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英国语言学留学硕士论文Literature Review部分

时间:2016-11-01 19:57来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
据科拉佩尔斯(1991),Martin Betancourt完成了她的论文1986采用有声思维研究锂在二语写作波多黎各大学的学生使用流程。Martin Betancourt总结了二语写作过程与两构成行为异常L1过程相同,使用一种以上的语言和翻译(科拉佩尔斯,1991)。
一些学者声称,L1及其思维方式影响二语写作。例如,一些学者对比分析和对比修辞分析总结他们的研究,他们从母语文化因素和知识在语篇组织方法的L2学习者发现的影响(卡普兰,1966)。美国应用语言学家Robert B. Kaplan已经对文化思维模式与语篇段落组织之间的关系。1966,他首先提出了跨文化教育中的文化思维模式,他首先提出了“对比修辞”的概念。
2.2 Literature Review 文献综述
2.2.1 Overseas Research onL1Transferon L2 Writing
In the early 21st century, L2 writing theory formed as an independent branch of discipline subject, which has its own theoretical system, researching methods and a variety of writing strategies, such as whether L1 is used and how frequently it is used, when and how L1 has effects on L2 writing. 
According to Krapels(1991), Martin Betancourt accomplished her dissertation in 1986 and adopt thinking aloud protocols to study the use of the LI in the L2 writing processes of Puerto Rican college students. Martin Betancourt summarized that the L2 writing process was the same as L1 process with the exception of two composing behaviors, using more than one language and translating(Krapels, 1991).
Odlin(2001)claimed that the facilitative factors can only be found when learners with different Ll are studied and learners’ writing is carried out. For instance, to learn Japanese, Chinese learners have tremendous advantages over English learners because of the similarities between the Chinese and Japanese writing system.
Some scholars claim that L1 and its thinking way have interfered with L2 writing. For instance, some scholars of contrastive analysis and contrastive rhetoric analysis concluded in their studies that they have found the impact from L1 cultural factors and knowledge on the discourse organizing method of L2 learners(Kaplan, 1966). The American applied linguist Robert B. Kaplan had been studying the relationship between cultural thinking model and paragraph organization in discourse. He published the paper The Cultural Thinking Model In Intercultural Education in 1966, in which he firstly put forward the concept of “contrastive rhetoric”. He insisted that in addition to the general understanding that languages are different from each other in grammar, words and sentence structures, languages are also different from each other in the field of rhetoric. After contrastively analyzing 600 ESL writing papers, Kaplan(1966) summarized that learners with different native language backgrounds had different discourse organization in English writing. The discourse structure with English as native language is straightforward and lined-up. On the contrary, the discourse structure in eastern languages, including Chinese, is nothing about straightforward. It is curled around the topic, and the paragraph organization is circling. (责任编辑:BUG)

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