendenciestothedevelopmentofEnglishteaching.Butthemisuseofthemoderntoolswillsurelyresultinthe

30、badeffecttoEnglishteaching.SoEnglishteachersshouldtakeanactivepartintheresearchofhowtousethemulti-mediateachingmethodinEnglishteachingandtrytoavoiditsmisuses.Keywords:multi-media;Englishteaching;overcome (英文摘要和关键词都是两边对齐;5号字;行距：单倍;字体：TimesNewRoman;Abstract和Keywords两个词或词组要加粗) (关键词之间用分号隔开;词与词之间相隔一个英文字符

31、) (空一行)摘要：随着电脑和网络的迅速发展，那种一盒粉笔，一块黑板的传统教学形式的应用已远远不能知足当代社会对教学的需要。英语教学也不例外。如何将多媒体运用于英语教学已成为教育趋势，但是一旦错误使用多媒体英语教学，将导致教学障碍进而给英语教学带来负面效果。英语教学者应当积极从事研究与克制多媒体英语教学的弊端。(300字以内)关键词：多媒体;英语教学;克制 (英文摘要和关键词都是两边对齐;5号字;行距：单倍;字体：楷体;摘要和关键词两个词或词组要加粗) (关键词之间用分号隔开)Roman;小3号字;居中;加粗) (空一行)Introduction(一级标题4号字;字体：TimesNewRoma

32、n;加粗)(下面正文均为：小4号字;字体：TimesNewRoman;行距：1.5倍)Theapplicationofmulti-mediainEnglishteachinghasbrokenthetraditionalteachingpatternonechalk,oneblackboard.Itprocessesthewords,images,voiceandanimationandotherinformationbythecomputerandformsanall-aroundteachingsystem.ItisnotonlyagoodmedicinetotheChinesestude

33、ntwiththeirmuteEnglishbutalsobenefittotheimprovementofstudentslanguageabilityandstudentssubjectiveinitiativeshallbefullydeveloped.Itcanimproveteachingefficiencyandteachingqualityeffectively.1.1ErroneousZonesintheUseofMulti-Media (二级标题小4号;字体：TimesNewRoman;加粗)Multi-mediateachingisabrandnewsteachingmod

34、elandposesanewchallengetoteachers.Ifitisusedimproperlyorusedwitherroneouszonesinrationalknowledge,itcanbringmuchbadeffecttotheteaching.1.1.1Theuseofthemulti-mediaastheleadingteachingmethods(与二级标题一样;加粗)Therearemanyoutstandingstrongpointsinmulti-mediateachingcomparingwiththetraditionalteaching.Butitis

35、notvalideverywhere.Ithasbothadvantagesanddisadvantages.Someteacherscannotseetheadvantagesanddisadvantagesofthemulti-mediaintheirteachingandcannotexploittothefullythemulti-mediasfavorableconditionsandavoidunfavorableones.Theycannotusethemulti-mediaandignorethefunctionofteacher.Themulti-mediateachingp

36、rogramsoftheirsareonlytheaccumulationofletters,images,andthecontentsofbooks,justlikearefurbishedversionofthebook.Thereisnoinnovationintheirclass.Theyjustshowthemulti-mediateachingprogramintheirEnglishclassandteacherjustlikeaprojectionist.Teacherbecometheslaveofthemulti-mediaandcannotbeastheleadingte

37、achingmainsubject.1.1.2ThechangeoftheTeacherTeachingintoMachineTeachingandtheignoranceofthemainteachingstatusofstudentsThemulti-mediateachingencouragesstudentstocombinespeakingandpracticeandtostrengthenthememory.Butsometeachersconsiderthatadvancedteachingmethodsmustbringtheadvancedteachingideas.Some

38、teachersusethemulti-mediaastheteachingtools.Teacherstillactsasthecenteroftheteachingandstudentsarestillthepassiveaccepter.Force-feedtypeeducatesstillgivefullplaytotheirremarkableskill(Bernard,1995;210).(夹注方法：1.写出作者的姓名(英语学者用lastname，中国学者用其姓名的全称)加逗号;2.作品出版时间加分号;3.参考作品的页码)(夹注内容应放在应放在标点符号之前)1.1.3Therepl

39、acementoftheStudent-to-TeacherwithStudent-to-Machine.Thereisaveryfriendlyinterfaceinthemulti-mediateachingprogram.Studentscanchoosedifferentstudycontentaccordingtotheirownpracticalstudystandardandtheirowninterests.Butthisdoesnotmeanthatteachercangiveup.Teachingisamutualactivitytobothteacherandstuden

40、ts.Teacherandstudentscancommunicatewitheachotherbytalk,informationcommutationandfeedbacktoimplementteachingplanandaccomplishteachingtarget(Christopher,1986:46).Ifthemulti-mediaisusedblindlyinteachingprocessing,onlythinkalotofstudent-to-machinetalkandignorethestudent-to-teachercommunication,therelati

41、onbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,themulti-mediawillbecoldreceptionbystudents.Theenchantmentoftheclassdoesnotexistanymoreandtheteachingeffectisseriouslyinfluenced.Howwecanmakethebestuseofthem

42、ulti-mediateachingprogramandhowtoimproveourteachingeffectislefttoeveryteacher.1.1.4Themisunderstandingofmulti-mediamethodSometeacherspursuethenewesthightechnologyandbravenesssimply,maketheteachingprogramtotheachievementexhibitionofthemulti-mediateachingandcannotusethemulti-mediatoputtheaxeinthehelve

43、thatcannotbesolvedinthetraditionalteaching.Theydonotlookthemulti-mediaastheassistantteachingtool.Theymakethemulti-mediateachingprogramverybeautifulandflaming,butthisjustdetractsstudentsattentionandbothersstudentsobservation.Wemustknowthatthemulti-mediaassistantteachingisnotonlytheart,butalsothescien

44、ce.AstheassistantEnglishteachingsoftware,solvingtheproblemsmetinEnglishteachingshouldbetheprimary.Weshouldlooktheactualeffectofthesoftware,notemphasisontheeyewash.Countermeasures(一级标题4号字;字体：TimesNewRoman;加粗)Thecountermeasuresarethemeasuresandtheremedieswhichtheeducatorscantakemeasurestocorrectthemis

45、understandingsormisusingofmulti-mediaEnglishteaching.2.1(二级标题小4号;字体：TimesNewRoman;加粗)Takethemanastheprimaryandadopttheadvantagesofthemulti-media.Whenwemakethemulti-mediateachingprogram,wemustknowthatitisonlyandcanbeonlytheassistantteachingtoolforourteaching.Studentsandteachershouldbealwaystheprimary

46、.Teacheristheleadingandstudentsaretheprincipalpart.Withtheinterpositionofmulti-media,teacherislessparticipatedintheclassandstudentsaremoreactiveintheclass.Butthisdoesnotmeanthatteacherisnottheleadinganylonger,Teacherisalwaysthedesigneroftheclass,exponentialofthestudyandtheorganizeroftheclass.Theteac

47、hingartisimproved.Teachershouldpaymoreattentiontogivingstudentsadvices.Furthermore,teachershouldsetuphisownteachingstyleinhismulti-mediateachingprogramtomakehislessonsmorevividandvigorous.Everyteachermustnotbecontrolledbythemulti-media.Themulti-mediateachingprogramisnottherepeatofthehook,nottherelis

48、hofthelessons,itisthere-creationwhichcanmeettherequirementofteachingcontentsandstudentspracticalcitesbyteacher.2.2Payattentiontoactualeffectandbeintentonnothingbutusefulness.Althoughcomputerhasthefunctionofmulti-mediaandsuper-media,itcanonlybeamediainteachingprogram.Someteacherstakeitasall-media.The

49、ycannotlookthemulti-mediacomputerallroundfromthesidesofmedia.Theyusecomputertocompleteeverythingtheycando.Theblackboardisonlytheornamentwithintheirvisionandcomputerbecomesanotherbooktostudents.Asweallknow,thefunctionofthemulti-mediadoesnotalwayswork.Wemustthinkoverwhen,whereandhowthemulti-mediashouldbeusedinteaching.Youaretobesuretokeepinmindthatmulti-mediacannotbemisappliedanywhere.Itsho