英语语用学学期论文撰写模板

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Language is at the center of human life. Language learning and language teaching are vital

to the everyday lives of millions. All forms of language teaching could be greatly improved if we had a better understanding of the language learner and of the language learning process itself. In fact, many studies on English learners

understanding of the actuality of English learning in this country. However, to the relationship between gender and motivation, language learning

th century that scholars started to pay attention to

has focused on cognitive functions. For example, studies have been on a variety of differences among young school children (Robinson,

college students, and adults as well as subjects with affective or disorder. And other studies are related to language production as in conversation and addressed gender differences in spoken and written language output. Examples include Mulac and Lundell (1994: 12) – written discourse.

Long (1991: 76) argues that without this, outcomes such as those from immersion education are likely to occur, with a lack of sustained development.

Perkins and Gass (1996: 46) argue that, since proficiency is multidimensional, it does not always develop at the same rate in all domains.

Sanders et al. (1992:89~91) studied coherence relations based on four criteria. Lorenz voiced a very similar view that because in written communication,

coherence cannot be explicitly negotiated face-to-face between text producer and text receiver,