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نمونه پروپوزال های رشته زبان انگلیسی به تعداد 5 عدد

اختصاصی از فی دوو نمونه پروپوزال های رشته زبان انگلیسی به تعداد 5 عدد دانلود با لینک مستقیم و پر سرعت .

نمونه پروپوزال های رشته زبان انگلیسی به تعداد 5 عدد


نمونه پروپوزال های رشته زبان انگلیسی به تعداد 5 عدد

نمونه پروپوزال های رشته زبان انگلیسی به تعداد 5 عدد با فرمت pdf

 

 

 

 

 

 لیست پروپوزال ها:

1-

به فارسی: موضوع پروری در پایان نامه های چاپ شده در مقایسه با پایان نامه های چاپ نشده مقطع کارشناسی ارشد ایران

به انگلیسی: Thematization in published vs. unpublished Iranian MA dissertations

 

2-

به فارسی: تاثیر بگارگیری فعالیت های آموزشی بر اساس هوش چندگانه بر درک مطلب زبان آموزان انگلیسی درایران

به انگلیسی" The Effect of Multiple-intelligences Based Tasks on Iranian EFL learners' Reading Comprehension

 

3-

به فارسی:رابطه هوش هیجانی، هوش چندگانه و توانایی نوشتاری زبان اموزان انگلیسی در ایران

به انگلیسی: The Relationship between Emotional Intelligence, Multiple Intelligences and Writing Ability of
Iranian EFL Learners

 

4-

به فارسی: توجه مقطعی به ساخت زبان در کلاس های ارتباط - محور ؛ میزان جذب و پوشش زبانی آنها

به انگلیسی:Incidental focus on form in meaning-oriented EFL classes; the rate of uptake and linguistic coverage

 

5-

به فارسی:تاثیر چندزبانگی بر اضطراب در خواندن و درک مطلب زبان آموزان ایرانی

به انگلیسی:The Effect of Multilingualism on Reading Anxiety of Iranian EFL Learners


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نمونه پروپوزال های رشته زبان انگلیسی به تعداد 5 عدد

دانلود پایان نامه دکترای زبان انگلیسی AN INVESTIGATION INTO THE USE OF ARGUMENT STRUCTURE AND LEXICAL MAPPING THEORY FOR MACHIN

اختصاصی از فی دوو دانلود پایان نامه دکترای زبان انگلیسی AN INVESTIGATION INTO THE USE OF ARGUMENT STRUCTURE AND LEXICAL MAPPING THEORY FOR MACHINE TRANSLATION دانلود با لینک مستقیم و پر سرعت .

دانلود پایان نامه دکترای زبان انگلیسی AN INVESTIGATION INTO THE USE OF ARGUMENT STRUCTURE AND LEXICAL MAPPING THEORY FOR MACHINE TRANSLATION


دانلود پایان نامه دکترای زبان انگلیسی AN INVESTIGATION INTO THE USE OF ARGUMENT STRUCTURE AND LEXICAL MAPPING THEORY FOR MACHINE TRANSLATION

دانلود پایان نامه دکترای زبان انگلیسی AN INVESTIGATION INTO THE USE OF ARGUMENT STRUCTURE AND LEXICAL MAPPING THEORY FOR MACHINE TRANSLATION که شامل 167 صفحه و بشرح زیر میباشد:

نوع فایل : PDF قابل ویرایش

AN INVESTIGATION INTO THE USE OF ARGUMENT STRUCTURE AND LEXICAL MAPPING THEORY FOR MACHINE TRANSLATION
Abstract
In recent work on the Lexical-Functional Grammar (LFG) formalism, argument
structure (a-structure) and lexical mapping theory have been used to explain many
linguistic behaviours across languages. It has been suggested that the combination
of c-structure, f-structure and a-structure might form a suitable architecture
for Universal Grammar. If this suggestion is valid, the LFG formalism would be a
suitable linguistic model for Machine Translation (MT). This thesis reports on the
investigations carried out on using a-structure and lexical mapping theory for aiding
various sub-tasks in MT. The two investigations described in this thesis are the
abilities of a-structure and lexical mapping theory to: (1) aid different kinds of lexical
and structural disambiguations involving verbs and prepositions, and (2) act
as a suitable medium for carrying out source-to-target language transfer. Based
on the results of these investigations, this thesis also gives an evaluation of how
well a-structure and lexical mapping theory can improve the existing models of
linguistic-based MT.

Contents
1 Introduction 1
1.1 Problems of Machine Translation ... 3
1.1.1 Why are problems in MT vital to the application of real-life MT systems? 3
1.1.2 What makes MT so difficult? .... 4
1.1.3 Linguistic Problems ....5
1.1.4 Meaning Representation .... 7
1.2 Motivation and Aims of the Research ...8
1.3 Organisation of this Thesis ... 10
2 Machine Translation 12
2.1 Different Kinds of Ambiguities .... 13
2.1.1 Lexical Ambiguity ... 13
2.1.2 Structural Ambiguity ....14
2.2 Different Kinds of MT Systems .... 15
2.2.1 Direct MT systems ... 15
2.2.2 Indirect MT Systems ....16
2.3 Practical Use of some MT Systems ..... 18
2.3.1 Systran ..... 18
2.3.2 M´et´eo ..... 20
2.3.3 Discussion ...21
2.4 Methods of Transfer ..... 22
2.5 Alternative Approaches to Machine Translation .... 24
2.5.1 Sublanguage Approach .... 25
2.5.2 Statistics-based Approach ... 27
2.5.3 Example-based Approach ... 28
2.6 Conclusion .....29
3 Lexical-Functional Grammar (LFG) 32
3.1 The LFG Formalism ..... 33
3.1.1 Constituent Structure (c-structure) ... 34
3.1.2 Functional Structure (f-structure) ... 35
3.1.3 Semantic Structure (s-structure) ...41
3.2 Lexical-Functional Grammar in Machine Translation ... 43
3.2.1 Kudo and Nomura’s Lexical-Functional Transfer .... 44
3.2.2 Kaplan et al.’s approach to MT ...45
3.2.3 Her et al.’s Lexical and Idiomatic Transfer .... 47
3.3 Conclusion .....51
4 Argument Structure and Lexical Mapping Theory 54
4.1 Thematic Roles .... 55
4.1.1 Agent ..... 56
4.1.2 Beneficiary, Recipient and Experiencer ..... 57
4.1.3 Instrument ...61
4.1.4 Theme and Patient ... 61
4.1.5 Locative .... 64
4.2 Argument Structure ..... 66
4.2.1 How to establish the a-structure(s) for a verb? ..67
4.3 Lexical Mapping Theory .... 69
4.3.1 Thematic Hierarchy ....69
4.3.2 Classification of Syntactic Functions .. 70
4.3.3 Lexical Mapping Principles ..... 71
4.3.4 Well-formedness Conditions .... 76
4.4 Lexical Mapping— A Demonstration ...76
4.4.1 With the Verb ‘give’ ....76
4.4.2 With the Morpholexical Operation ‘passive’ ... 78
4.4.3 With the Morpholexical Operation ‘applicative’ .... 78
4.5 Is A-structure another variant of Case Grammar? .... 79
4.5.1 Case Grammar .... 80
4.5.2 A-structure and Case Grammar — A Comparison ...81
4.6 Conclusion .....83
5 Using A-structure and Lexical Mapping Theory for MT 84
5.1 Parsing Source Language Sentence ..... 84
5.1.1 Differentiating V + PP from Phrasal Verb + NP ..86
5.1.2 Differentiating NP with N and PP from NP + PP .... 92
5.2 Lexical Selection .... 96
5.2.1 Lexical Selection for Ergative Verbs .. 98
5.2.2 Lexical Selection for Verbs ... 101
5.2.3 Lexical Selection for Phrasal Verbs ... 106
5.3 Aiding Sentence Generation ....108
5.3.1 Verb Copying in Chinese ... 109
5.3.2 Positioning PPs within a Chinese Sentence .... 111
5.4 Discussion .....114
5.5 Conclusion .....117
6 Dealing with the Transfer of Passive Sentences 119
6.1 Using F-structure as a medium for Transfer .. 119
6.2 Passive in English ...122
6.3 Passive in Chinese ..... 126
6.4 Differences between Passive Sentences in English and in Chinese ... 129
6.5 The Transfer from English passive sentences to Chinese .... 133
6.6 Discussion .....136
6.7 Conclusion .....140
7 Conclusion and FutureWork 141
7.1 Problems in Using A-structure and Lexical Mapping Theory inMT .... 141
7.1.1 No Matching Source-and-Target Language A-structures ...142
7.1.2 Difficulty in Establishing Appropriate A-structures ... 144
7.2 What makes this investigation successful? ... 147
7.3 FutureWork ..... 148
7.3.1 Disambiguating nouns .... 149
7.3.2 Automatic extraction of a-structures from a corpus ... 150
7.3.3 Reducing the processing time .... 150
7.4 Conclusion .....151

List of Figures
1.1 A Word-for-Word Translation .... 4
2.1 Typical building blocks of a transfer-based MT system ..17
2.2 Building blocks of an interlingual MT system ..... 17
2.3 Building blocks of a multilingual MT system using the interlingual approach .. 18
2.4 A dictionary entry for transferring ‘bug’ suggested by Her et al. (1994) .... 26
3.1 C-structure for the sentence “John played Mary a tune on the violin.” ... 34
3.2 F-structure for the sentence “John tried to play the guitar.” .... 36
3.3 F-structure for the sentence “John played Mary a tune on the violin.” ... 38
3.4 C-structure and F-structure for the sentence “John died.” .... 41
3.5 C-structure & F-structure correspondence of the sentence “John died.” .. 42
3.6 S-structure for the sentence “The baby fell.” ... 42
3.7 C-structure, F-structure and S-structure correspondence of the sentence “John died.” 44
3.8 The correspondences between different structures for source and target languages inLFG ....... 46
3.9 A minimal f-structure for transferring the idiom “to kick the bucket” suggested by Her et al. (1994) ..... 50
5.1 Two potential c-structures for the word sequence “John played on words” ... 85
5.2 F-structure for “John played on words.” ... 89
5.3 F-structure for “John played on the table.” ... 89
5.4 The lexical mapping between a-structure arguments and their corresponding syntactic functions for the sentences in Table 5.1 .... 92
5.5 A possible c-structure for “John bought a book in a bookshop in Prague.” produced
by a syntax-based parser.... 93
5.6 Another possible c-structure for “John bought a book in a bookshop in Prague.” produced by a parser.... 94
5.7 The c-structure for “John saw a girl with a dog with a telescope.” ... 96
5.8 Examples of English ergative verbs with matching Chinese counterpart ... 99
5.9 Examples of English ergative verbs with different Chinese translation in transitive and intransitive cases ... 100
5.10 A-structures and sample sentences for the English verb ‘tell’ and its Chinese counterparts ..... 102
5.11 The use of a-structures for lexical selection .. 103
5.12 Some examples on lexical selection for verbs by using a-structures ... 105
6.1 English and Chinese F-structures for “Mary was killed by John.”...130
6.2 English and Chinese F-structures for “Mary was killed.”.... 131
6.3 The English and Chinese equivalents of the sentence “Mary was given a book by John” .... 132
6.4 Skeleton of Chinese F-structure for “Mary was given a book by John.”.. 135
6.5 The final Chinese F-structure for “Mary was given a book by John.”... 136
6.6 Transferring English passive sentence into Chinese using a-structure and lexical
mapping theory .... 137

List of Tables
1.1 Different meanings of some nouns ..... 7
3.1 Different cases for the Czech proper noun ‘Jan’ ....40
5.1 Some examples of different combinations of verbs and prepositions ... 88
5.2 Different Meanings of ‘look up’ .... 107
5.3 The a-structure arguments for ‘look up’ and its Chinese equivalents ... 108


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دانلود پایان نامه دکترای زبان انگلیسی AN INVESTIGATION INTO THE USE OF ARGUMENT STRUCTURE AND LEXICAL MAPPING THEORY FOR MACHINE TRANSLATION

دانلود پایان نامه کارشناسی ارشد رشته آموزش زبان انگلیسی

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دانلود پایان نامه کارشناسی ارشد رشته آموزش زبان انگلیسی


دانلود پایان نامه کارشناسی ارشد رشته آموزش زبان انگلیسی

دانلود پایان نامه کارشناسی ارشد رشته آموزش زبان انگلیسی با موضوع THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN AN ENGLISH DEPARTMENT IN A LAO HIGHER EDUCATIONAL INSTITUTION که شامل  108 صفحه و بشرح زیر میباشد:

نوع فایل : PDF قابل ویرایش و کپی برداری

ABSTRACT
English language is an international language used in order to communicate in the fields of
education, technology, trade and politics so that it is learnt as a foreign language in many
countries around the world. Due to the importance and necessity to communicate in
English, in recent decades many EFL countries as well as Lao higher educational
institutions have shifted from traditional grammar-based teaching method to
communicative-focused instruction. However, some research has reported that there is still
has a gap between schools’ language policy and classrooms’ practices. This study explores
the understandings and attitudes of English teachers in adopting a Communicative
Language Teaching (CLT) approach into their classrooms. It investigates factors that
promote or hinder EFL teachers’ implementation of this teaching approach into Lao higher
educational institutions English classrooms. It also examines the syllabi that influence
them in teaching communicative English.
This qualitative study investigated the perceptions of English teachers in a Department of
English and a case study approach was applied in order to explore teachers’ understandings
of CLT. Ten English teachers from one department in a Lao higher education institution
were interviewed using semi-structured interviews. The study compares the literature about
communicative English teaching with the findings of data collected from these ten one-toone,
in-depth interviews in the same setting.
The findings indicated that the factors that affected the implementation of CLT in the Lao
context related to teachers’ factors include: misconceptions of CLT, traditional grammarbased
teaching approach, teachers’ English proficiency and lack of CLT training. The
issues raised from students include: students’ low English proficiency, students’ learning
styles and behaviours, and lack of motivation to develop communicative competence.
Other difficulties caused by educational system were: the power of the examination, class
size, and insufficient funding to support CLT and the last factors caused by CLT itself was:
the lack of CLT interaction in society and school.
The study also provides a range of practical recommendations for the faculty deans, senior
managers at higher educational institutions, ministry educators and policy-makers to
further improve implementation of CLT and to help ensure the success in implementing
this approach in Lao higher educational institutions.

TABLE OF CONTENTS
Pages
DECLARATION……………………………………………………………………..........ii
ACKNOWLEDGEMENT……………………………………………………………........iii
ABSTRACT…………………………………………………………………………..........iv
TABLE OF CONTENTS………………………………………………………………….vi
LIST OF ABBREVIATIONS…………………………………………………………….vii
LIST OF TABLES……………………………………………………………………........ix
CHAPTER ONE: INTRODUCTION AND OVERVIEW………………...………………1
1.1. NTRODUCTION……………………………………………..………………….…….1
1.2. BACKGROUND OF CLT……………………………………………..……..………..1
1.3. BACKGROUND OF THE STUDY………….…………………………………..……3
1.4. VALUE OF THE RESEARCH………………,……………………………………….5
1.5. RESEARCH AIMS AND QUESTIONS………………………………………….......6
1.6. OVERVIEW OF THE RESEARCH…………………………………………….……..6
1.7. SUMMARY………………………………………………………………………........7
CHAPTER TWO: LITERATURE REVIEW………………………………………..…......8
2.1. INTRODUCTION……………………………………………………………..….……8
2.2. COMMUNICATIVE COMPETENCE………………………………………..….……8
2.3. DEFINITION OF COMMUNICATIVE LANGUAGE TEACHING………………....9
2.4. CHARACTERISTICS AND PRINCIPLES OF CLT………………………….……..10
2.5. ADOPTION OF CLT IN EFL CONTEXTS…………………………………...……..10
2.6. ISSUES OF ADOPTING CLT IN EFL CONTEXTS…………….…………….........12
2.7. SUMMARY…………………………………………………………….…….………27
CHAPTER THREE: METHODOLOGY………………………………………………....28
3.1. INTRODUCTION……………………………………….…………….……....……..28
3.2. METHODOLOGY…………………………………………………….……......…....28
3.3. RESEARCH METHODS…………………………………………………………….35
3.4. DATA COLLECTION……………………………………..…………………….......37
3.5. DATA ANALYSIS…………………………………………………………………..38
3.6. RELIABILITY AND VALIDITY……………………………………………….......40
3.7. ETHICAL CONSIDERATIONS…………………………………………………….42
3.8. LIMITATIONS OF THE STUDY………………………………………….………..43
3.9. SUMMARY………………………………………….………………………………44
CHAPTER FOUR: FINDINGS………………………………………………..…………45
4.1. INTRODUCTION……………………………………………………………………45
4.2. TEACHER BACKGROUNDS……………………………………….………….......45
4.3. INVOLVEMENT IN CLT………………………………………………………........46
4.4. INTERPRETATION OF CLT……………………………………………………......47
4.5. BARRIERS TO IMPLEMENTING CLT…………………………………………….53
4.6. SUMMARY…………………………………………………………………………..67
CHAPTER FIVE: DISCUSSION OF FINDINGS AND RECOMMENDATIONS……..68
5.1. INTRODUCTION…………………………………………………………….………68
5.2. MAJOR FINDINGS………………………………………..………………….……...68
5.3. RECOMMENDATIONS……………………………………………………….….....84
5.4. FUTURE RESEARCH OPPORTUNITIES……………………………………….....86
5.5. RESEARCH SUMMARY……………………………………………………………86
REFERENCES……………………………………………………………………….……87
APPENDIX…………………………………………………………...……………….…..95
Appendix 1: Qualitative Research for In-depth Interview Questions………………..........95
Appendix 2: Participant Consent Form………………..….……………………….….…...96
Appendix 3: Information Sheet………..…….………...…..………………………………98


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و این سایت رو به دوستاتون پیشنهاد کنید.

به کانال تلگرامیمون سر بزنید:My_computer@

با تشکر , محمد حسین شاه محمدی


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