A Brief Study on the Communicative Language Teaching Used in Vocational College English class
中英茶文化差异
AcknowledgementsI am very grateful to my supervisor Ms.Zhang who gave me encouragement, careful guidance and helpful advice to me throughout the writing of this thesis. It is she that not only gave me many valuable advices but also let me know how to write this topic.What’s more, I should express my gratitude to Ms. Zhang again for her insightful advice on my choice of the topic and valuable comments on my thesis. I am also indebted to my other teachers who had given me their sincere help and guidance and to my classmates who had given me their constant encouragement to me in the course of my studies.Of course, I also thank our school library which provides me with so many useful reference books and collected data. And my last special thanks would go to my dearest families. When I make a success, they are more excited than me, and support me to do better. Even though I failed, instead of blaming, they always share sorrow with me, an encourage me not to give up. In a word, the support from these people is always my momentum during my university study years even all the way.AbstractTea is one special kind of drink without alcohol that originates from China, and it is usually used as antidote. Then people found it was good for health to drink tea, and could refresh oneself, making people calm down. Thus tea has become more popular gradually and more and more people are fond of drinking tea every day. When it comes to Chinese Tea, it can be traced back to ancient times and was especially flourished in the Tang Dynasty and the Song Dynasty. We can say that the events about tea all around world are mostly and basically spread out from China. Tea was initially introduced to Europe and was all the rage in Britain in 17 century. Tea plays more and more important role of British in their daily life. When the general tea culture was combined with the culture in Britain, a new unique British type of tea culture formed, for example, the afternoon tea. There are some similarities of tea cultures between China and Britain, such as tea to guests, tea poets who like writing poems connected closely with tea. And there are also many idioms about tea can be found in both countries. Of course, there are still many different aspects owing to the quite different cultures in East and West. For example, the difference of tea’s development of history; especially the customs of drinking tea is totally different. In fact, the more important reasons that lead to these two distinctive tea cultures are different points of value and world outlook of two nations. Chinese people who respect and rely on nature think that man is an integral part of nature. We human beings should get along with nature harmoniously. The British who advocate and emphasize individualism hold that human beings are independent, and they attempt to conquer the nature while Chinese people emphasize the importance of collectivity; they always believe collective benefits outweigh the personal interest which opposites to the view of British people who emphasize personal interest than collective benefits. On the basis of analyzing the history and customs this thesis just makes a brief study on the similarities and dissimilarities in Chinese and British tea culture.Key Words: Tea Culture; China and Britain; Comparison; Afternoon Tea摘要茶是一种不含酒精的饮料，起源于中国，它通常被用作解毒剂。
【论文】商务英语谈判中的语言策略
AbstractAs globalization of world economy gains momentum, business negotiations have become more and more important nowadays. And in business negotiation process, language strategies play very important role in determining the outcome of the negotiation.Language users use different linguistic forms strategically to achieve different communicative intentions. Negotiators use pragmatic strategies to achieve their communicative intentions. While many scholars abroad have made a study of the strategies in business negotiation from a managerial view, which seems to be lacking in language data as evidence, most of the Chinese scholars have paid more attention to the pragmatic strategies such as strategies of politeness, humor, and euphemism applied in international business negotiations from different perspectives. Therefore, application of the pragmatic strategies can only be described as means of getting as much profit as possible under a competitive win-win negotiation situation.This paper is composed of four chapters. In the first chapter, I make a brief introduction to the negotiation and the business negotiation tactics. The second chapter is the most important chapter in the whole paper which is called verbal strategies. It explains language tactics from three periods, the beginning period, the negotiation period and the ending period. To aim at different period’s functions in negotiation, I will introduce different language tactics. Besides verbal strategies, non-verbal strategies also play a crucial role in negotiation. The third chapter, I will introduce the non-verbal strategies from body language, paralanguage, silence and etc. The last chapter is the conclusion part. I made an analysis in selecting a language during the negotiation.Not all the verbal pragmatic strategies can be applied in a business negotiation under a win-win situation. Some verbal pragmatic strategies such as politeness, humorand euphemism can be applied successfully and effectively under win-win negotiation situations。
A Brief Study on the Communicative Language Teaching Used in Vocational College English class共4页wo
A Brief Study on the Communicative Language TeachingUsed in Vocational College English class【Abstract】The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. This paper presents an analytical study of the communicative Language teaching at many levels.I. Introduction：The concept of communicative language teaching is originally created by Dwell Hymes，who states that the ability of communication does not only include the understanding and mastery of the language， but also include the ways of using the language to communicate in on various occasions. However， the usage of the communicative language teaching used in vocational college is very complicated which involves many elements such as language， society，culture and psychology， etc.II. The features of the communicative language teaching1. The teacher designs a large amount of classroom activities based on the theory of students centered actually. For example，the teacher divides a story into three parts and the whole class into three groups. Each group read one part of the story， and they discuss the story， and they exchange their information. The students have the needs to output， so they are very interested inthe study. The ability of language communication consists of the language knowledge and using language.2. Before class， the teacher have designed various real communication situations in the classroom which linking classroom language learning with language activation outside the classroom. The most obvious characteristics of the communicative language teaching are that almost everything that is done with a communicative intent.3. The approach aims at evaluating students’lan guage knowledge， as well as their basic communicative competence in dealing with foreign contacts. It indicates that the practical parts， such as listening， practical writing are gaining their position in examination paper， so the role of communicative language teaching in helping learning is increasingly important.III. The usage of the communicative language teaching in vocational college1. Three minutes’free talk before class“Free talk”is a very practical way in oral English language learning. During the practice， the students have the chance to choose the topics which they are interested in. They can prepare the topic in advance. The topics can be involved in the daily life of the students， the courses study， the class activity， the events all over the world， etc.2. Creating language communication situations in the classroom English teaching is not only about the language points， but also about the training of students using language in real language communication situations， and tries to lighten their desiring to express their ideas correctly.3. Play games in classroom The teacher makes some role-play games in classroom. Each student has his own part in the game. They have their own lines when acting in front of the classroom. This can impro ve the students’ability of language communication4. In my college English teaching class，I give students some topics close to their life or something they can use daily， they show great interests and become more likely to learn and practice automatically and try to use English after class without being told.IV. The results of the communicative language teaching in vocational college1. Making good use of the materials of reading reference book，the video tapes， the pictures， the internet，movies and TV program，etc. The students are involved in the communication situations，and communicate in English under such atmosphere， which is the essence of teaching.2. The teaching method has the advantages of developing students’ interests and arousing t heir initiative. It alsostrengthens practical reflections and promotes students’ ability of expression in English， which can shorten the psychological distance between the teacher and the students.V. Conclusion In a word， the requirements and the final goal of English teaching try to train the communicative ability of the students. The communicative language teaching methodology is a very efficient way used in vocational college. It will play more and more important role in improving the students’ Engl ish ability wholly. It is a good teaching method to improve the students’ ability of listening and speaking.希望以上资料对你有所帮助，附励志名言3条：：1、世事忙忙如水流，休将名利挂心头。
师范类英语本科毕业论文备选题
师范类英语本科毕业论文备选题Ⅰ 文学类1. Love, Equality and Tolerance—On the Nature of Love of Jane and Tess2. On the Endings and Features ofO · Henry's Short Stories3. Paradise Lost—The War in the Heaven4. Jane Austen's Marriage Conception in Pride and Prejudice5. A Brief Approach to the Influence of the Religion on Literature6. A Study on the Characterization of Great Expectations7. Catherine Earnshaw: An Irreproachable Woman8. Individual Has Integrated into the Society — An Analysis of Hester in The Scarlet Letter9. The Stream-of-Consciousness Techniques Used in Ulysses10. The Attractions of The Waste Land11. Moral Lessons in Vanity Fair12. On the Religious Color of Characterization in Uncle Tom's Cabin13. An Unfortunate but Strong Woman —An Analysis of Tess in Tess of D'uberville14. A Gentleman or a Rural Man?—The Analysis of the Characteristics of Mr. Bennet in Pride and Prejudice15. Thoreau's Walden: A Book of Inward Exploration16. The Death of Martin Eden17. Beautiful Women—Analysis of Female Characters in The Merchant of Venice18. The Conflicts between the Reality and Ideals in Jude the Obscure19. The Pursuit of Beauty in Keats's Poetry20. The Great Gatsby and the Collapse of the American Dream21. The Significance of the Scarlet Letter A22. Tom Sawyer and Huckleberry Finn: A Comparison23. The Influence of Edgar Allan Poe's Life on his Writing24. Comment on the Causes of Tess's Tragedy25. Characters Features and Social Satire in Vanity Fair26. Money and Marriage—An Analysis of Women's Social Status in Pride and Prejudice27. Appreciation of Ironic Art in Pride and Prejudice28. Hemingway's Philosophy as Lost Generation Seen From A Fare Well to Arms29. Three Female Characters in Sons and Lovers—An analysis of Feminism in Sons and Lovers30. Robinson Crusoe's Philosophy of Life31. The Study of Interpersonal Relationships in Sons and Lovers32. An Approach to the Contradictory Characters of Angel Clave in Tess ofD'uberville33. Egdon Heath in The Return of Native34. The Theme of Money in Sense and Sensibility35. The Biblical Allusions and Symbols in The Grapes of Wrath36. A Journey of Outward and Inward Exploration—A Brief Analysis of Walden37. Humanitarianism in A Tale of Two Cities38. The Return of the Lion39. The Tragedy of Love in Wuthering Heights40. The Social Significance of Oliver Twist41. The Image of a New Woman—Comments on Hester Prynne in The Scarlet Letter42. Resurrection in A Tale of Two Cities43. The Duality in Robinson Crusoe's Character44. A Book that Rocked the World—Comments on the Successful Elements of Uncle Tom's Cabin45. On the Racial and Cultural Conflicts in Leatherstocking Tales46. A Ruined Pure Woman——Comments on Tess of the D'Urbervilles47. Jane Eyre as a Humanist48. Tess: A Spokesman of Rebellious Spirit49. Rebecca: A Speculator or A Path—breaker?50. The Distorted Love in Sons and Lovers51. The Impact of Puritanism on Hawthorne—A Psychological Approach to The Scarlet Letter52. An Analysis of the Three Major Characters in Tess of D’Urbervilles53. The Power of Love—On Heathcliff's Devotion to Love54. On the Characterization and Writing Techniques in Rebecca55. A Brief Analysis of the Image of Bertha—the Madwoman in Jane Eyre56. On the Cold Imagery in Jane Eyre57. Who is the Murderer?—An Analysis of Heathcliff's Tragedy58. Sense and Sensibility—An analysis of the Love Stories in Oliver Twist59. Connotations in Oliver Twist60. Themes of Pride and Prejudice61. Being a Woman: Sense Or Sensibility?—An Analysis of Jane Austen's Novel Sense and Sensibility62. Symbolism in Tess of the D'Urbervilles63. Guided by God in the Life—Jane Eyre's Religious Ideas64. The Comparison on Love Values between Chinese and Western Women—Du Liniang's Sex Awakening and Juliet's Childish Love65. On the Suffering and Struggling of Women as Seen in Jane Eyre and Tess ofD'Urbervilles66. Explicating Human Nature in Wuthering Heights67. The View of Love and Marriage in Sense and Sensibility68. Symbolism and The Scarlet Letter: The Scarlet Letter as I See it69. Which Course to Follow: Voices from The Bottom of Women's Heart70. Henchard—A Tragic Hero and an Epitome of the Society71. On the Symbols of Bible in Tess of the D'Urbervilles72. Wordsworth: Nature's Favorite Son73. Resistence in the Same Way Leading to Different Outcome: A Comparison between Becky Sharp and Jane Eyre74. Destroyed but not Defeated —On the Theme of The Old Man and Sea75. Tomorrow is Another Day: An Analysis of Scarlet's Positive View of Life and the Slavery in the South76. Two Aspects Reflected from Robinson Crusoe: Society and Nature77. Comparison and Contrast of Some Characters in Jane Eyre78. A Comparative Study of Jane Eyre with Wuthering Heights: A Discussion on Themes and Heroines at the Two Novels79. On Idiot Benjy's Stream of Consciousness in The Sound and the Fury80. The Superman Complex in Love of Life81. The Spirit of Scarlet82. Tess's Tragedy, Who is to Blame?Ⅱ 教学法类1. On Classroom Activities and the Training of Oral Communicative Competence of Junior Middle School Students2. The Impropriety of Children's English Learning in the Countryside of China3. Communicative Competence and Focused Task-based Teaching Approach4. On Developing English Reading Skills5. Interaction in Oral English Teaching6. Improvement of Students' Oral Communicative Competence and Interactivity through In Class Performance7. GTM: Review and Prospect8. The Application of Schemata in the Teaching of Reading Comprehension9. Multicultural Education in Chinese and American Elementary Education10. Communicative Activities in CLT11. Role-play in English Teaching12. The Use of Body Language in English Class13. Teaching English in English14. Effective Factors to Improve Middle School Students' Listening Skill15. Cultural Teaching in English in Middle School16. The Application of Cooperative Learning Theory in Senior High School English Reading Teaching17. The Change of English Teacher's Role in Middle School18. Communicative Language Teaching and Classroom English Teaching in China19. Contextual Analysis of the E-C Translation20. A Conceptual Discussion on Classroom Teamwork Strategy21. Obstacles in Listening Comprehension and the Ways to Remove them22. On Sino—Western Cultural Differences and the Structure of Chinese College students' Chinglish23. The Application of Communicative Approach to ELT in Chinese Middle School24. The Conversion and Development of English Teaching Methods in China25. The Comparison and Analysis of Three Teaching Models26. Using Questions in English Reading Teaching27. Remarks on the Factors Influencing the Individual Language Learners28. Tentative Approaches to the Teaching of English Reading Comprehension in High School29. Chinese Expression in Translation of EST30. Development of the Children's Learning Autonomy in the Classroom Teaching of Cambridge Young Learner English31. Task-based Language Teaching Methodology and its Application in Reading32. The Application of Performance in English Learning and Adjustment of the English Teacher's Role33. Cultural Factors in Foreign Language Teaching34. English Songs—An Effective and Supplementary Medium of English Teaching35. The Non-intelligence Factors in English Learning36. The Use of Instructional Technology in English Listening Teaching37. Student Groupings in Teaching Spoken English in Middle Schools38. Modern English Teaching and the Reform of English Education in Countryside Middle School39. On Art of Teacher Talk40. The Application of Multimedia Technology in the High School English Teaching41. Culture Education in English Teaching42. The Principles and Methods of Spoken English Teaching43. How to Improve the Teaching of Listening and Speaking by Activities44. Motivating Students' Interest to Improve Junior English Vocabulary Teaching45. Teaching Reading of SEFC: How to Design Efficient Questions46. On Approaches to Improving Vocabulary Instruction47. The Factors Influencing Junior Students' English Listening and Methods of Training48. Using Task-based Method and Internet Resource to Improve Teaching of Classroom ReadingⅢ 翻译类1. The Application of Semiotic Approach in Translation2. Language, Culture and Translation—the Influence of Cultures on Translation and Communication3. A Brief Study on English Antonyms4. Translation — An Unsubstitutable Means of English Teaching5. Idiom Translation and Culture Differences6. Chinese—English Cultural Differences and Translation7. On the Translation of Advertisement and Brand Name8. On the Translation of Film Names9. Discourse Analysis of the Dialogues in Films10. On Cultural Impact on Translation of Idioms11. The Comparison of English and Chinese Euphemisms for Death12. The Formation and Social Function of English Euphemism13. The Variation of Maxims and the Humor of Advertisement14. Colorful Language —On the Differences in the Symbolic Meaning of the Color between Chinese and Western Culture15. A Study of Dialect in View of Social and Literary Contexts16. On Translating English Negative Sentence into Chinese17. Translating the Lengthy Chinese Sentences into English18. Two Patterns of Translating the Classical English Poetry into Chinese19. How to Get Poetic Flavor in Translation20. Cultural Difference and Translation21. On Cultural Factors in Translation22. Comparison of Chinese and English Forms of Addresses23. Translation of Chinese Brand into English24. Analysis on Two English Versions of Honglou Meng in Terms of Literal Translation and Free Translation25. Taboos in Western Social Customs26. Similarities and Dissimilarities of Euphemisms in Chinese and English27. A Study on Animal Metaphors in English and ChineseⅣ 跨文化类1. The Symbolic Meanings of Color in Chinese and Western Cultures2. Body Language in Nonverbal Communication3. The Obstacle of Intercultural Communication4. Comparison between Chinese Collectivism and American Individualism in Oral Speaking5. On the Differences in Nonverbal Communication between the Chinese and the American and the British6. The Body Language in Intercultural Communication7. On Colors and Color Words in Chinese and in English8. The Influence of Cultural Origin of East and Western on Intercultural Communication9. The Importance of Body Language in Different Cultures10. A Comparison of Intercultural Usages between Chinese and Western Courtesy Languages11. The Discrepancy of Chinese and Western Culture in Advertisement12. General Features of Language in Postmodern Culture13. On the Cultural Implications of Body Language14. Contrasts of Body Language between China and English-Speaking Countries from the Perspective of Culture15. Cultural Comparison of Chinese Lunar New Year and American Christmas Day16. On Cultural Differences between Chinese and English Idioms17. On Dissimilation and Assimilation in Terms of Culture18. Comparison of Body Languages in Cross—Cultural Communication19. Comparison between Traditional Chinese and Western Families20. Connotation of Animal Words in Chinese and English Idioms21. A Comparison of Taboos between Chinese Culture and British Culture22. A Contrastive Study of Western and Chinese Traditional Wedding Customs23. Comparison of Food Culture between China and West from Table Manners24. A Brief Comment on Discourse Hegemony of American Media25. Family Education Differences Between China and Western Countries26. Body Language in a Cross-Cultural Perspective27. The Cultural Differences in Body Language between China and America28. Color Words, Colorful World—The Symbolic Meaning of Color Words29. On Development of Euphemism and its Social Value in Intercultural CommunicationⅤ 语言学类1. On the Use of Euphemism—The Purpose and Principles of Euphemism2. A Survey on Loan Words of English3. Death Metaphors in English4. A Philosophical Approach to the Origin of Pragmatics5. The Pragmatic Functions of Intonation for Language Acquisition6. The Change of English Word Meaning: Factors and Types7. Ways of Child Language Acquisition。
好的人际关系英语作文6篇
好的人际关系英语作文6篇好的人际关系英语作文 (1) Recently on the magazine to see such an article "and" show "about threewords", today I also give you the story.Since childhood is brother "heels. Brother on every test to get thefirst place, and I like himself took the same happy. See a person say:"my brother be hungry, examination always first!" That joy is no one canrealize. A father said to me: "again not your exam must first, you happywhat! Remember, don't take someone else's stuff to show yourself!" ThenI remember the first sentence on "show" words -- don't take someone else'sstuff to flaunt himself.By our own intelligent and diligent test also always take the first,I began to secretly pleased. I think everything in my eyes becomes small.Classmate ask me a question and I also love grievance, still pie pie said:"so simple you all can't, really stupid, you see me!" Is my gloat, fatherand talked: "you can self-confident, but can not proud, remember, don'talways show yourself!" Then I remember the second sentence about "show"words -- don't always flaunt himself.When she went to college, in the school organization of the chesstournament prize, bring home to a trophy. Little nephew saw, is very like,take to play. He take a trophy and his PALS together ", "said his boastabout how great uncle, his friend right away in his" FengReShenMing ".Father saw say to me: "you don't let him take your things, and that willonly spoil bad. Remember, don't let others take your things to show off!"Then I remember the third sentence on "show" saying - don't let otherstake oneself thing to show off.Father said only brief three words but let me for a lifetime.The father of three words are false to the person's bad, is to pursuehigh moral incentive. When you put out the "show off", select modesty,then you'll for a lifetime.好的人际关系英语作文 (2) Communication between people is of utmost importance.The importancecannot be stressed too much.It is said in the Bible that once upon a time,humans communicated witheach other in one language.So they attempted to build the Babel Tower tocommunicate with God,only to find such dream was a castle in the air.Inthe aftermath,humans were trapped into troubles due to themisunderstandings between them.The jealous God plunged us into suchbitterness.Even now,people with different races and religions are draggedinto endless wars.People are crying and dying!Such consequences arerooted deeply in the lack of communication.Therefore,lack ofcommunication will lead to perish of human beings.On the contrary,mutual understanding can be well-established betweenpeople if we communicate with each other.That is,the rapport between twocountries will be strengthened and the misunderstanding will be reducedif there is a dialogue channel.Likewise,friends can become closer if theyargue with each other.No one likes to but it is necessary to behealthy.Arguments between people are a way of communication,by which wecan find a solution to the conflictions between us.Consequently,wepromote the mutual understanding.To conclude,through communication,mutual understanding can bepromoted and fostered between people with difference races,religions,sexand ideologies.One way is to argue (not totally means quarrels) duringthe communication to clarify the different ck of communicationwill surely lead to perish of mankind.好的人际关系英语作文 (3) On Students’ Interpersonal RelationshipPositive interpersonal relationships are vital for optimal humangrowth and development. However, in recent years, educators haveexpressed their concern about the ability of interpersonal relationshipamong students in institutions of higher education. According to a surveyconducted by Hebei University, many college-age students regardinterpersonal relationship as the biggest headache.Increasing diversity and rapid changes in our society makeinteracting with others more and more complex and difficult. With limitedlife experiences and social skills, college students face more challengesin dealing with interpersonal relationship. This is especially true forstudents coming from rural areas. Because of the lack of social skills,they are often rejected by others — and rejection gives them even fewerchances to learn how to interact with others.In my opinion, now that interpersonal relationship is important tostudents’ development, colleges should offer courses about comprehensiveinterpersonal relationships. The course should address the knowledge,skills, attitudes and behaviors involved in participating in positiverelationships in the family and with individuals at school, in thecommunity and in the workplace.好的人际关系英语作文 (4) Every relationship is a sacred dance. There are moments when partnersare so aligned that they move as one. At other times, they struggle overwho is leading and step on each other’s toes. Peace and success in liferequire us to be masters of relationships.Several essential principles support healthy relationships. Integrate these basic tenets into your view of yourself and the people in your life, and you will experience a renewed sense of freedom and optimism in your relationships.1. We are responsible for our own emotional life.If we are to experience comfortable, nourishing relationships, we have to relinquish the idea that someone else can make us feel a certain way. If we hold another person responsible when we are upset, we surrender our power, which makes us less capable of creating the outcome we seek. If there is something that is lacking in one of your core relationships, cast off the role of victim and commit to creating the love you deserve.2. Healthy relationships are based upon a deep rooted conviction in equality.Ego-rooted relationships reinforce insecurities. When one person criticizes, demeans, or asserts authority over another, it may temporarily improve the self-esteem of one by lowering another’s, but this assumption of power is always vulnerable. Relationships based upon mutual respect liberate energy that becomes available for creativity.This principle is of particular importance when the relationship is between an adult and a child. It is essential for the parent to recognize the child’s equality on the level of the soul. If this intention is present throughout children’s upbringing, they will develop a sense of dignity and respect that will serve them throughout their lives.3. Conscious communication builds nurturing relationships.Determine what you need and ask for it. Teach the people in your family to identify their needs and express themselves in ways that increase thelikelihood that their needs will be met.Show your children how to get needs met without resorting to emotionalescalation. Your behavior provides the most compelling lesson.4. Give what you seek.Human beings have four basic needs in a relationship: attention,affection, appreciation, and acceptance. We give attention by making eyecontact. We express affection by connecting physically with sensitivityand permission. We demonstrate appreciation by telling and showing peoplethat they add value to our lives. We provide acceptance by cultivatingan internal conversation of recognizing ourselves in the other and theother in ourselves.Be generous with the people in your life and you will spontaneouslysee these expressions returning to you in kind. If you have children,shower them with attention, affection, appreciation, and acceptance andwatch them flourish.5. Remember that life is short.Enjoy what you have. Don’t waste time indulging in petty grievances.We sometimes avoid healing our relationships, because we anticipate therewill be plenty of time in the future. Do what you can from your side tocreate peace now. Free your heart from grievances and regrets now. Do notallow your present to be trapped in the past.好的人际关系英语作文 (5) In addition to the university knowledge, the most critical and mostbasic is the human capacity,Wherein the culture interpersonal skills is particularly important.We college students as the successors of socialist construction is particularly important to establish good interpersonal relationships. University is an important turning point towards interpersonal socialization, into the university,You will encounterAll aspects of relationships: between teachers and students, between students and classes, the relationship between the individual and the other schoolsWait. Built on the university campus good relationships, form a solidarity, vibrant environment that will benefit students in the formation and development of a healthy personality traits.How to handle relationships, for a few years of college life and future career success it is essential to develop good interpersonal efficiency capability, not only the needs of university life, but also in the future to meet the needs of society.A no communicative ability, as boat on land is never drift to the magnificent sea to go.Why interpersonal relationships so important? First, interpersonal exchange of information,An important way to acquire knowledge; second, interpersonal individual self-understanding,An important means of self-improvement; third, interpersonal is a collective growth and social development needs. Over the years, students in the college entrance examination baton long,Too much emphasis on the pursuit of achievement while ignoring the other qualities of culture and other interpersonal skills. After enteringthe universities,Few schools have a special system training courses, resulting in somestudents a high IQ, EQ is very low,Often ProcessingHow to get along well with others, communicate, communicate. In theuniversity campus job fair held, employee communication and communicationskills increasingly become the main driving force for enterprise in themarket competition to win,Thus the employer in the recruitment of more attention seekers "EQ". Faced with the employer out of the terms of employment, more andmore students feel the importance of interpersonal skills.好的人际关系英语作文 (6) Communication between people is of utmost importance.The importancecannot be stressed too much.It is said in the Bible that once upon a time,humans communicated witheach other in one language.So they attempted to build the Babel Tower tocommunicate with God,only to find such dream was a castle in the air.Inthe aftermath,humans were trapped into troubles due to themisunderstandings between them.The jealous God plunged us into suchbitterness.Even now,people with different races and religions are draggedinto endless wars.People are crying and dying!Such consequences arerooted deeply in the lack of communication.Therefore,lack ofcommunication will lead to perish of human beings.On the contrary,mutual understanding can be well-established betweenpeople if we communicate with each other.That is,the rapport between twocountries will be strengthened and the misunderstanding will be reducedif there is a dialogue channel.Likewise,friends can become closer if they argue with each other.No one likes to but it is necessary to be healthy.Arguments between people are a way of communication,by which we can find a solution to the conflictions between us.Consequently,we promote the mutual understanding.To conclude,through communication,mutual understanding can be promoted and fostered between people with difference races,religions,sex and ideologies.One way is to argue (not totally means quarrels) during the communication to clarify the different ck of communication will surely lead to perish of mankind.。
大学----英语教学法
Hymes’s theory: there are “rules of use without which the rules of grammar would be useless”. Besides grammatical rules, language use is governed by rules of use, which ensure that the desired or intended functions are performed and the language used is appropriate to the context.
We can see that one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms.
Aims of the unit: How is language learned in classrooms different from
language used in real life? What is communicative competence? What are the implications of CLT to teaching and learning? What are the main features What is Task-based Language Teaching? How is Task-based Language Teaching different from PPP? Are there imitations of CLT and TBL?
《广告的终结：必死之因、重生之道》（第三章节选）翻译实践报告
A Report on the Translation of The End of Advertising:Why It Had to Die,and theCreative Resurrection to Come(Chapter3)ByZhang ChaoA Thesis Submitted to the Graduate Schoolof Sichuan International Studies UniversityIn Partial Fulfillment of the Requirementsfor the Degree ofMaster of Translation and InterpretingUnder the Supervision of Associate Professor Zhong YiMay2018《广告的终结：必死之因、重生之道》（第三章节选）翻译报告摘要本篇翻译报告原文节选自安德鲁•埃瑟斯（Andrew Essex）所著的《广告的终结：为何必然会终结、如何创新为新生》(The End of Advertising:Why It Had to Die,and the Creative Resurrection to Come)。
该书于2017年Spiegel&Grau杂志社出版，探讨了广告未来发展的新形式和趋势。
根纽马克理论，原文主要为信息型文本。
译者选取本书第三章为翻译报告原文，以纽马克的交际翻译理论为指导，注重目的语读者的理解与反应，努力使目标语摆脱原文语言形式的桎梏，旨在打造简明、流畅、忠实的译文。
本篇报告包括五章：第一章详述了选择第三章作为翻译文本的原因，以及翻译项目的背景和意义；第二章介绍了原文的作者及主要内容，并分析了原文；第三章介绍了报告中翻译指导理论——交际翻译理论，它指导译者在翻译中必须以目的语读者为导向，让目的语读者和原文读者产生相近的理解反应；第四章中是从交际翻译的角度出发，对翻译中存在的难点和重点如专业术语、修辞手法、长难句进行解读，并提出了对应的解决方法；最后一章为结论，总结翻译项目中所得的经验、亮点和不足之处。
英语专业论文题目
英语专业论文题目英语专业论文题目现如今，大家都接触过论文吧，借助论文可以达到探讨问题进行学术研究的目的。
那么你有了解过论文吗？以下是小编为大家整理的英语专业论文题目，仅供参考，欢迎大家阅读。
英语专业论文题目11. A Brief Analysis of the Heroine Personality in Jane Eyre《简爱》的主人翁个性分析2. A Brief Comment on O’Henry Short Stories 亨利的短篇小说述评3. A Comment on Hardy’s Fatalism 评哈代的宿命论4. A Comparison between the Themes of Pilgrimage to the West and Pilgrim’s Progress《西游记》与《天路历程》主题的比较5. A Probe into the Feminist Idea of Jane Eyre 《简爱》男女平等思想的探索6. A Study of Native American Literature 美国本土文学的研究7. A Study of Student-Centered English Vocabulary Teaching 以学生为中心的英语词汇教学8. A Study of the Translation of Sports Terms 体育专有名词的翻译9. A Study of Transitional Words and Expressions 过渡词及表达法的研究10. About the Breaking of American Dream from the Great Gatsby从《了不起的盖茨比》看美国梦的破碎11. About the Quality-oriented Education in English Language Teaching英语教学中的素质教育12. About Transform of Parts of Speech in Translation 论翻译中词性的转换13. Application of English Idioms in Daily Life 英语习语在日常生活中的运用14. Body Language Difference in Meaning in Cross-cultural Communication体态语在跨文化交际中的意义差异15. Characterization in Charles Dickens’ Novels 狄更斯小说中的人物塑造16. Choice of Correct Words in Translation在翻译中如何准确选词17. Commen t on Bernard Shaw’s Dramatic Art 评肖伯纳的戏剧艺术18. Comparing First and Second Language Acquisitions二语习得与母语的比较研究19. Cross-culture Failures by Chinese learners of English中国英语学习者跨文化交际中的误区20. Cultural Differences and Idiomatic Expressions in Translation论翻译中的文化差异及习惯表达法21. Cultural Factors and Limitations in Translation 翻译的文化因素局限性22. Developing Students’ Cultural Awareness through Foreign Language Teaching通过外语教学培养学生的文化意识23. Dialectics in Translation 翻译中的辩证法24. Differences between Audio-lingual Method and Functional Approach听说法与交际法的区别25. Effects of Learner’s Motivation in Foreign Language Learning外语学习中学习动机的影响26. English Classroom Teaching: Teacher-dominant or Student-centered英语课堂教学——教师主宰还是学生中心27. Error Analysis in English Learning as a Foreign Language 英语学习中的错误分析研究28. Euphemistic Expressions in Foreign Affairs 外事用语中的委婉表达29. Features of Network English 网络英语的特点30. Food Culture in America and China 中美饮食文化比较31. How to Appreciate English Prose: Traditional and Modern Ways如何欣赏英语散文——传统与现代方法比较32. Humor and Satire in Pride and Prejudice 《傲慢与偏见》的幽默与讽刺33. Influence of Mark Twain’s Works in China 马克吐温的作品在中国的影响34. Influence of Science and Technology on English Vocabulary科学技术对英语词汇的影响35. Information Theory and Translation 信息论与翻译36. Inter-Translation of English and Chinese Proverbs 英汉谚语的互译37. Jane Austen and the Heroine in Pride and Prejudice简奥丝丁和《傲慢与偏见》的女主人38. Lexical Gaps in Chinese and English Inter-Translation 英汉互译的词义差异39. Linguistic Features of Abraham Lincoln’s Addresses 论林肯演说词的语言特征40. Linguistic Features of Business Contracts 商务合同的语言特征41. Linguistic Features of English Advertisements 英语广告的语言特征42. Linguistic Taboos in Chinese and English Languages 谈汉英语言中的禁忌现象43. Logical Fallacies in English Writing 英文写作中的.逻辑谬误44. Metaphoric Expressions in Poem … 论《…》诗中的暗喻45. Methods and Procedures in Language Teaching 语言教学的方法及过程46. Needs Analysis of Language Learners 语言学习者的需求分析47. On Attitudes and Motivation in Second Language Learning论第二语言学习的态度及动机48. On Charles Dickens Style in … 论狄更斯的《…》中的语言风格49. On T.S. Eliot’s Myth ological Consciousness 论艾略特的神话意识50. On Teacher-Learner Classroom Communication 论教师与学生之间的课堂交流51. On the Character of Shylock in The Merchant of Venice论《威尼斯商人》中的人物夏洛克52. On the Criteria of Translation 议翻译标准53. On the Development of Jane Eyre’s Character 论简爱的性格发展54. On the Feasibility of Communicative Approach in China 谈交际法在中国的可行性55. On the Functions of Ambiguity in English 论英语歧义的功能56. On the Humour of Mark Twain 马克吐温的幽默观57. On the Importance of Translation Theory 翻译理论的重要性58. On the Learning Strategy of English as a Foreign language 谈英语的学习策略59. On the Linguistic Features of the Adventures of Huckleberry Finn《哈克贝利费恩历险记》的语言特点60. On the Poetry of Robert Frost (1874-1963) 评议弗罗斯特的诗歌61. On the Poetry of William Wordsworth (1770-1885) 评议沃兹沃斯的诗歌62. On the Principles for Translation 浅议翻译原则63. On the Relations of Basic Language Skills 基本语言技能的关系64. Translation T echniques of Proverbs, Loanwords and Colloquialisms谚语、外来语和俗语的翻译技巧65. On the Style of Withering Heights 《呼啸山庄》的文体分析66. On the Tragedy of Loman’s Fami ly in Death of A Salesman《推销员之死》中罗曼一家的悲剧67. On the Vividness and Images in Poem … 论《…》诗文的生动性与比喻68. On the Words and Expressions Belittling the Female 蔑视女性的词汇和表达法69. On the Writing / Translation of Foreign Trade Contracts 论涉外经济合同写作/翻译70. On Translation of Computer Terms 论计算机的术语翻译71. On Translation of Tourist Guide 论旅游指南的翻译72. On Translation of Trade Names and Names of Export Commodities论商标、出口商品名称的翻译73. On Winston Churchill’s Prose Writing 评邱吉尔的散文写作74. Parallelism in English英语中的排比现象75. Personality Factors to the Success of Foreign Language Learning个性因素在外语学习中的作用76. Points of View and the Mode of Discourse in Vanity Fair 论《名利场》的观点及言语方式77. Politeness and Indirect Speech Acts 礼貌与间接言语行为78. Pragmatic Failures in the Cross-cultural Communication 跨文化交际中的语用失误79. Professional Skills for Foreign Language Teachers in Chinese Middle Schools中国中学外语教师的专业技能80. Relations of Speed and Understandability in Reading Comprehension阅读理解中速度与理解性之间的关系81. Relationship between … Theory and Language Research 论…理论与语言研究的关系82. Relationship of Age to SLA (Second Language Acquisition)论年龄与第二语言习得的关系83. Rhetorical and Narrative Devices in A Farewell to Arms 《永别了，武器》的修辞与描写手法84. Scarlet and Black in The Scarlet Letter 《红字》中的红与黑85. Semantic Analysis of Nominalization in EST 科技英语名词化语义分析86. Sex Differentiation and Sexism in English Language论英语中的性别现象及性别歧视87. Similarities and Dissimilarities of British and American English论英式英语和美式英语的异同88. Social Context in the Foreign Language Teaching and Learning外语教学中的社会语境89. Study of “Hemingway Style” 论“海明威风格”90. Symbolism in Idiomatic Expressions 论习语中的象征手法91. Syntactical Features of Business English 谈商务英语写作的句法特征92. Translation Techniques of Idioms and Slangs 成语、俚语的翻译技巧93. Techniques of Theme Production in Wuthering Heights 《呼啸山庄》主题的表现手法94. The Application of Communicative Approach Techniques in Modern Foreign Language Teaching and Learning 交际法的教学手段在现代外语教学中的运用95. The Characteristics of Computer Language Vocabulary 计算机语言词汇的特点96. The Cognitive and Affective Factors in Task-based English Teaching英语任务型教学中的认知和情感因素97. The E/C Translation of Metaphors 暗喻的英汉翻译98. The Function of Grammar in English Study 英语学习中语法的功能99. The Influence of L1 on the Learning of a Foreign Language母语对外语学习的影响100. The Influence of Wars on American Literature 战争对美国文学的影响101. The Linguistic Charms of the Adventures of Tom Sawyer 《汤姆索亚历险记》的语言魅力102. The Negation in Translation 论正说反译和反说正译103. The Role of Grammatical Rules in English Language Learning语法规则在英语学习中的地位104. The Significance of Communicative Competence in Foreign Language Testing外语测试中交际能力的重要性105. The Theory of “Dynamic Equivalence” and its Application in E/C Translation等效翻译理论及其在英汉翻译中的应用106. The Translation of Proper Names 专有名词的翻译107. The Understanding and Translation of Attributive Clause 定语从句的理解与翻译108. The Use of Nouns in English 英语中名词的使用109. The Ways of Expressing Emphatic Ideas in English英语中强调语气的表达方式110. Thomas Hardy and his Tess of the D’Urbervilles 哈代和他的《苔丝》英语专业论文题目21、航海英语教学中培养跨文化交际能力的意义2、医学检验专业双语教学的思考3、“微时代”下的军事医学英语微课教学研究4、浅析中医五行学说一些术语的英译5、传统美学视角下的散文翻译中情感美的传递6、目的论视角下的文学翻译策略研究——以《红楼梦》两个英文译本为例7、英汉句法的差异与翻译8、《长恨歌》中认知隐喻的翻译9、高罗佩《武则天四大奇案》英译之诗学探析10、诗歌翻译中的“意、音、形”之美——唐诗《江雪》四种英译的对比分析11、《红楼梦》角色姓名“归化”译法探究12、论戏剧翻译的可表演性原则13、《越人歌》的审美再现——从语内翻译到语际翻译14、早期西方汉学家英译《聊斋志异》中的跨文化操纵15、“西语哲”视域下的英汉句子形态的差异及启示16、中英文日常交际用语的差异探析17、网络环境下英语教学模式改革初探18、基于图式理论的高职商务英语专业听力作业设计研究19、翻译工作坊教学模式研究20、高校英语教学中目的语文化的渗透和本族语文化的回归研究21、新课改下高校教育硕士(英语)培养模式的探索与反思22、中小学英语衔接工作的探索与实践23、信息技术与高校英语教学整合研究24、探究基于计算机辅助模式的大学英语课堂教学情感因素25、开元数字化平台大学英语教学模式研究——基于建构主义理论26、非英语专业大学英语教师课堂话语的互动特征分析——以实习教师课堂为例27、西部农村中学英语写作在线同伴反馈和教师反馈的对比研究28、基于网络的高职英语自主学习生态化研究'))));基于网络的高职英语自主学习生态化研究29、小学英语课堂激励方法的应用策略研究30、高中英语以读促写的“读写一体化”教学模式探究31、研究生英语学术论文语体特征多维度对比分析32、MOOC下的中国职业英语教育改革探索与应对33、初中英语教学策略初探34、西北地区初中生英语自主学习浅见35、浅议小学英语教学中的词汇教学36、试析模块教学法在中职酒店英语教学中的应用37、英语词汇增长路线图理论研究38、语法及语法教学:从知识到技能的转变——D.拉森-弗里曼的语法观及语法教学刍议39、周作人的直译观及其嬗变40、新教学环境下的英语专业第二课堂建设分析41、论翻转课堂模式下英语课堂提问策略的转变42、支架式教学模式对中职英语教学的启示43、基于“输出驱动假设”的警务英语教学策略研究44、跨文化交际意识对商务英语翻译的影响45、从目的论视角浅谈英文电影片名中译46、浅析英语新闻标题的翻译47、论《论语》英译中的语用充实48、翻译目的论视角下的汉语典籍英译——以《论语》英译为例49、英美影视作品中“神翻译”的定义及方法探析50、电影片名翻译的跨文化解读51、“讨论”与“演讲”相结合的大学英语课堂教学实践52、单词配对法对双语词汇翻译的影响53、素质教育视野下农村中小学教师心理资本开发与学生英语学习的关系54、硕士研究生公共英语课程的元认知策略55、语境中语块的加工及其影响因素——以中级汉语学习者为例56、激发和培养学生英语学习兴趣之管见57、浅谈如何提高小学英语教学质量58、如何更好地利用多媒体辅助英语教学59、平行文本视域下的企业简介汉英翻译策略研究60、文化差异的导入对大学英语教学的意义。
英语专业社会语言学论文 socialinguistics
社会语言学论文A Brief Analysis of Gender Differences in Language******学号：************院系：外国语学院班级：英语1101指导教师：***二〇一四年五月二十三日A Brief Analysis of Gender Differences in LanguageAbstractSociolinguistics is the descriptive study that concentrates on the study of how language is used, and the effects of language use on society. It also studies how language varieties differ between groups separated by certain social variables, for instance, ethnicity, religion, status, gender, level of education, etc. With regard to this paper, the emphasis will be put onto the differences in the actual speech of different gender. We can classify the gender differences in language into two categories. The first category is mainly about sexism in language, as for this category, we mainly focus on how speakers demonstrate their different cultural attitudes toward different genders. The second category is about the differences in the actual speech of men and women.In the first part, I will make a brief introduction about sociolinguistics and gender differences in language. In the second part, it will concern the categories of gender differences in language and previous study of gender differences in language. The third part concentrates on the approach of the analysis. The fourth is about the data collection and research methodology. The fifth part analyzes the differences of the speech between men and women from three perspectives— the purpose of the speech, the topic of the conversation and the mode of the speech. The final part comes to the conclusion about the gender differences in language.Key words: Gender differences, sociolinguistics, analysisMain Body1、IntroductionThe knowledge of gender differences in language is very helpful for language learners, and gender differences may exist not only one but all languages. Men and women, on average, tend to use slightly different language styles. These differences tend to be quantitative rather than qualitative. That is, to say that women make more minimal responses than men is akin to saying that men are taller than women. The initial identification of a women's register was by Robin Lakoff in 1975, who argued that the style of language served to maintain women's role in society. A later refinement of this argument was that gender differences in language reflected a power difference. However, both these perspective have the language style of men as normative, implying that women's style is inferior. More recently, Deborah Tannen has compared gender differences in language as more similar to 'cultural' differences. Comparing conversational goals, she argued that men have a report style, aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships. Such differences are pervasive across mediums, including face-to-face conversation, written essays of primary school children, email, and even toilet graffiti. Communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. One explanation for this, is that people accommodate their language towards the style of the person they are interacting with. Thus, in a mixed-gender group, gender differences tend to be less pronounced. A similarly important observation is that this accommodation is usually towards the language style, not the gender of the person. That is, a polite and empathic male will tend to be accommodated to on the basis of their being polite and empathic, rather than their being male.All in all, gender differences can be reflected in many aspects in our daily life, we should pay more attention to it, thus we can avoid many misunderstandings between men and women.2. Literature ReviewCategories of Gender Differences in LanguageAccording to Wolfson, the research about language and sex can be divided into two categories. The first category is about sexism in language and the ways in which speakers demonstrate their different cultural attitudes toward men and women. Two areas of sexism in English have been well-studied. One is that females are excluded from mention in English because the generic he/man problem. Men are regarded as the representatives of all human beings and their speech is the standard, while women are seen as inferior and secondary in society. The second is that females are give negative treatment in society. Bad words in our daily is always related to female words. Female words are often used to insult a male, whereas male words are usually used to compliment female.The second category is about the differences in the actual speech of men and women. The formation of these differences in language may have historical, physiological, social and psychological factors. Lakoff (1973) was one of the early articles to deal with the issue of differences in men’s and women’s speech. She has concluded six major characteristics of women’s speech: lexical choice, question intonation in statements, hedges which includes tag questions and statement modifiers which remove assertive force, emphatic modifiers and intonational emphasis, hypercorrect grammar and pronunciation and superpolite forms.3. Theoretical FrameworkThe contrast analysis of male and female language in daily conversation concerns many aspects, such as the topic of the conversation, the mode of the conversation and so on. The differences of the speech between men and women may result from their conception of value, their hobby and their interest etc. They hold different opinions according to the same matter. So we can refer to the ethnography of speaking in describing the gender differences in language. Ethnography refers to theinvestigation of cultures using a particular methodology, that of participant observation. The ethnography of speaking proposed by Dell Hymes in 1962.…The ethnography of speaking is concerned with the situations and uses, the patterns and functions, of speaking as an activity in its own right. (Hymes 1962:101) This ethnographic framework takes into account the various factors that are involved in speaking. An ethnography of a communicative event is a description of all the factors that are relevant in understanding how that particular communicative event achieves its objectives. (Wardhaugh1998)Conversation means to exchange ideas through interaction, so we can also employ the approach of interactional sociolinguistics—rapport talk proposed by Deborah Tannen (1984,1982) to analyze the gender differences in language. Tannen (1990a) has described the characteristics of men and women’s speech from nine dimensions: intimacy-independence, connection-status, inclusive-exclusive, relationship-information, rapport-report, community-contest, problems-solutions, novice-expert and listening-lecturing. From the description, we can conclude that women’s speech tends to be solidarity, yet men’s speech tends to be independent.4. Research MethodologyThere is a binary distinction between qualitative and quantitative research. Qualitative research is inductive, subjective, ungeneralisable, soft, process and verification oriented, hypothesis-driven, and hypothesis generating research, while quantitative research is deductive, objective, generalisable, hard, outcome and discovery oriented, data-driven and hypothesis testing research.In this paper, I employ the quantitative and descriptive methodology to discuss the differences of the speech between men and women. Firstly, the characteristics of women and men’s speech are collected. Secondly, the differences are described through the collection.5. Contrast Analysis of Speech of Men and Women in Daily ConversationThe speech of women differs from the speech of men in daily conversation. Men and women differ in the kinds of language they use because men and women often fill distinctly different roles in society. We can analyze the differences of the speech of men and women from many aspects, such as the purpose of the speech, the topics of the speech and the mode of the speech. Many of the differences may result from different socialization practices.5.1 The purpose of the conversationThe purpose of the women’s speech is to establish the rapport relationship among the members in the community. They try their best to become a member of the community. They want to keep intimate relationship through interaction. So in their speech, the main purpose is to express their feelings and listen to others. The style of their speech appears more obedient and negative.However, the purpose of men’s speech is task-oriented, they have a more analytical approach, so they try to solve problems and troubles through interaction. They seldom express their intimate feelings to others. They also want show their independence in the communication. So it is absolutely different from the purpose of the women’s conversation.5.2 The topic of the conversationThe topic of women’s conversation is different from that of men’s. The topic of the women’s conversation mainly concerns social life, emotion, this can not be separated from their position, profession, social status, and personality. Women’s speech is regarded as trivial and gossip-laden because in the speech community of women, they mainly discuss clothing, love, family, trifles in daily life, experience, emotion, food and drink, life’s troubles. The purpose of the speech is to show the intimate relationship with the addressees, and through the speech they want to reinforce their membership in the community.On the contrast, men show great interest in topics concerning business, politics, legal matters, sports, geography, economy and military etc., these aspects can reflect their solid position in society.6. ConclusionIt can never be denied that gender differences do exist in all languages. Since women and women play different role in social life, they will definitely employ the different skills or methods in their communication or conversation.Women’s speech is different from men’s speech in lexical choice, syntax and pragmatics in daily life. Like O’Barr and Atkins said, “women’s language ” would be more appropriately termed “powerless language”. It demonstrated to us that means this kind of language is less convincing, less intelligent, less competent, and less trustworthy, because women are more concerned about the emotion, intimacy, food, dress, relationship in conversation, they are always ready to share their happiness and sadness with people close to them or even strangers. However, men’s language is regarded as power because the controlling status in society, and what they are interested in is business, military, politics, sport and geography, they communicate with others in order to exchange ideas with them.After learned the sociolinguistics as well as this brief analysis of the gender differences in language, I came to realize that, as a language learner, we should not only learn the basic knowledge about language, but also know the culture of the language. What’s more, I realize that the gender differences in language can never be neglected in language learning for the essential role it plays.Reference1.Nessa Wolfson. Perspectiv e: Sociolinguistics and TESOL, Heinle & Heinle Publishers2.赵蓉晖.《语言与性别：口语的社会语言学研究》.上海外语教育出版社3.陈琳. 《英语中女性特点及其发展趋势探究》.《语文学刊》. 2010年第10期4.杨永林. 《社会语言学研究》.上海外语教育出版社20045.胡文仲.《超越文化的屏障》.外语教学与研究出版社。
英语论文题目大全
英语论文题目大全（中英）1．《红字》中海丝特? 白兰不理智的一面（The Irrational Side of Hester Prynne of The Scarlet Letter）2. 《董贝父子》中的矛盾冲突（The Conflict in Donbey and Son）3. 论文化不同对联想意义及翻译的影响（On Influence of Cultural Differences on Associative Meanings and Translation）4. 美国教育的衰弱（The Drop of American Education）5. 19世纪欧洲移民对美国工业化的积极影响（The Positive Impacts of European Immigration on American Industrialization in the 19th Century）6. 朱丽叶之人物分析（Character Studies in Juliet）7. 主述理论在文学中的运用（The Application of the Thematic Theory in Literature）8. 语用学中的会话含义理论（Conversational Implicature Theory in Pragmatics）9. 英语语音简析及对提高初学者口语的指导（A Brief Analysis of English Phonetics as well asa Guide to Improve Learners’ Oral English）10. 比较两种对于哈姆雷特复仇的评论（Comparison on Two Kinds of Comments on Hamlet’s Revenge）11. 英语语言中的性别歧视(Sexism in English Language)12. 英语的学与教(English Learning and Teaching)13. 由美国2004年总统选举所想到的(More than 2004 Presidential Election)14. 论腐朽世界中的纯洁品质——关于《雾都孤儿》的赏析(The Purity in a Corrupt World—An Analysis of Oliver Twister)15. 论理智与情感之关系——对《理智与情感》的人物分析16. 入世对中国银行业的挑战(Challenges on Chinese Banking Sector after Entering the WTO)17. 西进运动对美国的影响(The Influences of Westward Movement on America)18. 史蒂芬?克拉申的听读假设和二语习得(Stephen Krashen’s Input Hypothesis and Second Language Acquisition)19. 艾?巴?辛格——犹太文化的守护者(L. B. Singer—the Patron of Jewish Civilization)20. 二十世纪60年代美国妇女运动的派别(The Politics of American Women’s Movement in the 1960’s)21. 论《红字》的模糊性(Ambiguity in The Scarlet Letter)22.《嘉莉姐妹》中无心的欲望(The Limitless Desires in Sister Carrie)23. 英语广告语言修辞特点(Rhetorical Features in Advertising English)24.《儿子与情人》中的恋母情结(Pau Morel’s Oedipus Complex in Sons and Lovers)25. 造成苔丝悲剧命运的原因(The Reasons for Tess’s Tragic Fate)26. 论恐怖主义的根源(On the Root of Terrorism)27. 2003: 中印关系新纪元(2003: A New Era of Sino-India Relationship)28. 希兹克利夫的复仇(The Revenge of Heathcliff)29. 弗洛伊德理论对美国现代文学的影响(The Influence of Freudian Theory on ModernAmerican Literature)30. 论萨姆一家人之“变形” (The Etamoephosis of the Samsas)31. 亚伯拉罕? 林肯的民主思想初探(A Preliminary Research on Abraham Lincoln’s Thought of Democracy)32. 评析《傲慢与偏见》的男主人公达西(Mr. Darcy in Pride and Prejudice)33.《简爱》的圣经情书(The Relationship Between Jane Eyre and the Bible)34. 库区三角浮出水面——万州、开县、云阳经济宏图(The Triangle of Reservoir Region Is Surfacing—Wanzhou, Kaixian and Yunyang Open a Great Diagram of Economy)35. 会话中的合作原则和礼貌原则(Cooperative Principle and Politeness Principle in Conversation)36. 浅析海明威笔下圣地亚哥与其它主人公之异同(Analysis of the Similarities and Differences Between Santiago and Other Heroes by Hemingway)37. 对嘉尔曼的偏见(The Prejudice Against Carmen)38. 简爱——关于简爱的性格评论(Jane Eyre—A Review of Jane Eyre’s Character in Jane Eyre)39. 《呼啸山庄》中凯瑟琳和希斯克力夫之间的苦痛恋情(The Suffering Love Between Catherine and Heathcliff in Wuthering Heights)40. 简评妥协——研究《傲慢与偏见》(A Brief Comment on the Compromise—A Study of Pride and Prejudice)41. 《傲慢与偏见》中的婚姻面面观(Analysis of the Marriages in Pride and Prejudice)42. 试论简奥斯汀生活对其小说的影响(On the Impact of Jane Austen’s Life on Her Novels)43. “真实的诺言”与传统文化的碰撞——简析“真人秀”的实质和本地化过程(When True Lies Challenge Tradition—An Analysis of the Reality and Localization of Reality TV)44. 从台湾问题看中美关系(The Sino-US Relation—The Taiwan Issue)45.《傲慢与偏见》的生命力(The Great Vitality of Pride and Prejudice)46. 平凡中的不平凡——《傲慢与偏见》(Significance in Commonplace—Pride and Prejudice)47. 萨皮尔沃夫理论(Sapir-Whorf Hypothesis)48. 论格里高尔的悲剧(An Analysis of Gregor’s Tragedy)49. 对大学生心理健康问题予更多关注(More Attention to the Psychological Health of College Students)50. 文体学: 语言学习的科学(Stylistics: A Scientific Approach)51. 佛教在西方(Buddhism in the West)52. 非语言交际(Nonverbal Communication)53. 国际反恐(International Anti-Terrorism)54. 全球资金市场近期特征与走向(The Character and Tendency of Global Capital Market in Recent Decades)55. 从《老人与海》中桑堤亚哥的性格可知——人是打不败的(A Man Cannot Be Defeated—From the Character of Santiago in The Old Man and the Sea)56. 南方的失落(The Loss of the South)57. 戏谑与幽默(Banter and Humor)58. 《嘉莉妹妹》中的现实主义和自然主义（Realist and Naturalist Factors in Sister Carrie）59. 论中国的口语教学（On Oral English Teaching in China）60. 浅析英语教育中的文化教学（The Teaching of Cultures in Foreign Language Education）61. 广告社会责任感诉求（Social Responsibility Concern of Advertising）62. 英语中的性别歧视（Sex Discrimination in English Language ）63. 电影《乱世佳人》长期受到青睐的原因（Gone with the Wind – Why This Movie Has the Lasting Popularity）64. 广告英语特点分析（An Analysis of Language Features in English Advertisement）65. 美国青少年教育问题浅析（An Attempting Study of the Problems of American Adolescents）66. 简爱自我价值的实现（The Realization of Jane Eyre’s Self-Worth ）67. 自由贸易与保护主义（Free Trade Versus Protectionism）68. 如何在课堂上调动学生的积极性（How to Promote Motivation in the Classroom）69. 在英语教学中运用“交际法”提高学生的交际能力（Using CLT in English Teaching to Improve Students’ Communicative Competence）70. 文化差异对跨文化交际的影响（The Influence of Cultural Difference Upon Cross-cultural Communication）71. 论基督教对中世纪早期西欧文化的影响（On Christianity’s Influence Upon European Culture in the Early-stage Middle Ages ）72. 《哈克贝利费恩历险记》是一部种族主义小说吗？（The Adventures of Huckleberry Finn-a Racist Novel?）73. 第二语言学习中的文化学习（Culture Learning in Second Language Learning）74. 试论哈姆雷特的两个主题（On the Two Themes of Hamlet）75. 谚语中的文化差异（Cultural Differences in Proverbs）76. 浅谈电视暴力和儿童的关系（TV Violence and Children）77. 《建设有中国特色的大众文化》(Construction of Popular Culture with Chinese Characteristics)78. 理性视角看待当今文化多样性（Rational Perspectives toward Contemporary Culture Diversity）79. 米切尔在《飘》中的思想矛盾（Mitchell’s Ideological Contradiction in Gone With The Wind ）80. 浅析马克?吐温作品之《竞选州长》（A Brief Analysis on Mark Twain’s Work Running for Governor）81. 美国霸权的文化诠释（Cultural Interpretation of American Hegemony）82. 中国人学习英语的语音问题（The Phonetic Problems of Chinese Students Learning English ）83. 传统的中国文化对中国商业的影响（The Influence of Traditional Chinese Culture on ChineseBusiness）84. 《双城记》中的典型人物角色及其对主题的诠释（The Typical Characters of A Tale of Cities and Their Annotation to The Themes）85. 从儒家理论角度浅谈赡养年老父母的责任（On the Filial Obligation in the Light of the Confucian Theory）86. 消费需求与广告策略（Consumer Need and Advertising Strategies）87. 古埃及女性的地位（The Status of Women in Ancient Egypt）88. 成功的秘诀——电影《阿甘正传》的语言分析（The Secret of Success –Analysis of Forest Gump’s Language）89. 文化全球化和文化民族性（Cultural Globalization and Nationality ）90. 儒家文化与现代教育（Confucianism and the Modern Education）91. 委婉语的产生与交际功能（Social Function and Origin of Euphemism）92. 对旅游市场营销的探讨（Tourism Marketing）93. 《黑暗之心》的内容与主题（The Content and Theme of Heart of Darkness）94. 诗词翻译中的4—R翻译理论（On the 4-R Theories in Poetry Translation）95. 词组记忆单词的有效性（Vocabulary Study through Phrasal-learning）96. 伊拉克战争中所体现的美国价值观（The American Values Represented in the Iraq War）97. 实践词汇教学法（Word Teaching through Practice）98. 中国加入世贸组织对于国内旅行社的影响（The Influence on Domestic Travel Agencies of China’s Entry to World Trade Organization）99. 高校校园文化及其建设（College Campus Culture and Its Construction）100. 试析《了不起的盖茨比》里的象征主义手法（Symbolism in The Great Gatsby）101. 大学英语阅读教学中的问题及对策（Reading Teaching in College English :Problems and Measures）102. 口语课堂中引入文化教学（Add Culture Into oral English Class）103. 意外结局的大师——欧?亨利（The Master of Surprising Ending—O?henry）104. 浅析中国女性传播者话语权的突破（On the Breakthrough of Discourse Analysis of Chinese）105. 浅析成都报业市场的竞争及启示（General Analysis of Chengdu Newspaper Market’s Competition and Enlightenment）106. 机遇？挑战？——试谈报纸应对网络的冲击（Opportunity ? Challenge?—The Impact of Internet on Newspaper）107. 菲茨杰拉德：“爵士乐时代”的代言人(F .Scott Fitzgerald : The Spokesman of the Jazz Age)108. 霍桑的善恶观——浅析《红字》中的四个主要人物（Howthoren’s View on Good and Evil –An Analysis of the Four Major Characters in The Scarlet）109. 中美文化差异之集体主义与个人主义（Collectivism and Individualism: Different Cultural Values in China and America）110. 通过人物分析思考《汤姆叔叔的小屋》中的基督教理念（Christianity in Uncle Tom’sCabin as Seen from Character Analysis）111. 中美商业交往文化之差异比较（A Comparative Study of Cultural Differences in Business Communication Between Chinese and Americans）112. 光荣与耻辱——英国足球文化观察（Honor and Disgrace –An Observation of the Football Culture of UK）113．《格列佛游记》中的讽刺手法（Satire in Gulliver’s Travels）114. 狄更斯小说《双城记》中人道主义思想的分析（The Analysis of Dickens’ Humanitarian Sentimentality—After Reading A Tale of Two Cities）115. 《大卫?科波菲尔》的人物分析（An Analysis of Good and Bad Characters in David Copperfield）116. 语言歧义（Language Ambiguity）117. 美国英语变体和身份（English Variety and People’s Identities in the United States）118. 哈代对传统伦理道德观的批判（Hardy’s Criticism on Traditional Ethics and Morality in Tess of the D’Urbervilles）119. 《汤姆?索亚》——对儿童心理的深入分析和充分展现（Tom Sawyer, Full Analysis and Display of Children’s Psychology）120. 从扭曲到恢复——试析《李尔王》中的人性（From Distortion to Resuscitation –An Analysis on Human Native in King Lear）121. 浅谈《美国悲剧》及物质主义的消极影响（An American Tragedy and the Negative Influence of Materialism）122. 情感与语言学习——中学英语学习中焦虑情绪（Affect in Language Learning —Anxiety in Middle-school English Learning）123. 一部反战小说——浅析《永别了，武器》（An Antiwar Novel –An Analysis of the Heroine in Gone with the Wind）124. 哈姆雷特悲剧成因探索（What Bring About the Tragedy of Hamlet）125. 透过《傲慢与偏见》看十八世纪英国绅士特点（Exploring the Traits of English Gentlemen in the 18th Century Through Pride and Prejudice）126. 论双语教育在中国的可行性——透过高新区第一实验小学的调查（The Feasibility of Bilingual Education in China—Through the Research in the NO.1 Experimental Primary School of Chongqing Hi-tech Industry Development Zone）127. 评论中国英语教学与学习（A Review of English Teaching and Learning in China）128. 从广告用语看美国价值观（Advertising Language as a Mirror of American Values）129. 跨文化交际失败的原因（Causes of Breakdowns In Intercultural Communication）130. 《傲慢与偏见》中的次要人物（Minor Characters in Pride and Prejudice）131.《印度之行》的象征意义（Symbolism in A Passage to India）132. 对《动物农庄》的思考——《动物农庄》里的人物象征意义（A Thought on Animal Farm—The Symbolism of the Characters of Animal Farm）133. 美国青少年犯罪与家庭的关系（The Relationships Between Family and JuvenileDelinquency in USA）134. 对于老师在课堂中主体作用的思考（Reflection on The Teacher As Classroom Leader）135. 两性的语言差异（Gender Difference in Language）136. 中西方饮食文化比较（A Comparison Between Chinese and Western Dietetic Cultures）137. “寻找出路，但没有出路”—美国战后青年的缩影“麦田守望者”（“Find Way Out , Yet No Way Out”—A Picture of the Postwar American Youth From The Catcher in the Rye）138. 圣经对西方文化的影响（The Influences of the Holy Bible on the Western Culture）139. 中国妇女地位的变迁（Changes of Women’s Character）140. 《了不起的盖茨比》所体现的“美国梦”的幻灭（The Collapse of the American Dream Represented in The Great Gatsby）141. 略论美国俚语（Remarks on American Slang）142. 从社会透视角度来看中美文化差异（Sino-America Culture Differences from a Social Perspective）143. 论《永别了，武器》中的死亡情绪（On theDeath in A Farewell to Arms）144. 《第二十二条军规》的艺术特色（Artistic Features in Catch-22）145. 《了不起的盖茨比》与美国梦（The Great Gatsby and the American Dream ）146. 创造性与课堂中的保创造性思维（Phrase Approach to Vocabulary Learning）147. 文艺复兴发生在意大利的必然性（The Certainty of Renaissance Arising in Italy）148．中学英语中的多媒体技术（Multimedia Technologies in English Language Teaching in Middle School）149. 冲突在文学任务塑造中的运用（On Conflicts in Characterization in Literature – A Character Analysis of the Heroine in Gone with the Wind）150. 欧.亨利式结尾的艺术魅力（The Artistic Charm of O. Henry）。
英语教学法之 Unit 1
British applied linguists: emphasize on the functional and communicative potential of language
E.g. Christopher Candlin and Henry Widdowson: British functional linguists; American work in sociolinguistics; work in philosophy
Learner-centered and experience-based view of second language teaching: antecedent---an important American national curriculum commission in the 1930s
Organizational principles
Considering: (1)a communicative view of language can help the teacher to make the linguistic content of a course more relevant to learners’ needd; (2)a communicative view of language can provide the teacher with alternative ways of organizing this content into teaching units
Notional Syllabus: a significant impact on the development of Communicative Language Teaching---used by the Council of Europe for a first-level communicative language syllabus
Intercultural-Communication
Intercultural-CommunicationA Brief Comment on the Contradiction Between Eastern andWestern CulturesDai HuanAbstract: The frequent cultural contradiction between the East and West affects the fluent communication. So it is necessary to point out its deep causes and adopt certain measures for enhancing the capability of intercultural communication.Key Words: intercultural communication, cultural contradiction, capabilityWith the deepening of China’s reform and opening to the outside world, more and more people and things from the West are coming into our sight. So we have more opportunities to contact directly with them, which is positive for our standing of Western society but by no means easy. We have to meet people from unfamiliar cultural backgrounds, whose thinking patterns, lifestyle and behavior are utterly different from ours. Consequently, cultural contradictions are inevitable.1.Contradictions occurring1.1 Contradiction concerning privacyIn the aspect of privacy, the Chinese are generally frank and direct, and have little private room. The believe that individuals belong to the collective and should be united and caring for eachother. So they are ready to inquire and pour each other’s happiness and sufferings. However, Westerners emphasizes privacy and personal room, unwilling to mention their own business, let alone having others interfere in it. Thus, contradiction takes place. For instance, Chinese people tend to inquire each other’s age, marrige condition, children, career, and even income, which, in the Chinese conception, is showing politeness, whereas to Westerners it is an offence against their right of privacy.1.2 Contradiction concerning timingWesterners hold a tight connection between time and money, so they treasure their time. They have long developed a habbit of planning carefully and making appointments on time. In Western society, you must make notice or appointment in advance, accertaining the purpose, time and site through negotiation, if you pay a visit to a person. Chinese people, on the contrary, are a nation of polychronical culture, which leads to a more spontaneous and unstructured lifestyle ——characteristics that often confuse and frustrate Westerners.1.3 Contradiction concerning polite formulasThe Chinese seem over-modest in communication and see it as a virtue. When praised by others, they say as a sign of modesty,2.1. Different thinking patternsThe specific culture in which people live defines their conception of the world. Western culture emphasizes logical and analytical thinking, while the Chinese thinking pattern stresses integrated intuition. So the Chinese value experiece and feeling in their conception, and tend to use these to understand others’. Compaired with Western thinking, the Chinese pattern has are obviously general and vague. It gradually developes into a fixed one, with which Chinese people simplify their conception. Some aspects of this fixed thinking are wrong or far-fetched, which will lead to mistakes in intercultural communication, though other aspects correct.2.2. Different codes of conductCodes of conduct mean moral criteria and behaving norms that are generally accepted by the whole society. Simply speaking, they tell people what to do or what not to do. People tend to judge the reasonability of the other party’s behavior with their own community’s codes. But since there exist differences between the two sets of codes, misunderstanding, anger or even worse results come into being. For instance, Chinese people pat children’s head as a sign of fondness, while this is, in Western countries, a conduct of shocking disrespect for them, whose parents will be infuriated. To smoothintercultural communication, people have to abide by the codes of conduct in the other culture, especially those defining what is taboo. The best principle is to “ do as the Romans do ”.2.3. Different valuesThe ability to communicate is formed in socialization, and therefore connected with social values. Every culture has its particular system of values, which cannot stand separate from the culture. Since every system has its own reason to exist, we cannot judge which one is more advanced than another. For example, Chinese people think highly of modesty and politeness, feel at home everywhere and in whatever situation they are, and despise personal ambition. Meanwhile society discourages outstanding individuals who pursue their own prominence and thus are seen as extreme individualists.However, Western cultures value individualism, while people with no gumption are look down upon as lazy and incapable. Humanism takes roots in Western society, where people advocate independent thinking and judgment, achieve individual success through ability and hard work, and regard individual interest as inviolable. Consequently, the use of language is different in different cultures; the codes of conduct in one culture cannot be applied to another. Any violation or insensitivity of the above law will cause communicatingfailure, which sometimes ends in great losses. For instance, China’s cashmere products enjoys good reputation on the international market. A cashmere factory exported its quality quilts trademarked as “ Shuangyang ” which were translated as “ Goats ” into English, and expected decent sales, only to find the products unmarketable. The reason is that the word “goat ”has a connotative meaning of “ lecher ” besides its literary meaning. With such an awful name, this sort of quilts were utterly unacceptable to girls or housewives no matter how high-qualified or comfortable they might be. (2)2.Solution: to enhance students’capability of interculturalcommunication through English teachingFrom the above analysis, we can see many cultural contradictions in East-West communication, which obstructs the communicative effect. To solve this problem, we must develop students’ capability of dealing with different cultures.3.1. Teachers should transform their teaching ideas and methods. Under the current educational system, foreign language teaching is usually conducted in the classroom only, where teachers predominate. If teachers emphasize mere grammar and vocabulary, students will never learn to apply their knowledge to real situation, not to mention acquiring the ability to handle intercultural communication. So teachers must realize the hazard of cultural contradiction and theimportance of intercultural communication ability. At the same time, they should continue their studies to improve their own quality. Only through constant efforts can they control the quantity and quality of the teaching of English culture, manipulate the specific teaching steps and method, and achieve the teaching goals. (3)3.2. The present teaching method should be improved. Emphasis has long been put on imparting language knowledge, while the cultivation of intercultural communication ability is neglected. To change this situation, we must enhance teaching methods, opptimize the quantity and quality of classroom teaching, and make full use of modern teaching techniques to mobilize students’ initiatives. Besides, we may give special forums to meet their learning enthusiasm and to cultivate talents of intercultural communication. But we must insure that the new contents are closely related to students’language knowledge and to the application of communication.3.3. Non-verbal communication skills should be stressed as an indispensable communicating form. Non-verbal communication refers to the process of communicating and understanding without language under certain circumstances. Non-verbal signs are not linguistic units, but they indicate particular meanings, varying with different cultures. For example, Chinese people believe in the proverb “ Silence is gold ”. They think that in deliberate silence thereexists a lot of hidden information or even that “ Silence means more than utterance ”. But this often annoys Westerners. When two Westerners talk, the listener usually look attentatively into the eyes of the speaker and uses body language to show his attention as well as respect. However, the Chinese regard this as impolite because they are not accustomed to being watched so long. (4)3.4. Teachers should direct students to approach extensively the materials about Western cultures.The time for classroom English teaching is limited, while students’ have abundant time at their disposal after class. So teachers should not only enhance students’intercultural ability during class time, but also lead them to read English literary works, newspapers, magazines and current issue comments in great quantities in their spare time, so as to increase their cultural knowledge, improve their cultivation, expand their sight, and enhance their intercultural ability. Besides, colleges that have foreign teachers may give full play to this superiority, for they are living textbooks of Western culture. Communication with those teachers and their reports will enable students to start the journey of Western culture.References1.Liu Yunqing. Research Methods in Foreign Language Teaching.Foreign Language Teaching and Research Press, 20042.Xu Guo. “ On Cultural Difference and Cultivation of InterculturalAbility ”. Chongqing UP, 20063.Hua Houkun. “On College English Teaching in InterculturalCommunication ”. Heilongjiang Higher Education Research, 2005 4.Wu Fengzhen. “ Cultural Contradiction Between the East and theWest. ” Suihua Normal College UP, 2003。
07届本科毕业论文备选题(英语专业)
07届本科毕业论文备选题（英语专业）英汉翻译方向On Foreignization and Domestication of Cultural Factors in Translation(浅谈翻译中文化因素的异化和归化)On Treatment of Cultural Factors in Translation (翻译中文化差异的处理方法)On English Translation of Public Signs in Chinese (汉英公示语的翻译)On Translation of English Names of Commendation (英语商品名称的翻译)The relationship between Cultural Difference and Translation Skill 中英文化差异与翻译An Approach to the Translation of Poetic Image诗歌翻译的意象问题探讨A Study of the Chinese Version of Titles of English Films英语电影片名汉译研究A Study of the Chinese Version of Titles of English Novels英语小说题目的汉译问题A Comparative Study of the English Version of the Poem “ Untitled “ by Li Shangyin 李商隐的诗〈无题〉的英译比较研究Foreignization and Translation of IdiomsOn Culture Translation under ForeignizationOn Faithfulness in TranslationOn Fidelity and Expressiveness in TranslationInterpreting and Interpreting SkillsOn Literal Translation and Free TranslationThe Comparison and Translation of Chinese and English IdiomsEquivalence and its Application in TranslationCultural Equivalence in TranslationLearning a Foreign Language Through TranslationArts in Verse TranslationA Comparative Study of Two English Version of Hong Lou MengOn Translating the Passive VoiceOn the Translation of English Long SentencesThe Social and Cultural Factors in Translation PracticeThe Application of Functional Equivalence in English and Chinese Cross-cultural Trans Exploring English-Chinese Audiovisual TranslationOn Chinese Translation of Journalistic EnglishOn the Criteria of InterpretationOn the Unit of TranslationThe Cultural Differences and Arts of Translation in Advertising LanguageOn Transformation between Parts of Speech in E-C TranslationExploring Substitution and Ellipsis in TranslationOn English Proverbs TranslationOn the Criteria of TranslationThe Analysis of Translation StyleCultural Differences and Translation StrategiesTranslation and Foreign Language YeachingChinglish in C-E YranslationA Contrastive Study of English and Chinese Allusions and their Translation English Neologisms in Newspaper and their TranslationOn Translation of Humor in Pride and PrejudiceOn Features of Journalistic English and its TranslationCultural Discrepancies and their Influences on TranslationEnglish and Chinese Translation Song lyricsTranslation of Address Term between English and ChineseOn the Importance of Context in TranslationOn the Translation of English Pun into ChineseThe Role of Dictionary in TranslationThought Pattern and its Influence on TranslationLexical Characteristics of Legal English and Legal Lexicon Translation Features of Foreign Trade English and its Translation ModelOn Euphemism TranslationTranslation of Metaphor from English into ChineseFeatures of Tourism English and its Translation翻译中的文化因素影视字幕翻译的原则影响长句翻译的因素例析英译汉中形象语言的处理生活中广告英语的翻译特色对翻译原则“以信为本，求真求美”的思考翻译中的中国英语与中国式英语南昌旅游景点中英翻译错误及纠错对策背景知识在口、笔译中所扮演的角色分析商务英语翻译的不对等性英美文学The Gift of Magi and ConsumensmA Brief Comment on An American TragedyAn Analysis of the Source of Dichson's Death PoemsOn The Call of the WorldLove Tragedy and War—An Analysis of A Farewell to ArmsSister Carrie and Jennie GerhardtThe Evil of Mankind Portayed in Moby DickOn Henry Heming in The Red Badge of CourageEmily Dickingson and her PoemsAnalysis of A Rose of EmilyThe Aesthetic Interpretation of Ezra Pound's PoetrySymbolism in The Great Gatsbyan Analysis of the theme of adventures of Huckleberry FinnOn the symbolism of The Old Men and the SeaSome English Learner’ image of America(survey and study)Influence of the Bible on English LiteratureDeviation and Foregrounding in … (using literar y works for a case study)The Language of Shakespeare’s Sonnets, or of any particular literary worksCultural Shocks in the English Language TextbooksDeep Love And Deep Hate—A Brief Analysis On Wuthering HeightsPsychological Descriptions In Hemingway’s The Snows Of KilimajaroOn Ernest Hemingway And His Novel The Sun Also RisesDifference Between China And The West Reflected In Social Manners鸟的赞歌--------评英国浪漫派诗歌《呼啸山庄》的悲剧分析海明威英汉形象和冰山风格《名利场》的现实意义苔丝的形象分析哈姆雷特的犹豫再探讨爱伦坡小说的艺术创作成就爱伦坡小说人物塑造O Neill剧作对美国戏剧的影响华兹华斯的语言风格华兹华斯的自然观诗人哈代简述哈代的悲剧性叙事艺术On Hardy's tragedy narrative art奥斯丁与勃朗特写作风格异同The comparison between Austen and Bronte in writing style 杰克·伦敦(或某作家)《》(某作品)评述On Farewell to Arms of Hemingway浅析《失乐园》中撒旦的形象塑造《还乡》的悲剧艺术特色蓓基形象再解读蘩漪与伯莎梅森的比较研究爱玛形象的魅力海明威研究——浅析海明威笔下的女硬汉子《苔丝》的悲剧性与现代性 Tragedy and Modernity in Tess of D’Urbervilles华兹华斯诗歌的和谐观 On the View of Harmony in Word sworth’s Poetry海明威小说的悲剧意识从《老人与海》看海明威的创作特点《红色英勇勋章》的叙述技巧分析论《白鲸》的象征含义论吴尔夫的《一间自己的房间》中的女权主义论简.奥斯汀对《爱玛》主人公的塑造《红字》中的象征哈姆雷特的人物特征及悲剧根源华兹华斯《孤独的割麦女》赏析杰克·伦敦的个人奋斗莎士比亚的悲剧人物《名利场》人物与艺术特色之分析简析英国浪漫派诗人：1800年左右安东尼奥与夏洛克的对抗肖伯纳的戏剧评论简论十九世纪英国女性生活The Beauty in Sense, in Sound and in Form关于德伯维尔家族的叙述在《苔丝》中的重要作用德莱塞的自然主义论海明威的死亡意识The Negative Influence of Society on the Oliver TwistMrs. Browning’s Sonnets from the PortugueseLove Stories in William Cather’s “O Pioneers”The Literature Characteristics in A Tale of Two CitiesOn the Symbolism of wrence’s “The Rainbow”Simple Analysis on Milton and Paradise LostOn the Author and the Major Characters of The PearlThe Analysis of Santiago’s CharacterRobinson Crusoe and the Colonial EmpireA Farewell to Arms—A Clear MirrorOn the Humanism in "A Tale of Two Cities"The Modernist Features in "Wuthering Heights"A Feminist Study of "Heart of Darkness"Naturalism as Reflected in "The Call of the Wild"论《天路历程》的象征和社会意义论《名利场》的社会意义浪漫的现实——丁尼生作品浅析《蝇王》中的象征迪金森的自然诗麦琪悲剧的成因——《弗洛斯河上的磨坊》解读从存在主义视角解读《永别了武器》《永别了武器》中主人公亨利形象分析《蝇王》的主题分析《蝇王》的象征意义英语教学法On Sino—Western Cultural Differences and the Structure of Chinese College Students' 中西文化差异与中国大学生中式英语结构The Application of Cooperative Learning Theory in Senior High School English Reading 高中生英语阅读教学中合作学习理论的运用Interaction in Oral English Teaching 英语口语教学中的互动On Developing English Reading Skills 论英语阅读技能的培养The Strategies of Topic Controlling in Spoken English 英文口语中的语题控制策略Communicative Competence and Focused Task-based Teaching ApproachError Analysis and English TeachingOn Developing English Reading SkillsInteraction in Oral English TeachingRole-play in English TeachingCultural Teaching in English in Middle SchoolUsing Questions in English ReadingResearch on the Improvement of Middle School Students’ Communicative CompetenceOn Bilingual Teaching in Primary SchoolHow to Design Questions in the Classroom TeachingNew Concepts of Modern English TeachingHow to Arouse Students’ Potentialities in Learning English by Using Non-intelligence Autonomous Language Learning in CALL EnvironmentsOn Attitude and Motivation in Second Language LearningMaking Use of Resources on the Internet to Assist English LearningTask-based Language Teaching Methodology and its Application in ReadingUsing Task-based Method and Internet Resources to Improve Teaching of Classroom Readi The Study of Learner’s Motivation and its In fluence upon Learners and their Learning On Communicative Competence, Exploring the Learning Process in China’s Context Interaction and English Language TeachingTeacher’s Roles and their Impact upon Learner’s Learning ProcessThe Comparison or Analysis of Different ELT Methods and its Application in China’s L The Student’s Learning Autonomy and Language TeachingTeaching the Different Skills Based on the Interactive Approaches.The Relationship between Affective State and Language Learning.Errors and Language Learning.Teacher’s Talk and Students’ LearningMy Perspectives of Senior/Junior English for ChinaCognitivism and English Teaching of Listening and SpeakingA Survey of Students’ Motivation of Learning EnglishExtracurricular Activities and English TeachingA Study on Cooperative Learning in Classroom TeachingCommunicative Approach and Grammar TeachingNetworked Multimedia and Senior/Junior English TeachingIs Multimedia Effective for Language Learning/Teaching?Improving English Reading through Online NewspapersReflections on CALL/CAINetwork-based English Teaching of Reading/Writing/Listening: What Advantages? Applying Task-based Teaching Principles to Organize Oral Classroom Activities Interactive Theory and the Teaching of Listening ComprehensionEffective Ways to Improve Efficiency of Vocabulary LearningImprove Students' Oral Proficiency by UsingCommunicative Language Teaching MethodTeaching English by Student-centered ApproachHow to Combine Traditional English Teaching Methods with Communicative Language Teach Importance and Feasibility of Improving Students' Communicative CompetenceMake the Best of Language Learning Strategies to Improve English Learning Efficiency How to Improve Students' Learning Style in Classroom TeachingThe Importance of Understanding Mild Tones in Studying the English LanguageThe Role of Cultural Background Knowledge in Studying the English LanguageOn English Vocabulary AcquisitionEnglish and Chinese Comparison and TranslationDifferences between American and British EnglishA Cognitive Approach of English OnomatopoeiasA Brief Analysis of English MoviesEnglish Ambiguity and Its FunctionThe Pragmatic Analysis of the Motivations for EuphemismInfluence of Science and Technology on English VocabularyA Study of Student-Centered English Vocabulary TeachingFactors Influencing English Learning and Possible SolutionsComputer-assisted English ReadingApplication of Non-verbal Communication in English TeachingPsychology in English TeachingHow to Develop Students’ Abilities to Listen and Speak English EffectivelyHow to Make Use of Mother Tongue in English TeachingPrinciples of English Learning and TeachingStrategies on Intercultural Communication Training in English TeachingReading Efficiently: An English Classroom Model Focusing on Students’ Reading Abilit Factors Affecting English Listening and its Appropriate MeasuresIntensifying Cultural Awareness in Middle School English Teaching—With A Sample Teac Apply Communicative Approach to Pleasant Teaching—Analysis Of My Sample Teaching Exp The Strategic Difference between Effective Listeners and Ineffective ListenersOn Error-Correction Strategy in Oral English ClassroomOn the Use of Interactive Approach in Writing ClassroomOn the Reciprocal Method of Teaching English ReadingOn Developing English SkillsCollaborative Learning in Writing ClassMotivation in English LearningTask-based Teaching in Writing ClassThe Brain-storming in English WritingIncreasing Cultural Awareness in English WritingThe Importance of Free WritingThe Application of Multimedia Technology in College English TeachingThe Connection between College English Teaching and CET-BAND4How to Improve the Students' Listening Ability Effectively in English TeachingTask-based Method of English Teaching in Middle School英语单词科学记忆如何提高英语阅读速度与质量How to improve English reading speed and quality如何在阅读教学中培养学生的跨文化意识如何在英语阅读教学中体现师生的互动略论课外阅读与英语写作的关系外语工作者如何为江西在中部地区崛起做出贡献略论英语听力能力的培养如何培养大学非英语专业学生的四项基本技能如何提高大学生的英语写作水平大学英语专业学生词汇量与阅读能力相关性研究课堂里的艺术--口语教学研究增强课堂活力-英语听力课的教学探索和实践提高中学英语课堂教学质量的途径快乐活动性原则及其在儿童英语教学中的应用科技英语口译人才培训研究口语教学中的模拟训练方法精读教学法在外语教学中的利与弊教师行动研究在中学英语教学中的应用中国初中英语教师素质探究论多媒体辅助大学英语课堂教学的利与弊浅谈新课标背景下中学英语课堂活动教学论“互动”教学法提高英语学习兴趣的有效途径高校专业英语阅读教学模式初探优秀语言教师素质－－专业学生的观念调查学生评教的意义和问题专业学生英语自主学习模式研究建构支持专业英语学习的校园环境专业英语课程设置合理性问题探讨课堂交互性调查－－中方和外方教师课堂比较外教在提升专业英语水平的角色探讨专四对英语学习的影响（后效作用）专八对英语学习的影响（后效作用）专业英语学习中管理策略的使用如何利用多媒体辅助教学手段促进中学外语教学？英语教学中语言与文化的关系几种外语教学方法的比较问题、思考、改进——使每个学生学好英语英语教学中的文化意识英语教学中如何实施被动学习向主动学习的转化英语阅读教学的发展趋势与探索英语课堂教学中的双向交流英语教学几种课型的安排教学评价之我见改革英语教学方法注重培养学生能力浅谈“ｐａｉｒｗｏｒｋ”在课堂教学中的运用英语教学中的“互动”教学模式多媒体英语教学与学生自主学习能力的培养英语教学活动中作业布置法的实践与研究从英语写长法学习英语写作江西农村中学外语教学现状调查江西农村小学外语教学现状调查论多媒体教学条件下的师生互动论外语教学模式与大学生学习动机的相融性大学英语常用段落展开手法双语教学实践与研究英语专业泛读教学的思考与实践英语专业“阅读”课教学改革英语专业基础阅读课与短期强化培训阅读课比较英语口语学习策略英语听力学习中的干扰因素分析英文电影与英语听说教学任务型教学方法在中学外语教学中的应用研究非言语交际与外语教学焦虑对听力理解的影响论学习风格和英语成绩的关系互联网在外语教学中的作用课堂提问的方式和技巧中英恭维语比较英语语言学可理解输出假设的中国现实性The Local Reality of the Comprehensible Output Hypothesis可理解输入假设的心理现实性The Psychological Reality of the Comprehensible Input HypothesisAn Analysis of the Access Effect Advantages of the Prefabricated Chunks预制语块提取效应优势分析The Presentation of the Second Language’s Mental Lexicons of Chinese Middle School S 中国中学生二语心理词汇的表征Ways of Child Language Acquisition儿童语言习得方法The Change of English Word Meaning: Factors and Types英语词义改变:因素与类型The Linguistic Characteristics of Advertising EnglishOn Linguistic Features in O Henry's WorksOn the Formation and Use of Parody in English and Chinese英语语音学浅析从翻译视角看中西方思维差异被动意义表达的英汉对比研究英汉复合名词对比研究英汉否定表达比较研究英汉语序比较与翻译问题研究语篇（话语）分析功能语言学与阅读教学翻译理论与实践词汇教学方法与技巧语言问题研究语用学与教学英汉句法对比研究认知语法与句法教学语用失物分析再谈认知隐喻交际修辞的语用分析探究语篇信息度的认知分析英语语音学的理论与实践语言与文化The Analysis on the Differences of Interpersonal Relationship between Eastern and Wes 东西方人际关系要素差异探析On Values of Chinese from Perspective of Lexicon从词汇角度读中国人的价值观Research on Sino-Western Differences of Cooperative Principles合作原则的中西方差异初探The Comparison of Euphemism in Wording of Sino-Western Letters中西书信用语的委婉语比较How to avoid ambiguity in different culture如何避免由文化差异造成的歧义On the Influence of Network Vocabulary on Chinese Language英语网络词汇对汉语的影响The Cultural Connotation of English Etymology and the Teaching of English Vocabulary 英语词源的文化内涵与词汇教学An Analysis of the Political Prejudice in VOA 《美国之音》的语汇与政治偏见分析A Comparison Between News Report of BBC and VOA BBC 与VOA新闻报道之比较English idioms—A Mirror Reflecting British CultureAmerican culture Reflected in the Use of Words of American EnglishTranslation of Brand Names and their Cultural AssociationsOn Cultural Differences of Body Language between English and ChineseA Comparative Study on Sexism in both English and ChineseEuphemism—Their Construction and ApplicationCultural Comparison in IdiomsThe Cultural Conflict in the Cross-Cultural CommunicationA Talk of Cultural Difference between China and the WestOn Language and Culture in TranslationFamily Education Differences between China and Western CountriesThe Effect of Context on the Meaning of WordsA View on the Differences between Chinese and English Cultures with Regard to TaboosA View on the Differences between Chinese and English Cultures with Regard to Etiquet A View on the Similarities and Differences between Chinese and English Cultures in Te Proverbs and CultureExotic Cultures Influence on English VocabularyThe Differences Between Chinese and Western Cultures and English Education The Impact of Economic Globalization on World CultureThe Cultural Effect Of Civilized English On English Writing从现代汉语中的英语外来词看中国文化对西方文化的吸收与处理中国学生英语习得中的母语迁移现象论影响跨文化沟通的主要因素校园交际中的语码选择唐诗英译中文化意象保留英语教学中汉文化的参与和渗透母语和第二语言阅读的文化差异与认知体系英语写作中汉语干扰因素分析中英文化交际差异对比英语词汇与变化类比在现代中英词汇中的应用拟声理据的应用词的理据与文化历史的关系小说《喜福会》中的文化碰撞广告语篇翻译中的跨文化交际汉语的负迁移与英语学习论中西文化的差异对中西餐饮业的影响英汉词汇的社会文化内涵漫谈美语口语中的俚语现象透析汉英颜色词背后的文化英汉习语文化差异探源浅析英语委婉语。
学科之间是互相联系 英语作文
The Interconnectedness of Disciplines: A Bridge to Comprehensive UnderstandingIn the realm of education, the traditional silo approach, where subjects are taught in isolation, is gradually giving way to a more integrated and interconnected approach. This shift recognizes the inherent interconnectedness of disciplines and the value of cross-pollination in fostering a deeper, more comprehensive understanding of knowledge. The interconnectedness of disciplines is not just a theoretical concept; it is a practical imperative in today's world, where complex problems often require interdisciplinary solutions.The sciences, for instance, are not just a collection of unrelated facts and theories. Instead, they are an interconnected web of knowledge, with physics, chemistry, and biology influencing and being influenced by each other. The laws of thermodynamics, for example, have profound implications for the study of ecology and the understanding of how energy flows through biological systems. Similarly, the principles of genetics inform our understanding of the chemical reactions that occur within cells.The humanities and social sciences are also deeply interconnected. History, for instance, is not just a record of past events; it is a mirror reflecting the values, beliefs, and social structures of a society. Economics, on the other hand, provides insights into the forces that shape these structures and the distribution of resources within a society. Political science examines theinstitutions and processes that govern a society, while sociology studies the interactions and relationships within that society. Each of these disciplines contributes to our understanding of the world and human experience, and each benefits from the insights provided by the others.The arts, too, are not exempt from this interconnectedness. While they may seem removed from the more "practical" disciplines, the arts provide a unique perspective on human experience and expression. Theyreflect and shape our values, beliefs, and social norms. They also provide a medium for critical thinking and problem-solving, often in ways that are not possible through more traditional academic disciplines.The interconnectedness of disciplines is not just a theoretical concept; it has practical applications in the real world. In today's world, problems are increasingly complex and multifaceted. Climate change, for example, is not just a scientific issue; it has profound social, economic, and political implications. Similarly, issueslike poverty and inequality require a multifaceted approach that draws on insights from across the disciplines.The interconnectedness of disciplines also fosters creativity and innovation. By bringing together ideas and perspectives from different fields, we create new ways of thinking and new solutions to problems. This cross-pollination of ideas is crucial in fostering a culture of innovation and creativity.In conclusion, the interconnectedness of disciplines is a critical aspect of education and understanding. Itfosters a deeper, more comprehensive understanding of knowledge and equips students with the tools and perspectives they need to address the complex problems of today's world. By bridging the gaps between differentfields of study, we create a more interconnected andcomprehensive understanding of the world, one that isbetter prepared to meet the challenges of the future.**学科之间的互联互通：通向全面理解的桥梁**在教育领域，传统的孤立教学方法，即各个学科分别教授，正在逐渐被更加综合和互联的教学方法所取代。
《课程基础、原理和问题》（Cou...
《课程基础、原理和问题》（Course foundations, principles andproblems）Description of goodscontent validityThe course of "basic principle", and problems for teaching activities to participate in the field of curriculum and provides a full range of the field of inquiry, both on the course of understanding foundation, curriculum, curriculum design and curriculum implementation and curriculum evaluation concerning principle and degree. As in the first and second editions, it gives a full account of the philosophical, historical, psychological and social foundations of the curriculum. At the same time, it gathers these areas on the latest research and provides new content and information, such as the concept reconstruction principle, learning and development of psychology and personality, the typical American charter schools and school privatization, and the "target" in 2000. The book puts the curriculum in a dynamic social setting, placing it in the existing and emerging social context and balancing the issues facing the curriculum.Throughout the book the reader between modern thinking and modern thinking feel the tension, and how they are affecting the harmony of deliberation, the preparation and implementation of the. The content of the social foundation of the curriculum constructs the idea that the curriculum can not be separated from its social background. This part also deals with the diversity of American society and its implications forschool curriculum.By revising and absorbing the latest curriculum thinking, the course foundation, principles and problems lead readers to participate in the discussion of the technical model and non-technical model of curriculum preparation. Study on these modes the author Ornstein and Hankins, not to let people accept a narrow view of curriculum thinking, but to enable readers to understand the ideas behind these patterns, and learn how to apply these models in a changing environment and in the formation of curriculum.New contents of the course Fundamentals, principles and problems:Absorb the new areas of information on the psychological foundations of curriculum: emotion, intelligence, and constructivism.It provides the latest information about quantitative evaluation and qualitative evaluation, and pays special attention to the alternative evaluation.Relevant technology is provided; more and more data are used in education.Some educational problems are discussed, such as school reform, moral education and the politicization of curriculum.Additional information on multicultural education and Chinese language education has been added.Editorial recommendationThe course foundation, principles and problems are published by Jiangsu Education Publishing house.Brief introduction of the authorAuthor: Alan (United States)? C. (US) Ornstein Francis? P. Haskins translator: Kocen commentary: Zhong QiquanCatalogTotal orderPrefaceThe second chapter is the field of curriculumCourse processing methodCurriculum definitionCurriculum foundationThe domain of knowledge in the curriculumtheory and practiceRole of curriculum workerSummaryThe first part is the basis of the curriculumThe second chapter is the philosophical foundation of curriculumPhilosophy and CurriculumMajor philosophyeducational philosophySummaryThe third chapter is the historical foundation of the curriculumColonial period: 1642-1850The founding of the people's Republic of China: 1776-1850European educators in the nineteenth CenturyThe rise of universal education: 1820-1920Transition period: 1893-1918The birth of a curriculum as a research field: 1918-1949Current concernsSummaryThe fourth chapter is the psychological foundation of curriculumThe fifth chapter is the social foundation of curriculumThe sixth chapter is curriculum theoryThe second part is the principle of curriculumThe seventh chapter is curriculum preparationThe eighth chapter is curriculum designThe ninth chapter is the goal, the goal and the concrete goalThe tenth chapter, curriculum implementationThe eleventh chapter is curriculum evaluationThe third part is about the curriculumThe twelfth chapter is about the problems and trends of the curriculumThe thirteenth chapter is the future direction of the curriculumGlossaryReferenceTranslation postscriptPrefaceAs a college teacher, many of us often outdated education science textbooks and pedagogy as people with deep hatred and resentment; and many of us are often in economics and sociology by leaps and bounds since the construction of textbooks and the envy of.So, we feel restless, we are eager for a fight, we are determined to go beyond, we came together.After several years of efforts, covering a large overseas textbook "professional all courses of Contemporary Higher Education Science Education Science Textbook Series" to the readers.For many years. The curriculum reform of higher normal education and higher education specialty in our country is very slow. The three courses of pedagogy, psychology, teaching materials and teaching methods of normal education remain unchanged for many years. The curriculum of pedagogy is obsolete and the choice of courses is rather narrow. It can be said that the situation to change the course of higher normal education and higher education courses, is "the most basic purpose for the series".On the other hand, with the deepening of the reform of education, the problems arising from educational practice are becoming increasingly complex. Addressing these issues requires a wealth of education, scientific knowledge and capacity. "On" the other purpose is the pursuit of the dedication of the world's most advanced scientific knowledge system of education, promote the deepening reform of China's education.In the past few years, the curriculum reform in Colleges and universities has achieved remarkable results. An important way to deepen the curriculum reform is to introduce the teaching materials of higher learning in foreign countries, especially in developed countries, so as to improve the quality of education and enhance the students' learning ability. "The direction" on purpose and ideas and Chinese teaching material reform in universities is consistent, and is part of the process of the reform of teaching materials in Colleges and universities.To promote academic exchanges, is "another purpose:" longing for. The obstacle of academic communication is the communicative language, and the deep cause is academic language and academic norm.PostscriptIn the current curriculum textbook, written by Hankins and Ornstein "Curriculum: foundation, principle and problems" (Third Edition) of a book, because of its complete system, structured, informative, comprehensive summary of the main achievements of modern and contemporary curriculum theoryresearch, and to explore the curriculum reform and the development of the United states the history, actuality, trend and problems, and become the United States and an international influence on curriculum theory works. The book is not only encyclopedic, but also academic and distinctive. It also reflects the transformation and development of contemporary curriculum discourse. Therefore, the translation of such a book requires not only a wide range of background knowledge and special theoretical knowledge of the course, but also the need for understanding and expression of the course discourse.In order to better complete the translation of the book, I specially invited some related curriculum research scholars in universities, doctoral and master students together to participate in this work. They are mainly from the Institute of curriculum and instruction of East China Normal University and the Institute of international and comparative education at South China Normal University. Each chapter in the book of the translators respectively: preface, the first chapter, the sixth chapter, the ninth chapter: the second chapter: Liu Ke Sen; Tian, Curson; the third chapter: Wu Jianli, Zhou Jiaxian; the fourth chapter: Liu Qianhua, an Guiqing; the fifth chapter: Zhong Yi, Shen LAN, Ke Sen; the seventh chapter: Zhang Minjie Ke Sen; the eighth chapter: Xu Huaqiong, Ke Sen; the tenth chapter: Sun Jie, Ke Sen; the eleventh chapter: Sun Jie, An Guiqing, Chen Xia; the twelfth chapter: Xu Huaqiong, Ke Sen, Wang Kai; the thirteenth chapter: Zhang Minjie, An Guiqing. Curson has compiled and arranged the whole book, and has translated the main noun concepts and terminology. This book has been translation experts, famous courses in Chinese teaching theory and my mentor professor Zhong Qiquan's guidance,provide various help Mr. Zhao Ming, director of the Jiangsu Education Publishing House and room book Mr. Li Shuping as the commissioning editor translation and proofreading the book. Here, I'd like to express my special thanks to the three gentlemen for their support and help.As the main translator, despite the efforts to organize and coordinate the translation and proofreading of this book, I still feel that I am unable to do something in terms of ability and condition. Readers should be criticized for inappropriate or careless omissions in this book.abstractThe main foundations of the curriculum are philosophy, history, psychology, and SociologyThe basis of the course defines the external boundaries of curriculum knowledge and defines what constitutes an effective source of information,And then put forward the theory, principles and ideas about the subject areas that have been accepted by the people.People usually think that the course includes the following areas: basic knowledge of philosophy, history, psychology and Sociology (sometimes, cultural, political or economic is also included in the social basis, or by people from the social basis of separated). Although curriculum experts generally agree on these basic areas, few have attempted to analyze or discuss them in depth.Of course, it is not enough to examine only basic areas. Curriculum scholars need to reveal the relationship between basic fields and curriculum. They must analyze and integrate what is known about each base and point out its connection to the curriculum. It is in this connection, Herbert kliebard? (Herbert Kliebard) claimed that the curriculum is a comprehensive field. Curriculum experts draw ideas from other fields to influence the curriculum. Therefore, curriculum experts are always investigating and applying the concepts, methods and research tools used by philosophers, historians, psychologists, sociologists, economists and political scientists.Regardless of their methods, regardless of their philosophical, historical, social or psychological perspectives, curriculum experts always naturally take the basic areas of the curriculum as a means of research and implementation courses. This book (in the fourth chapter) examines the 4 basic areas of the curriculum, with the aim of pointing out important sources of information from other fields related to the course. The important thing is that the reader should analyze and interpret the knowledge in the basic field in order to identify and clarify the external boundaries of the curriculum. The domain of knowledge in the curriculumThe course is representative of the field of curriculum based external boundaries, but the curriculum knowledge is to define the boundaries of the field, or a recognized knowledge, it can investigate the published textbooks, articles and research papers and inferred. Although curriculum experts generallyagree on the basis of the course, they often disagree on what constitutes the domain of knowledge or common knowledge of the curriculum. The latter question shows that the curriculum domain is neither a subject of discipline nor a real profession based on some limited knowledge. Many efforts have been made to construct models or maps of curriculum knowledge so as to form or establish boundaries within the field. The problem, to some reviewers, is that knowledge comes from a number of sources, many of which are not considered sources of curriculum. In addition, many known materials are not read because there is so much literature to be read.The experts' views themselves illustrate the lack of consensus on issues in the field of curriculum knowledge. For example, George? The champ Bo curriculum knowledge is divided into categories of planning, implementation and evaluation. 5. Fenwick English (Fenwick English) sees lessons from ideological (or philosophical, scientific), technical (or design) and operational (or managerial) problems.。
英语专业本科毕业论文参考题目
英语专业本科毕业论文参考题目英语专业本科毕业论文参考题目一．文学类1. A Study of Native American Literature 美国本土文学的研究2. Comment on Bernard Shaw’s Dramatic Art 评肖伯纳的戏剧艺术3. Influence of Mark Twain’s Works in China 马克吐温的作品在中国的影响4. On the Humour of Mark Twain 马克吐温的幽默观5. On the Tragedy of Loman’s Fami ly in Death of A Salesman 论《推销员之死》中罗曼一家的悲剧6. Rhetorical and Narrative Devices in A Farewell to Arms《永别了，武器》的修辞与描写手法7.The Influence of Wars on American Literature 战争对美国文学的影响8. The Linguistic Charms of the Adventures of Tom Sawyer《汤姆索亚历险记》的语言魅力9. On Translating the Allusions in Six Chapters of a Floating Life: an Intertextuality Approach从互文性角度看《浮死六记》中的典故翻译10. Paralanguage and Literature Translation -With Reflections on the Version of Dream of Red Mansions 副收言与文教翻译－－对《乌楼梦》译本的思虑二. 翻译理论与实践1. Transformational Technique of Parts of Speech in Translation翻译中词性转换的技巧2. Cultural Gap and Mistranslation英汉文化差异与误译3. A Brief Study on the Translation of English News Titles英语新闻标题翻译初探4. On Translation T echniques of Loan words浅谈外来词的翻译5. Usage and Translation Skills of Numerals in English Expressions英语中数量在词组中的用法和翻译技巧6. Usage and Translation Skills of Numerals in English Expressions英语中数量在词组中的用法和翻译技巧7 .A Tentative Study on English Hyperbole浅论英语夸张修辞8. Features of Network Language and Its Translation网络用语的特点及其翻译9. Inter-translation of Humor of English and Chinese 英汉的幽默互译10. Alternating Translation of English and Chinese Attributives论英汉互译中定语的翻译11. On Political Factors in English-Chinese Translation翻译中政治因素的作用三．语言学及应用语言学1．On The Nature And functions of Metaphor论隐喻的本质与功能2．On the Origin, Word-Formation and Translation of English Neologisms浅谈英语新词的产生、构成及翻译3．Decomposition and Translation of Ambiguous Structures 歧义结构的化解与翻译4．A Contrastive Study of the Formation of English and Chinese Antonyms论英汉反义词的形成5．On the Usage of English Abbreviations on the Internet谈网络英语中的缩略语6．A Contrastive Study of Punctuation in Chinese and English英汉标点符号比较7．On the Relationship between Lexical Cohesion and Textual Coherence词汇的衔接与语篇的连贯8．Thought Discrepancies Embodied in English and Chinese Languages思维差异在英汉语言中的体现9．Influences of Chinese Dialectical Accent over English Pronunciation汉语方言对英语发音的影响10．Language Development of Pre-school Children and English Teaching幼儿言语发展及幼儿英语教学11．The Influence of Sino-British Cultures on Metaphors论中英文化对隐语的影响12．On Politeness Norms and Mistakes in Interactive Communication of Spoken English英汉口语中互动性交际的礼貌规范与失误13.Pragmatic Analysis on the Approximating Quantities with Numbers数词模糊语的语用分析/doc/7718748217.html,age and Translation of “and” 英文中的and 的用法与译法15.On the Motivation of Male Students' Interests of English Learning论男生的英语学习兴趣的激发四. 跨文化交际1.On Ways of Breaking Cultural Barriers In Translation Of Human Names如何克服人名翻译中的文化障碍2.On Influence Of Cultural Differences On Understanding English and Chinese Advertisements论文化差异对解读英汉广告的影响3.On Changes Of Business Etiquettes In Cross-Cultural Communication论跨文化交际中商务礼仪的变迁4.On Application Of Nonverbal Means In Communication论非语言形式在交际中的运用5.The Comparison and Translation of “Nine”in Chinese and Western Culture英汉数字“九”的文化对比与翻译6.The Influences of Chinese-British Cultural Differences on International Business Protocol中英文化差异对国际商务礼仪的影响/doc/7718748217.html,parisons of Sino-U.S Family Education中美家庭教育的比较8.A Contrastive Study on Chinese and English Exclamatory Words汉英感叹词对比研究9.On Sino-Western Cultural Differences from Numerical Idioms从数字习语看中西文化差异10.American movies and American characteristics 美国电影与美国民族特性11.Cultural Difference in the Traditional Chinese and Western Festivals 传统节日映照出的中西文化差异12.On the Embodiment of Cultural Specifications of Western Cartoon Movies论西方卡通片所体现的文化特质13．.Cultural Differences between Chinese and Western Marriage中西婚姻文化差异五.商务英语1.On Aesthetic Association and Translation Of Names Of Commodities论审美联想与商品名的翻译2.On Influence Of American Culture On Import and Export Commodities论美国文化对进出口商品翻译的影响3.On Language Communication Skills In Business Negotiation论商务谈判中语言沟通技巧4.On Skills of Writing a Business Letter商业信函的写作技巧5.On the Characteristics of Business Negotiation Language and Its Translation商务谈判用语特点及翻译/doc/7718748217.html,nguage Characteristics and Skills for an English Tour Guide英语导游翻译的语言艺术与技巧7.The Application of Personification in Advertising广告英语中拟人的应用8.On the Abbreviations of Business English浅论商务英语的缩略语六．英语语音1. Sexism as Reflected in the Chinese and English Languages(英语和汉语中的性别歧视)2. Lexical Items as Means of Cohesion in English Texts(英语语篇中的词汇衔接手段)3. Lexical Cohesion in English(英语词语的接应关系)4. On English Oration as a V ariety of Language(论英语演说词)5. The Polite Language in the English Language 英语中的礼貌用语）6. Reflection on the English Taboo Words(谈英语的禁忌语)7. Stylistic Comparison Between Broadcast News and Newspaper News(英语广播新闻与报纸新闻文体比较)8. Stylistic Features of News Reporting(英语新闻报道的文体风格)9. A Comparative Study of Chinese and English Body Languages(中英手势语比较)七．翻译研究1. The Great Translator Yan Fu(伟大的翻译家严复)2. Gu Hongming: A Pioneer of Translating the Chinese Classics into English(汉英翻译的先驱-------辜鸿铭)3. On the Principles of Equivalence in Literary Translation(论文学翻译中的等值原则)4. A Brief Comment on E. A. Nida’s Concept of Translation(浅谈奈达的翻译观)5. Cultural Gaps and Untranslatability(文化差异与不可预性)6. Translating and the Background Information(翻译与背景知识)7. A Preliminary Study of Explanatory Translating(解释性翻译初探)8. Translating the English Articles into Chinese(英语冠词汉译)9. Translating the English Plural Nouns into Chinese(英语复数名词汉译)10. Translating the Lengthy English Sentences into Chinese(英语长句汉译)11. On Translating English Book Titles into Chinese(谈英语书名汉译)12. Views on the Chinese Version of Emma(关于汉译本《爱玛》的几点看法)13. A Reading of Fang Zhong’s Translation of The Canterbury Tales(读方重译《坎特伯雷故事集》)14. On the English Versions of Some of Du Fu’s Poems(评杜甫诗歌英译)15. Translating the Titles of Chinese Classic Poetry(中国古典诗歌标题英译)八．英语教学1.The Application of Phonological/Syntactic/Semantic Theory to ELT in Chinese Middle Schools(音位词/句法学/语音学理论在中国中学教学中的应用)2.The Application of Traditional/Structural/Transformational Linguistics to ELT in Chinese Middle Schools(传统语言学/结构语言学/转换语言学在中国中学英语教学中的应用)3.The Application of Theory of Behaviorism/ Cognitive Psychology to ELT in Chinese Middle Schools(行为主义/认知心理学理论在中国中学教学法中的应用)4. The Application of the Theory of Pragmatics/Discourse Analysis(语用学/话语分析理论应用)5.Teaching Grammar within a Communicative Framework(用交际法教语法)6. A Study on the Direct-Spelling Method(直接拼写法研究)7.Interaction in Oral English Teaching(英语教学中的互动)8.On Developing English Reading Skills(论英语阅读技能的培养)9. Analysis of Teacher Talk in Classroom by Speech Act Theory(英语语言行为理论分析课堂教师话语)10.On the Effective Factors of the SLA and the Englishment on Teaching(论二语习得的情感因素及其教学的启示)任务型教学法与3P教学模式的比较研究以下是我的大概构想1 Introduction2.什么是任务型教学法、3P教学模式3 任务型教学法的优缺点3. 3P教学模式的优缺点4. 两种教学模式运用到具体教学中的比较（高中英语课本）5. Conclusion。
A Study on the Significance of Non-verbal Communication in International Business
A Study on the Significance of Non-verbal Communication inInternational Business.Abstract:People usually rely on languages to communicate, to express their thought or to transmit the information. But there exists another means to convey the information during human’s communication, that’s non-verbal communication. It is necessary to employ non-verbal communication to express vividly during International Business. People usually use different parts of the body to convey the message and exchange their ideas. This is so called non-verbal communication, which includes gestures, posture, and so on. So it is necessary to understand the relationship between non-verbal communication and culture clearly in the cross-cultural communication.Key words: cross-culture；non-verbal communication；body language；culture differencesIntroduction:As a result of improved and extended infrastructure and communication world-wide, there has been a change of the markets, which turned more and more international during the recent years and decades. In order to be successful and competitive in future enterprises have to think global and use the given opportunities to do business by using the whole dimension of the extended markets. Nowadays there are international corporations, joint-ventures, mergers and business relations with enterprises and people from foreign countries. But cross-cultural conversation is far more complex than having the ability to communicate verbally by speaking another language. While the verbal communication is just a minor part of the communication process there is additionally para-verbal and most important of all non-verbal communication to be considered as an important key for successful communication not only on a cross-cultural level.Main body:Human communication is primary exchanging signals between human beings. To exchange those signals there are used analogue as well as digital signals.While the digital or verbal way of exchanging information is based on signs and letters, analogue or non-verbal communication is much harder to describe, because there are many different ways of communicating analogue. Analogue signals are direct, visual or represent an analogy.If we consider the different sides of a message with content, self-trivialness, appeal and relationship after Schultz von Then (Schulz von Then), digital communication mainly transmit content, while analogue or non-verbal communication tries to express feelings, attitudes and experiences hard to express in words. (Argyle, p.17)As Birkenbihls definition describes the analogue communication very comprehensive, it forms the basis for the following paper. To illustrate the difference between digital (verbal) and analogue (non-verbal) communication the following example of a daily situation in life tries to visualize the difference:The meaning of non-verbal communication is far more important than the majority of people would think. Murdock and Scott define the content of a message as:7 percent of words :38 percent of voice tonality ;55 percent of body language or non-verbal communication .Trompenaar even goes one step further by mentioning that recent surveys showed that even among people with same language and culture approximately 75% of communication is non-verbal. If we extend this to cross-cultural communication without a common language between the communicating persons, the impact may be even bigger. Furthermore it is not possible for human being to communicate only on a content level without sending any information on the relationship level due to the different elements of non-verbal communication.Therefore, in private as well as in business life it is not only important to follow the verbal content of a conversation, but also the variety of conscious and unconscious signals of the body, that indicate more information about the actual message desiredto be transmitted. Therefore dependent on the quality of understanding the communicated message is also the relationship between the communication persons.Non-verbal human communication consists of a variety of different elements to express messages in an analogue way. It can be divided into distance, facial plays, body posture, gestures and external appearance. The following chapter will introduce to the different forms of non-verbal communication mentioned above.A good example for most unconscious body-linguistic behavior is the association of human beings with distance and space surrounding. It is divided into four zones.- The privacy or intimate zone surrounds the body like a bubble and is dependant on the status of the communication partner as well as on the own mood. Normally only very close confidants get access into this privacy zone, therefore intimate partner or close relatives. If someone’s privacy zone gets invaded it causes feelings of aversion and this eventually leads to a production of aversive hormones: the body prepares for escaping out of this situation. .- The personal zone is reserved for close friends, relatives, perhaps also for close colleagues. A strange phenomenon can be recognized if it is impossible to avoid strangers to enter your personal zone, e.g. in a crowded bus. This incident causes us to t reat the other person as a …non- person“. The reason for that is the human being takes defensive actions to get along with his own indisposition. You are not moving, tensing your muscles, focusing some spot far away to avoid eye contact with the stranger. This attitude is acquired and therefore distinct differently among different cultures.- The social zone is reserved for social contacts on the surface. It occurs in conversations with no personal relationship to the conversation partner, e.g. your superior, colleagues or friends.- The last and most impersonal zone mentioned is the public zone. Its distance extends over the social zone even if the conversation partner is known, e.g. distance between teacher and students, speaker and audience. Furthermore it includes all unconscious non-verbal communication we are experiencing in daily life like eye-contact with strangers at the bus stop or in the pedestrian zone, etc. With technical support like cameras it is possible to extend this zone up to an infinite distance.The stretch of the zones described above are strongly cultural dependant and therefore can’t be indicated closer.. Even among same cultures people have different definitions and understanding of distance zones due to education and social influence within the culture.The Necessity of Studying Body Language as a communicative tool is not only the carrier of culture, but also an integral part of culture. The language reflects the prism of different nations, different culture, lifestyle, ideas, religious rituals, values and thinking habits. Communication is the main means of human contacts. But the non-verbal communication is often closely linked with the former set to make the communicative function. Body language is an expression of one's inner world of silence and an authentic language, but non-verbal means is of the most eye-catching.The Important of Body Language Body language in communication plays an irreplaceable role in human’s communications. Psychology study found: In the face-to-face communication between two people, more than 50% of the exchange of information is achieved through a silent body language. Body Language is an international one, and different countries in the case of language barrier can use body language to communicate. It has been found that people with a daily average of speech, only 10% of the time of the contacts communication with verbal language.Distance Communications Watch an Arab and an Englishman in conversation. The Arab, showing friendliness in the manner of his people, will stand close to the Englishman. The latter will move back, watching to the Englishman. The Arab will then move forward to be closer; the Englishman will keep moving backward. By the end of the conversation, the two may be quite a distance from the conversation; the two may be quite a distance from the place where they were originally standing! Here, distance between the two is the key factor. The important thing to keep in mind is that most English-speaking people do not like people to be too close. Being too far apart, of course, may be awkward, but being too close makes people uncomfortable, unless there is a reason, such as showing affection or encouraging intimacy. But that is another matter.Physical Contact The appropriateness of physical contact varies with different cultures. Figures from a study offer interesting insight into this matter. Pairs ofindividuals sitting and chatting in college shops in different places were observed for at last one hour each. In English-speaking countries, physical contact is generally avoided in conversation among ordinary friends or acquaintances. Merely touching someone may cause an unpleasant reaction. If one touches another person accidentally, he/she usually utters an apology such as “Sorry, Oh, I’m sorry, Excuse me.” In China, a common complaint of western mothers is that Chinese often fondle their babies and very small children. Such behavior—whether touching, patting, hugging or kissing—can be quite embarrassing and awkward for the mothers. They know that no harm is meant, and that such gestures are merely signs of friendliness or affection, therefore they cannot openly show their displeasure.Eye Contact Eye contact is an important aspect of body language. One could draw up quite a list of “rules” about eye contact: to look or not to look; when to look and how long to look; who and who not to look at. We look at them long enough to make it quite clear that we see them, and then we immediately look away. There are different formulas for the exchange of glances depending on where the meeting takes place. This is done with a brief look in that direction. Each will veer slightly, and the passing is done smoothly.” (Julius, 1971) In conversat ions with people who know each other, however, American custom demands that there should be eye contact. This applies to both the speaker and the listener.Smiles and Laughter Smiles and laughter usually convey friendliness, approval, satisfaction, pleasure, joy and merriment. This is generally true in China as well as the English-speaking countries. However, there are situations when some Chinese will laugh that will cause negative reactions by westerners. To illustrate, here is an excerpt from a letter by an American to a Chinese friend on nonverbal gestures that often cause cross-cultural misunderstanding: “…One is the different meaning of laughter in China and American. I have seen the same thing happen in the dining room, when a foreigner drops a plate quite by accident and feels badly and Chinese onlookers laugh, compounding his discomfort and causing anger and bad feeling.” Such laughter, of course, is not at the person or his misfortune—whether he be a foreigner or a Chinese. However, for people unaware of this attitude, the reaction to such laughter is usually quite unpleasant and often generates ill feeling towards those laughing.Gestures Gestures can be particularly troublesome, for a slight difference in making the gesture itself can mean something quite different from that intended. A wrong interpretation of a gesture can arouse quite unexpected reactions.Conclusion: Non-verbal communication is an important component of our daily life. Whenever people meet we will find conversation on a non-verbal level, even if it seems to be no communication at all. The diversity of non-verbal communication is huge an each individual has its own way of sending and receiving non-verbal messages. To understand the complex non-verbal behavior of people with different education, cultures or social environment this paper will provide a basic knowledge of the different elements of nonverbal communication before considering the cross-cultural aspect of the topic.References[1]Fast, Julius. Body Language Pocket Books. N.Y. 1971..[2]Hall, Edward T. The Silent Language. New York: Fawcett Publications, 1959.[3]毕继万.跨文化非语言交际[M].北京：外语教学与研究出版社，1999.[4]赵艳萍. 文化与交际[M].北京：中国人民大学出版社，1999.[5]顾嘉祖，陆昇.语言与文化[M].上海:上海外语教育出版社,1990.。
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A Brief Study on the Communicative Language Teaching Used inVocational College English class【Abstract】The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. This paper presents an analytical study of the communicative Language teaching at many levels.【Key words】Communication communicative Language Teaching vocational collegeI. Introduction：The concept of communicative language teaching is originally created by Dwell Hymes，who states that the ability of communication does not only include the understanding and mastery of the language，but also include the ways of using the language to communicate in on various occasions. However，the usage of the communicative language teaching used in vocational college is very complicated which involves many elements such as language，society，culture and psychology，etc.II. The features of the communicative language teaching1. The teacher designs a large amount of classroom activities based on the theory of students centered actually. For example，the teacher divides a story into three parts and the whole class into three groups. Each group read one part of the story，and they discuss the story，and they exchange their information. The students have the needs to output，so they are very interested in the study. The ability of language communication consists of the language knowledge and using language.2. Before class，the teacher have designed various real communication situations in the classroom which linking classroom language learning with language activation outside the classroom. The most obvious characteristics of the communicative language teaching are that almost everything that is done with a communicative intent.3. The approach aims at evaluating students’language knowledge，as well as their basic communicative competence in dealing with foreign contacts. It indicates that the practical parts，such as listening，practical writing are gaining their position in examination paper，so the role of communicative language teaching in helping learning is increasingly important.III. The usage of the communicative language teaching in vocational college1. Three minutes’free talk before class“Free talk”is a very practical way in oral English language learning. During the practice，the students have the chance to choose the topics which they are interested in. They can prepare the topic in advance. The topics can be involved in the daily life of the students，the courses study，the class activity，the events all over the world，etc.2. Creating language communication situations in the classroom English teaching is not only about the language points，but also about the training of students using language in real language communication situations，and tries to lighten their desiring to express their ideas correctly.3. Play games in classroom The teacher makes some role-play games in classroom. Each student has his own part in the game. They have their own lines when acting in front of the classroom. This can improve the students’ability of language communication4. In my college English teaching class，I give students some topics close to their life or something they can use daily，they show great interests and become more likely to learn and practice automatically and try to use English after class without being told.IV. The results of the communicative language teaching in vocational college1. Making good use of the materials of reading reference book，the video tapes，the pictures，the internet，movies and TV program，etc. The students are involved in the communication situations，and communicate in English under such atmosphere，which is the essence of teaching.2. The teaching method has the advantages of developing students’interests and arousing their initiative. It also strengthens practical reflections and promotes students’ability of expression in English，which can shorten the psychological distance between the teacher and the students.V. Conclusion In a word，the requirements and the final goal of English teaching try to train the communicative ability of the students. The communicative language teaching methodology is a very efficient way used in vocational college. It will play more and more important role in improving the students’English ability wholly. It is a good teaching method to improve the students’ability of listening and speaking.。