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论文大纲，目录 |
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Recognizing and Processing of the Ambiguities in English Structure
Abstract
The purpose of this paper is to investigate the nature of English ambiguity and draw some conclusions for EFL ambiguity recognizing and processing. Especially, the attention is focused on the factors that may influence ambiguity recognition and processing: whether EFL learners are conscious of the existence of ambiguity in English and the way to reduce it, whether the EFL learners demonstrate the same first reaction to ambiguity as that of the native speakers, and the application of understanding and elimination of ambiguity in teaching. The thesis first introduced the background and purpose of the research. Then, in the literature review, the author analyzed the definition, classification and functions of ambiguity elimination in teaching. On that basis, the thesis went to do experiments so as to further analyze the main obstacles of EFL learners in their dealing with ambiguity and to provide suggestions for teaching.
Keyword: ambiguity, language acquisition, suggestions
摘要
本文探讨英语歧义的本质特征，并为英语作为第二语言的学习者提供歧义认识与处理的基本思路。本文主要关注影响英语歧义的认识和处理的一些因素：第二语言学习者是否意识到英语中歧义现象的存在并且是否在有意识地处理歧义，第二语言学习者在理解结构歧义方面与英语作为母语的学习者之间的第一反映是否相同以及消除歧义的一些规则和对歧义的认识等在教学中的应用。 本文首先对研究的背景和目的作了介绍。文献回顾部分对歧义的定义和歧义的显著特征及其分类，尤其是结构歧义的分类，消除方法以及在各种语言中的地位做了总结，并且回顾了几十年来歧义方面的研究发现。在此基础上，采用定量分析和定性分析的方法，结合英语作为第二语言的学习者在对歧义的认识和处理遇到的困难和障碍，分析了对歧义认识和理解的习得和教学，并提出切实可行的教与学的建议。
关键词：歧义 语言习得 建议
Table of Content
Abstract 无忧论文 【http://www.uklunwen.com】1
摘要 1
1. Introduction 3
1.1 Background of the Thesis 3
1.2 Significance of the Thesis 4
2. Literature Review 5
2.1 Definitions of Ambiguity 5
2.2 Classifications of Ambiguity 6
2.4 Causes of Ambiguity 8
2.4 Interpretations of Ambiguity 11
2.5 The Features of Ambiguity 14
2.6 The Disambiguation 14
2.7 Previous Studies on the Research of Ambiguity 18
3. Methodology 21
3.1 Research Questions 21
3.2 Research Design 21
4. Research Results and Implications 23
4.1 Research Results 23
4.1.3 The Application of Rules in Teaching 31
4.2 Implications 32
5. Conclusion 35
References 36
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