英语教育论文提纲
英语论文提纲格式文档2篇
英语论文提纲格式文档2篇English paper outline format document编订：JinTai College英语论文提纲格式文档2篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语论文提纲格式文档2、篇章2：大学英语论文提纲格式规范篇章1:英语论文提纲格式文档一、课题研究目的意义随着经济全球化趋势的进一步增强，英语日益成为我国对外开放和与各国进行经济文化等方面交流的重要工具，因此如何改进英语教学已成为人们街谈巷议的话题和举目关注的焦点。
我校经过三年多的实践和研究，已初步确立了小学英语活动体系的目标和模式，实践证明小学英语活动体系是必要的，可行的，普遍适应小学生身心发展规律。
近年来我国基础外语教育有了很大的发展，然而，在大力发展基础英语教育的同时。
很多教师却不同程度地忽略了儿童心理认知的特点。
综观我们的外语课堂教学，教师的教学理念与社会的要求还有较大的差距。
在传统的教学方法的影响下，教师仍占去课堂大部分时间，导致为学生成为语言知识的消极接受者。
因而从更高的层面上来反思小学英语教学，真正的把小学英语活动体系应用到日常英语教学与英语活动中去就显得尤为重要。
为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生交际运用语言的能力，实现知识、技能向能力的转化，培养学生在英语活动中生动活泼`积极主动地发展，我们提出了《小学英语活动的实效性研究》的课题研究。
二、理论依据和研究目标理论依据：活动型教学方式符合外语教学理论中的“情感过滤”假设。
有利于调节儿童的情感因素。
英语论文提纲范例大全13篇
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
英语教育论文提纲
英语教育论文提纲英语教育论文提纲英语教育论文提纲一：contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideolog ies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel,selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the same conduct (10)4.1 beat s of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语教育论文提纲二：Why should we write the thesis?To write a thesis before graduation is a must for every university graduate.By writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.It is the reflection of a student’s study in college.Whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.How long should we prepare for writing a thesis?One year or soWhat do we need when we write a thesis?Firstly, for English major, most important of all, it is English knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.Secondly, the way of writing is also important.A good title, some good ideas to support thesis statement, right language and standard format are what we need.The language style is something that we should pay much attention to, for example:Wording: we prefer big word to small one;Sentence: Long sentences are quite expectable.How do we write a thesis? How many steps should we follow?Generally speaking, when we write a thesis, we follow 10 steps:1. Choose a subject: that is, what you are going to write about. For English major, we may apply:2. Choose a title/Title a paper;3. Collect materials for reference in writing;4. Analyze the collected materials;5. Sort out the data and arguments;6. List references;7. Make up an outline;8. 1—3 drafts;9. Proofread;10. The last version.What subjects may we choose to write?English and American LiteratureThe Practice and Theory of TranslationEnglish LanguageEnglish LinguisticsEnglish GrammarEnglish PhoneticsEnglish LexicologyEnglish RhetoricLanguage and CultureELT MethodologyTeaching English in Middle School English Teaching Research and Survey The History of… (All mentioned above)。
【推荐】英文论文大纲范例-范文模板 (10页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。
英语专业毕业论文提纲
专业论文：英语专业毕业论文提纲一、摘要（此处留空）二、引言1. 研究背景（此处留空）2. 研究目的与意义（此处留空）3. 研究方法（此处留空）4. 论文结构安排（此处留空）三、文献综述1. 国内外研究现状（此处留空）2. 研究空白与不足（此处留空）3. 研究内容与目标（此处留空）四、研究方法与数据来源1. 研究方法（此处留空）2. 数据来源（此处留空）3. 数据处理与分析方法（此处留空）五、实证研究1. 研究对象与样本选择（此处留空）2. 研究结果与分析（此处留空）3. 研究结论（此处留空）六、讨论与启示1. 研究结论的讨论（此处留空）2. 对英语专业教学的启示（此处留空）3. 对英语专业人才培养的启示（此处留空）七、结论（此处留空）2. 研究局限与展望（此处留空）（此处留空）九、附录（此处留空）一、摘要二、引言1. 研究背景近年来，我国英语教育取得了显著成果，英语专业毕业生人数逐年增加。
然而，随着就业市场的变化，英语专业毕业生面临着就业压力。
本研究的背景是分析英语专业毕业生的就业现状，为高校英语专业人才培养提供有益借鉴。
2. 研究目的与意义本研究旨在：（1）分析英语专业毕业生的就业现状，了解其就业领域、行业分布及薪资水平等。
（2）探讨影响英语专业毕业生就业的因素，为高校英语专业人才培养提供依据。
（3）提出提高英语专业毕业生就业竞争力的对策建议。
3. 研究方法本研究采用文献研究法、问卷调查法、统计分析法等方法，对英语专业毕业生的就业现状进行分析。
4. 论文结构安排三、文献综述1. 国内外研究现状（1）英语专业毕业生的就业现状分析。
（2）影响英语专业毕业生就业的因素探讨。
（3）英语专业人才培养模式的优化。
2. 研究空白与不足（1）研究视角较为单一，缺乏对就业现状的全面分析。
（2）研究方法较为传统，缺乏创新。
（3）研究结论对高校英语专业人才培养的指导意义不足。
3. 研究内容与目标（1）分析英语专业毕业生的就业现状。
英语毕业论文提纲模板
英语毕业论文提纲模板I. 引言A. 研究背景1. 研究领域概述2. 研究问题的提出3. 研究目的和意义B. 研究现状1. 国内外研究综述2. 现有研究的不足3. 本研究的创新点C. 研究方法1. 研究设计2. 数据来源3. 数据分析方法II. 文献综述A. 相关理论1. 理论背景2. 理论框架3. 理论应用B. 研究方法1. 研究方法概述2. 研究方法的优势与局限性3. 研究方法的适用性C. 研究成果1. 已有研究成果概述2. 成果的代表性3. 成果的启示III. 研究设计A. 研究对象1. 研究对象的选择2. 研究对象的特征3. 研究对象的代表性B. 研究方法1. 研究方法的选择2. 研究方法的实施步骤3. 研究方法的有效性C. 数据收集与分析1. 数据收集方法2. 数据分析方法3. 数据分析结果IV. 研究结果与分析A. 研究结果概述1. 研究结果的主要发现2. 研究结果的特点3. 研究结果的启示B. 结果分析1. 结果与理论框架的关联2. 结果与已有研究的比较3. 结果的限制与局限性V. 结论与建议A. 研究结论1. 研究的主要发现2. 研究的理论贡献3. 研究的实践意义B. 研究建议1. 对未来研究的建议2. 对实践工作的建议3. 对政策制定的建议[此处列出所有引用的文献]附录[如有必要，可在此处附上研究工具、数据表格、图表等补充材料]I. 引言A. 研究背景1. 研究领域概述英语作为国际通用语言，在全球范围内具有重要地位。
英语教育在我国的发展历程及现状。
2. 研究问题的提出英语教学过程中存在的普遍问题，如学生英语口语表达能力不足。
3. 研究目的和意义提高英语口语教学效果，促进学生英语口语能力提升。
为英语教师提供有效的教学策略和方法。
B. 研究现状1. 国内外研究综述国外英语口语教学研究现状。
国内英语口语教学研究现状。
2. 现有研究的不足现有研究对英语口语教学策略和方法的研究不够深入。
现有研究对英语口语教学评价体系的研究不足。
如何学好英语作文提纲
如何学好英语作文提纲
一、培养兴趣
1、了解英语的用途和重要性
2、选择适合自己口味的英语学习方式
3、多接触英语，培养对英语的兴趣
二、建立正确的学习方法
1、制定学习计划，合理安排学习时间
2、找到适合自己的学习方式
3、做好学习笔记，系统整理所学知识
4、不断总结经验，找出适合自己的学习方法
三、增强英语听说能力
1、多听英语，提高听力水平
2、模仿英语发音，提高口语表达能力
3、多说多练，增强语言流利度
四、扩大词汇量
1、背单词，掌握常用词汇
2、增加词汇量，学习专业术语
3、多读英语书籍，扩展词汇量
五、多做练习
1、做英语题，巩固所学知识
2、练习写作，提高写作水平
3、参加英语考试，检验学习效果
六、多与外国人交流
1、参加英语角活动，锻炼口语表达能力
2、交朋友，提升英语交流能力
3、多与外国人交流，体验真实语境
七、不断提升自己
1、保持学习的激情和毅力
2、不断克服困难，勇于挑战自己
3、定期检查学习效果，及时调整学习计划
总结：学好英语需要一定的毅力和耐心，只有不断努力学习，才能取得进步。
希望以上方法对你有所帮助，加油！。
英文作文提纲及结构
英文作文提纲及结构提纲：1. 为什么学英语很重要？2. 学习英语的难点和解决方法。
3. 如何提高英语口语？4. 如何扩大英语词汇？5. 结论，学习英语的必要性和方法。
英文：Learning English is very important for many reasons. Firstly, English is the most widely spoken language in the world, and it is the language of international business, science, and technology. Secondly, knowing English can open up many opportunities for travel, work, and education.Finally, learning English can help us to communicate with people from different cultures and backgrounds, and can broaden our horizons.However, learning English can be challenging. One of the biggest difficulties is pronunciation, as English has many sounds that are not found in other languages. Another challenge is grammar, as English has many complex rules and exceptions. To overcome these difficulties, it is important to practice regularly and to seek help from teachers or tutors.To improve our spoken English, it is important to practice speaking with native speakers whenever possible. We can also watch English-language movies and TV shows, listen to English-language music, and read English-language books and newspapers. Additionally, we can join English conversation clubs or hire a private tutor to practice speaking.To expand our vocabulary, we can read extensively and use a dictionary to look up new words. We can also useflashcards or other memorization techniques to learn new words and phrases. It is important to use new words in context and to practice using them in conversation.In conclusion, learning English is essential for personal and professional growth. While it can be challenging, with dedication and practice, anyone can improve their English skills. By expanding our vocabulary and practicing our speaking skills, we can become fluent and confident English speakers.中文：学习英语有很多重要的原因。
英语教学毕业论文提纲
英语教学毕业论⽂提纲英语教学毕业论⽂提纲模板精选3篇 论⽂提要是内容提纲的雏型。
⼀般书、教学参考书都有反映全书内容的提要，以便读者⼀翻提要就知道书的`⼤概内容，下⾯是⼩编为⼤家推荐的3篇英语教学毕业论⽂的提纲模板，希望⼤家喜欢! 英语教学毕业论⽂提纲模板⼀ Abstract 5-6 摘要 7-9 1. Introduction 9-11 1.1 Background of the Research 9 1.2 Significance of the Research 9-10 1.3 Structure of the thesis 10-11 2. Literature Review 11-19 2.1 Some Attempts to Define expert and novice teacher 11-13 2.2 An overview of studies on teaching behaviors 13-16 2.3 An overview of the characteristics of expert teachers' teaching behaviors 16 2.4 Limitations of the Previous Studies 16 2.5 Theoretical bases 16-19 3. Research Design 19-25 3.1 Subjects 19-20 3.2 Observed teaching tasks 20-21 3.3 Classification of English teachers’ teaching behaviors 21-22 3.4 Research method 22-24 3.5 Research Procedures 24-25 4. Data Analysis and Discussion 25-51 4.1 Diversity in Speech Presentation behavior 25-33 4.2 Diversity in Text Presentation 33-38 4.3 Diversity in Action Presentation (body language) 38-40 4.4 Diversity in interaction behavior 40-51 5. Conclusions and Implications 51-55 5.2 Pedagogical Implications 53-54 5.3 Limitations and recommendations for the Further Research 54-55 Acknowledgments 55-56 References 56-59 Appendix I Classroom observation worksheet of teaching behavior 59-61 Appendix II 唐卫海提问⾏为类别观察表 61-62 Appendix III 攻读硕⼠学位期间发表的论⽂ 62 英语教学毕业论⽂提纲模板⼆ Abstract 3-4 摘要 5-7 Tables 7-10 1. Introduction 10-14 1.1 Research Questions 11 1.2 The purpose and significance of this research 11-12 1.3 Layout of thesis 12-14 2. Literature Review 14-24 2.1 The concept and connotation of teaching journal 15-17 2.2 The Content of teaching journal 17-20 2.3 Reflective level 20 2.4 The styles of teaching journal 20-24 3.Research Design 24-26 3.1 Purpose of Research 24 3.2 Subjects 24 3.3 Instruments 24-25 3.4 Procesures of research 25 3.5 Data collection 25-26 4. Results and Discussions 26-52 4.1 Results and discussions of quesionnaire 26-32 4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45 4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52 5. Methods to Improve Teachers' Reflective Ability 52-56 5.1 Problems in the process of reflection 52-53 5.2 The ways to improve teachers' reflective ability 53-56 6. Conclusion 56-58 6.2 Limitations 56-57 6.3 Suggestions for future research 57-58 Acknowledgements 58-60 Bibliography 60-64 Appendix 64-65 英语教学毕业论⽂提纲模板三 Abstract 3-4 摘要 5-8 1. Introduction 8-12 1.1 Research background 8 1.2 Significance of the study 8-10 1.3 Organization of thesis 10-12 2. Literature Review 12-22 2.1 Language learning strategies 12-15 2.1.1 Definition of the language learning strategies 12-13 2.1.2 Classification of learning strategies 13-14 2.1.3 Studies on learning strategies 14-15 2.2 Language learning styles 15-18 2.2.1 Definition of language learning style 15 2.2.2 Classification of language learning style 15-17 2.2.3 Studies on language learning style 17-18 2.3 Learning strategies training 18-19 2.4. Review of the relationship of learning strategies and learning styles 19-22 3. Methodology 22-33 3.1 Purposes 22 3.2 Hypotheses 22 3.3 Research participants 22-23 3.4 Instruments of the research 23-24 3.4.1 Questionnaire 23 3.4.2 Observation 23-24 3.5 Procedures 24-33 3.5.1 Pre-treatment questionnaire 24-25 3.5.2 Language learning strategy training instruction 25-30 3.5.3 Post-treatment questionnaire 30-33 4. Results and Discussion 33-47 4.1 Results of the questionnaire 33-43 4.1.1 The results of the T-test in pre-treatment questionnaire 37-40 4.1.2 The results of the T-test in post-treatment questionnaire 40-43 4.2 Discussion 43-47 4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44 4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45 4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47 5. Conclusion 47-49 5.1 Major findings 47-48 5.1.1 The learning styles of the senior high students were tended to be various 47-48 5.1.2 The language learning strategy training can expand or even changethe language learning styles 48 5.2 Limitations and recommendations for further study 48-49 Acknowledgements 49-51 Bibliography 51-55 Appendix 55-61 AppendixA 关于英语学习风格的问卷调查 55-59 AppendixB 英语学习策略培训观察量表 59-60 AppendixC Listening Material 60-61。
英语专业的论文提纲
英语专业的论文提纲Chapter One Introduction1.1 Purpose of the Paper1.2 Theoretical Framework1.3 Methodology and Data Collection1.4 Significance of the Paper1.5 Outline of the PaperChapter Two Literature Review2.0 Introduction2.1 Chinese Sentence Components and English Predicate 2.2 On the Translation of Chinese Finite Verbs2.3 On the Two English Versions of HLM.2.3.1 The Reference Versions of HLM2.3.2 Acceptability2.4 SummaryChapter Three An Operational Norm on the Selection of English Predicates in CE Translation3.0 Introduction3.1 Chinese Predicates as the Sources3.1.1 Chinese Oneverb Sentences3.1.2 Chinese Multiverbal Sentence3.1.2.1 Pivot Constructions3.1.2.2 Serial Verbal Constructions3.1.2.3 Constructions with Subjectpredicate Phrases 3.2 Empty Categories as the Sources3.3 Chinese Adverbials as the Sources3.4 SummaryChapter Four The Textuallinguistic Norm on the Translation of Chinese Verbs in CE Translation4.0 Introduction4.1 Similarities between the Yangs Version and Hawkes,Version in English Counterparts of Chinese Verbs in CE Translation4.1.1 Verb 〔Verbal Phrase〕4.1.2 Empty Categories4.1.3 Nonfinite Verb 〔Verbal Phrase〕4.1.3.1 Participle4.1.3.2 Infinitive 〔Phrase〕4.1.4 Preposition 〔Prepositional Phrase〕4.1.5 Noun4.1.6 Adverb4.1.7 Adjective4.1.8 Auxiliary4.2 Discrepancies between the Yangs Version and HawkesVersion in English Counterparts of Chinese Verbs4.2.1 Verb4.2.2 Preposition4.2.3 Noun4.2.4 Adjectives4.2.5 Empty Categories4.2.5.1 Empty Categories in the Yangs,Version4.2.5.2 Addition in Hawkess Version4.3 SummaryChapter Five Constraints on the Selection of English Predicate in CE Translation5.0 Introduction5.1 Constraints from the Initial Norm5.2 Constrains from the Preliminary Norms5.3 Constrains from the Textuallinguistic Norms5.3.1 From the Perspective of Discourse Theme5.3.2 From the Perspective of Syntax5.3.2.1 Chinese Sentence with Overt Subject5.3.2.1.1 Same Subject between the Two English Versions of HLM655.3.2.1.2 Different Subjects between the Two English Versions of HLM. 665.3.2.2 Chinese Sentence with Covert Subject5.3.2.2.1 Same Subject between the Two English Versions of HLM5.3.2.2.2 Different Subjects between the Two English Versions of HLM.685.3.3 From the Perspective of Word5.3.3.1 Motion + Path5.3.3.2 Motion + Coevent5.4 SummaryChapter Six Conclusions6.1 Findings6.2 Limitations and SuggestionsThis conclusionBased on the third chapter of HLMmd its two English versions, this thesis explores howto select English predicates in CE translation through the comparison between the originaltext, the Yangs5 version and Hawkes,version with Toxirys threephase methodology. Thisstudy finds out that, on the selection of English predicates, the translators have adopted thefollowing three norms. The initial norm is to subject to the target culture: previous studieshave proved that compared with the Yangs, Hawkess version, complying with thisnorm,ismore popular among TRs. The preliminary norm is to subject themselves to the translationpolicy in their own translational context. Though the two translators have chosen the same ST,they are in different translational contexts and have different translation purposes: Hawkes,considering the contradiction between the westerners curiosity about China and Chineseliterature and the deficiency of translated Chinese literature in the Western World, determinesto fill up this blank and provide a window for the TRs to get a glimpse of China; whereas, theYangs are appointed by the Foreign Language Press to fulfill the mission of spreading theChinese literature to the west. Different translation purposes cause different translationstrategies, which,in turn, lead to discrepancies in the acceptability of the TT. In China, theYangs version is unsurpassable, but at abroad, the Hawkess version is in the toprankingamong the English versions of HLM. As for the operational norm, it has been concluded thatthe higher syntactic status the English predicate occupies, the higher information value itconveys, which determines that normally the selected English predicate will be incorrespondence with the original syntactic component which also enjoys a higher syntacticstatus as well as possesses a higher information valueand that finding is also reflected in thefollowing way: the element loaded with the information about the result of an event in the ST,for example, the Chinese verb indicating the result of an event, is normally rendered into anelement with a higher syntactic status in the TT, such as, the English mainclause predicateverbs. Apart from that, the selection of English predicates will also be constrained by thediscourse theme of ST, English subjects and different lexicalization levels between Chineseand English.All in all, this research attempts to shed light on the study of translation process andbring about inspiration to translation teaching and practice.。
与教育有关的英语作文大纲
与教育有关的英语作文大纲I. IntroductionA. The importance of education in modern societyB. The role of education in personal and societal developmentC. Thesis statement: This essay will explore the significance of education, the challenges faced by the education system, and potential solutions to improve educational outcomes.II. The Importance of EducationA. Education as a foundation for individual growth1. Critical thinking skills2. Problem-solving abilities3. Self-awareness and personal developmentB. The impact of education on economic growth1. Increased productivity and innovation2. Reduction in poverty rates3. Long-term economic stabilityC. Education as a tool for social mobility1. Access to better job opportunities2. Breaking the cycle of poverty3. Empowerment of marginalized groupsIII. Challenges in the Education SystemA. Inequality in access to quality education1. Socioeconomic disparities2. Geographic limitations3. Gender and cultural barriersB. The impact of technology on learning1. The digital divide2. Balancing traditional and online learning3. The need for updated curriculaC. Teacher shortages and professional development1. Attracting and retaining qualified educators2. Continuous training and support for teachers3. Addressing the teacher workload and stressIV. Solutions to Improve EducationA. Policy initiatives for equitable education1. Increased funding for underprivileged schools2. Scholarships and financial aid programs3. Community involvement and partnershipsB. Integrating technology into the classroom1. Utilizing digital resources to enhance learning2. Training educators to effectively use technology3. Ensuring access to technology for all studentsC. Strengthening teacher training and support1. Competitive salaries and benefits to attract teachers2. Mentorship and professional development programs3. Reducing class sizes to improve teacher-student ratiosV. The Future of EducationA. The role of lifelong learning in a changing worldB. The importance of adaptability and continuous improvement in educationC. The potential of global collaboration in educational innovationVI. ConclusionA. Restating the importance of education in shaping the futureB. Summarizing the key challenges and proposed solutionsC. A call to action for stakeholders to work together towards a more equitable and effective education system.。
英语教育毕业论文大纲模板
Abstract:This paper aims to provide a comprehensive analysis of the role of English language education in the context of globalization. It will explore the historical development of English as a global language, the pedagogical approaches used in English language teaching, and the challenges and opportunities associated with the integration of English in diverse educational settings. The paper will also discuss the impact of English language education on cultural exchange, economic development, and individual empowerment.Table of Contents:1. Introduction1.1 Background of the Study1.2 Research Questions1.3 Significance of the Study2. Literature Review2.1 The Historical Development of English as a Global Language2.2 The Role of English in Globalization2.3 Pedagogical Approaches in English Language Teaching2.4 The Impact of English Language Education on Cultural Exchange2.5 The Economic Implications of English Language Education2.6 Challenges and Opportunities in English Language Education3. Methodology3.1 Research Design3.2 Data Collection Methods3.3 Data Analysis Techniques4. Historical Perspective4.1 The Evolution of English as a Global Language4.2 The Spread of English in Different Regions4.3 The Role of Colonialism in the Spread of English5. Pedagogical Approaches5.1 Traditional Teaching Methods5.2 Communicative Language Teaching5.3 Task-Based Language Teaching5.4 Technology-Enhanced Language Learning5.5 The Role of Teacher Training and Development6. The Impact of English Language Education on Cultural Exchange6.1 Language as a Tool for Cultural Exchange6.2 The Role of English in Promoting Intercultural Understanding6.3 Challenges in Maintaining Cultural Identity7. Economic Implications7.1 The Economic Value of English Language Skills7.2 English as a Global Language and International Trade7.3 The Role of English in the Global Job Market8. Challenges and Opportunities8.1 Access to Quality English Language Education8.2 Language Policy and Planning8.3 The Role of English in Language Policy8.4 The Future of English Language Education9. Case Studies9.1 Case Study 1: English Language Education in the United States9.2 Case Study 2: English Language Education in China9.3 Case Study 3: English Language Education in South Africa10. Discussion10.1 Analysis of Findings10.2 Comparison of Case Studies10.3 Theoretical Implications11. Conclusion11.1 Summary of Key Findings11.2 Limitations of the Study11.3 Recommendations for Future Research12. ReferencesIntroduction:1.1 Background of the Study:- Brief overview of the global context and the increasing importance of English.- Discussion on the role of English in various sectors such as education, business, and diplomacy.1.2 Research Questions:- How has the historical development of English as a global language influenced its role in education?- What are the different pedagogical approaches used in English language teaching?- What are the challenges and opportunities associated with the integration of English in diverse educational settings?- How does English language education contribute to cultural exchange and economic development?1.3 Significance of the Study:- The study will provide insights into the impact of English language education on globalization.- The findings will contribute to the development of effective English language teaching strategies.- The study will inform policy-makers and educators about the importance of English language education.Literature Review:2.1 The Historical Development of English as a Global Language:- Discuss the historical stages of English’s rise to global prominence.- Analyze the factors that contributed to the spread of English.2.2 The Role of English in Globalization:- Examine the role of English in facilitating international communication and trade.- Discuss the impact of English on cultural and linguistic diversity.2.3 Pedagogical Approaches in English Language Teaching:- Review different pedagogical approaches used in English language teaching.- Analyze the effectiveness of these approaches in diverse educational settings.2.4 The Impact of English Language Education on Cultural Exchange:- Discuss how English language education promotes intercultural understanding.- Analyze the challenges of maintaining cultural identity in the context of English language education.2.5 The Economic Implications of English Language Education:- Explore the economic benefits of English language skills.- Discuss the role of English in the global job market and international trade.2.6 Challenges and Opportunities in English Language Education:- Identify the challenges faced by educators and learners in English language education.- Discuss the opportunities for innovation and improvement in the field.Methodology:3.1 Research Design:- Explain the chosen research design (qualitative, quantitative, or mixed-methods).- Discuss the rationale for the chosen design.3.2 Data Collection Methods:- Describe the data collection methods used (surveys, interviews, observations, document analysis).- Justify the selection of these methods.3.3 Data Analysis Techniques:- Outline the data analysis techniques to be employed (content analysis, thematic analysis, statistical analysis).- Explain the rationale for these techniques.Historical Perspective:4.1 The Evolution of English as a Global Language:- Trace the historical development of English from its origins to its current status as a global language.- Discuss the key events and factors that have contributed to its spread.4.2 The Spread of English in Different Regions:- Analyze how English has spread across different regions of the world.- Discuss the impact of colonialism and global migration on the spread of English.4.3 The Role of Colonialism in the Spread of English:- Examine the role of colonialism in the spread of English.- Discuss the implications of colonialism on the current status of English as a global language.Pedagogical Approaches:5.1 Traditional Teaching Methods:- Describe traditional teaching methods used in English language education.- Discuss the advantages and limitations of these methods.5.2 Communicative Language Teaching:- Explain the principles and techniques of communicative language teaching.- Analyze its effectiveness in English language education.5.3 Task-Based Language Teaching:- Describe task-based language teaching and its application in English language education.- Discuss the benefits and challenges of this approach.5.4 Technology-Enhanced Language Learning:- Explore the use of technology in English language education.- Discuss the impact of technology on language learning outcomes.5.5 The Role of Teacher Training and Development:- Analyze the importance of teacher training and development in English language education.- Discuss the challenges and opportunities for teacher training programs.The Impact of English Language Education on Cultural Exchange:6.1 Language as a Tool for Cultural Exchange:- Discuss how language acts as a bridge for cultural exchange.- Analyze the role of English in promoting intercultural understanding.6.2 The Role of English in Promoting Intercultural Understanding:- Explore the ways in which English language education fosters intercultural understanding.- Discuss the challenges of maintaining cultural identity in the context of English language education.6.3 Challenges in Maintaining Cultural Identity:- Identify the challenges faced by individuals and communities in maintaining their cultural identity while learning English.- Discuss strategies for addressing these challenges.Economic Implications:7.1 The Economic Value of English Language Skills:- Analyze the economic benefits of English language skills.- Discuss the impact of English proficiency on employment opportunities and career advancement.7.2 English as a Global Language and International Trade:- Explore the role of English in facilitating international trade and business communication.- Discuss the economic implications of English proficiency for companies and individuals.7.3 The Role of English in the Global Job Market:- Analyze the demand for English language skills in the global job market.- Discuss the impact of English proficiency on employability and career success.Challenges and Opportunities:8.1 Access to Quality English Language Education:- Discuss the challenges faced by individuals and communities in accessing quality English language education.- Analyze the factors that contribute to educational inequalities.8.2 Language Policy and Planning:- Examine the role of language policy and planning in promoting English language education.- Discuss the challenges and opportunities associated with language policy decisions.8.3 The Role of English in Language Policy:- Analyze the impact of English in language policy debates.- Discuss the implications of language policy for English language education.8.4 The Future of English Language Education:- Discuss the potential future developments in English language education.- Analyze the opportunities for innovation and improvement in the field.Case Studies:9.1 Case Study 1: English Language Education in the United States:- Present a detailed case study of English language education in the United States.- Analyze the successes and challenges faced by educators and learners.9.2 Case Study 2: English Language Education in China:- Present a detailed case study of English language education in China.- Analyze the unique challenges and opportunities in the Chinese context.9.3 Case Study 3: English Language Education in South Africa:- Present a detailed case study of English language education in South Africa.- Analyze the impact of English language education on cultural diversity and social cohesion.Discussion:10.1 Analysis of Findings:- Summarize the key findings from the literature review and case studies.- Discuss the implications of these findings for English language education.10.2 Comparison of Case Studies:- Compare and contrast the case studies to identify common themes and differences.- Discuss the relevance of these findings to different educational contexts.10.3 Theoretical Implications:- Discuss the theoretical implications of the study for language education theory and practice.- Identify gaps in the existing literature and suggest areas for future research.Conclusion:11.1 Summary of Key Findings:- Summarize the main findings of the study, emphasizing the impact of English language education on globalization.11.2 Limitations of the Study:- Acknowledge the limitations of the study, such as the scope of the research, data collection methods, and the generalizability of the findings.11.3 Recommendations for Future Research:- Suggest areas for future research to build upon the findings ofthis study.- Recommend specific research questions and methodologies for further investigation.References:- List all the references cited in the paper, following the appropriate citation style (e.g., APA, MLA, Chicago).Note: This template provides a comprehensive outline for a graduate-level English education thesis or dissertation. The actual content and length of the paper will vary depending on the specific requirements of the academic institution and the depth of the research conducted.。
英文论文提纲
英文论文提纲英文论文提纲很多学生都说英文论文不会写，其实在写英文论文之前我们应该要先定好相关的提纲。
以下是小编为大家精心整理的英文论文提纲，欢迎大家阅读。
1 Introduction1.1 Significance of the research1.2 Organization of the thesis2 Literature Review2.1 Researches on monolingual mental lexicon2.1.1 Definition of mental lexicon2.1.2 Models of mental lexicon: a developing one2.2 Research methodology of bilingual mental lexicon2.2.1 Word association paradigm2.2.2 Word translation task2.2.3 Cross-language priming paradigm2.3 Theories on bilingual mental lexicon2.3.1 Weinreich’s three hypotheses: the ancestor of bilingual mental lexicon models2.3.2 Paivio’s bilingual dual-coding theory2.3.3 Kroll & Stewart’s revised hierarchical model2.3.4 De Groot’s distributed representation model3 Extended Bilingual Distributed Representation Model3.1 Setting and characteristic of L2 word acquisition3.2 Psychological mechanism of L2 word acquisition3.2.1 Coactivation pattern: L2 word representation manner3.2.2 Simultaneous formation of semantic memory and episodic memory3.3 Semantic restructuring in L2 vocabulary development4 Implications for L2 Word Meaning Acquisition4.1 Unbalanced performance on language comprehension and production4.1.1 Receptive vs. productive vocabulary: imbalance on acquisition difficulty4.1.2 Positive effect of episodic memory4.2 Negative semantic transfer4.2.1 Episodic memory: the primary cause of negative semantic transfer4.2.2 Negative effect of episodic memory4.3 Episodic memory and L2 word meaning acquisition4.3.1 Applying episodic memory: when and how4.3.2 Strengthening semantic memory: why and how5 Conclusion。
英语毕业论文提纲
英语毕业论文提纲论文题目：The Impact of English Teaching Methods on Students' English Proficiency提纲：I. IntroductionA. Background information on English language learning as a global phenomenonB. The importance of English proficiency in various aspects of life, such as education, employment, and social interactionC. The significance of effective teaching methods in promoting students' English language skillsII. Literature Review1. Grammar-translation method2. Audio-lingual method4. Task-based learning5. Content-based instructionB. Analysis of strengths and weaknesses of each teaching methodC. Discussion of studies that have examined the impact of different teaching methods on students' English proficiencyIII. Case StudyA. Detailed description of the research design and methodology used in the case studyB. Selection of a specific teaching method to focus on, considering its relevance and impact on English language learningC. Description of the study participants, including their demographic information and English proficiency level at the beginning of the studyD. Implementation of the chosen teaching method in a specific classroom settingE. Data collection methods, including pre- and post-tests, classroom observations, and student surveysF. Analysis of the collected data to evaluate the impact of the teaching method on students' English proficiencyIV. Findings and DiscussionA. Presentation and interpretation of the research findings from the case studyC. Analysis of qualitative data, such as classroom observations and student surveys, to gain insights into students' perceptions of the teaching methodD. Discussion of the implications of the research findings for English language teaching practicesA. Identification of the most effective teaching method based on the research findings and literature reviewC. Importance of professional development opportunities for teachers to update their teaching techniques and strategiesD. Need for further research to explore the impact of other factors, such as learner differences and classroom environment, on English language learningVI. ConclusionA. Summary of the key points discussed in the paperB. Reinforcement of the significance of using effective teaching methods to enhance students' English proficiencyC. Final thoughts on the future direction of English language teaching and learning in a globalized world注意：根据提供的要求，提纲超过1200字，但是毕业论文的提纲一般是较为详细和完整的，方便后续的写作工作。
英语教育论文提纲
英语教育论文提纲一、引言
-介绍英语教育研究的背景和重要性
-提出研究问题和目标
二、英语教育的历史概述
-英语教育在不同时期的发展和变革
-不同教育理论对英语教育的影响
三、英语教育的方法与策略
-传统教学方法和现代教学方法的比较
-探讨有效的英语教学策略
-利用技术手段提高英语教学效果
四、英语教育的课程与评估
-英语课程设置的重要性和挑战
-评估学生英语能力的方法和工具
五、英语教育的师资队伍建设
-培养优秀的英语教师的必要性
-提高英语教师的专业素养的策略
六、英语教育的发展趋势与挑战
-全球化对英语教育的影响
-多元文化社会中的英语教育挑战
七、结论
-总结论文的主要观点和结论
-对未来英语教育研究的展望
以上是一个关于英语教育的论文提纲，具体的内容可以根据具体的研究目标和方法进行调整和修改。
这个提纲可以帮助你在论文写作过程中有条理地组织思路，并确保论文的层次清晰。
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农村小学英语口语教学环境创设的研究——以XX中小学为例
一、课题的提出
由于农村学生见识少、家庭教育差以及语言环境恶劣等种种因素，农村孩子与城里的孩子相比，以及特别是我们中西部地区农村小学生在听、说、读、写等能力中，最差的要数“说”的能力，加强对我们农村小学生的口语教学环境创设，提高农村学生的素质，开展对农村学生口语教学环境创设的研究更是刻不容缓，势在必行。
英语作为一门外语，跨文化交际的工具是它的重要功能之一。
同时，由于英汉语差异的客观存在，学习者只有拥有足够的文化意识，通过大量的口语训练，置身于逼真的情境，才能进行成功的交际。
二、课题研究的目的与意义
为了让我们及教师们认识到英语口语以及语音在英语学习当中的重要性，同时也为了孩子们口语能力的提高，改变我们农村英语口语教学以往“教师只讲，学生硬记，一切为考试”的哑巴英语教学形式，有创造性的设计贴近学生实际的口语教学活动，使学生形成一定的综合语言运用能力，英语学习情境的创设则变得尤为重要。
着重于提高我们地区学生们英语口语交际兴趣与能力。
三、课题研究的依据
1、理论依据
英语口语教学最根本的目的就是培养学生的交际能力。
要掌握英语，必需拥有大量的输入（即听和读），才可以保证较好，较正确的输出（即说和写）。
即“听、说”领先，“读、写”跟上的规律，应当抓“说”。
无论从语言的发展或学习语言的自然规律或用语言交际所采取的形式来看，说的能力的培养即口语训练在语言教学与研究中都显得特别重要。
海姆斯的交际人种论认为说话是一项‘需要技能的工作’，因此，本着“以人为本，一切为了学生”的原则，在农村小学的英语教学没有理由不把说的能力的培养即口语训练置于首位。
2、课题研究的政策法规依据
由教育部2001年7月制定的《英语课程标准》明确指出，我国基础教育新课程标准在其基本教学理念中“倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式实现任务的目标，感受成功。
在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
”
四、课题研究方法
1.调查法：对几所中小学师生进行问卷调查
2、自然实验法：以调查分析的结果为依据，探索在学科教学中提高学生英语口语表达能力的具体有效的方法。
寻找一条在本学科教学中培养学生习得语言能力、运用语言的有效途径。
3、文献法：查阅有关英语口语方面的书籍资料等，进行研究分析，实现理论与实践的创新。
五、课题研究的目标
1、学生发展目标：
1）培养学生对学习英语的兴趣和激发学生学习英语的积极性。
2）提高学生口语表达能力，提高学生灵活运用语言的能力。
3）帮助学生树立自信心，养成良好“习得语言”的学习习惯，发展口语自主学习的能力。
2、教师发展目标：
1）教师具有一定的英语口语教学环境创设能力。
2）教师具有丰富的英语学科知识。
3）注重学生口语语音能力的培养。
六、课题展开内容
1、激发并保持学生学习英语的积极性，确保口语训练活动的顺利进行。
2、创建以注重口语交际能力培养的活动课为主的课堂教学模式。
3、营造良好的英语学习氛围，开展丰富多彩的课外活动。
4、展开立体式教学。
论文内容：
一、问卷调查及其调查情况分析
二、分析总结问卷调查表得出的问题。
三、找出分析问题产生的原因。
四、提出办法。
五、参考文献。