谈谈关于英语论文提纲及其范文.doc

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关于英语专业毕业论文提纲优质范文.doc

英语专业毕业论文提纲范文一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(3—5条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。

二、西方的宗教传统与英语谚语的本源关联2.1对基督教的历史做一简单的概述，同时对《圣经》对基督教的核心意义与价值做一简单的说明2.1.1. 简述西方的宗教传统，或者基督教的历史2.1.2. 对基督教的基本信义做一简单的概述，从下述几个方面：(1)对基督教的只信仰一个唯一的上帝，不容许进行偶像崇拜;(2)原罪的观念与救赎的观念：涉及末世审判、救赎恩典和得救的观念(3)爱是基督教信仰的核心，核心是爱上帝，同时爱每个人归根结底，基督教是一种高级的精神性宗教，深深地浸透入了西方世界的每一个角落2.2英语谚语与基督教的关系，特别是《圣经》的英译对英语的影响(1)《圣经》历史上的英译本，主要讲钦定本的诞生和影响(譬如扩大了英语的词汇量、增强了英语的表意功能、增加了英语的表意手段等等)(2)通过一些简单的例证来说明从拉丁语翻译到英语这一过程的影响与意义(如可以举例一些特殊的词语、句式等说明，做好这一部分关键是找到好的研究资料)三、对源于《圣经》的谚语进行分析，揭示其宗教、文化内涵(选取若干源于《圣经》的谚语进行具体的、细致的分析，以揭示谚语背后的宗教内涵和英语所负载的宗教文化意义。

)1.选取15—20条有代表性的谚语进行分析，(1)简述一下选取分析对象的标准首先这些谚语必须来源于《圣经》或者有《圣经》直接引伸出来，其次这些谚语必须是应用较广，家喻户晓，且包含特定的智慧(2)对这些谚语进行分析我们的分析角度或方法是：1、要将这些谚语放到《圣经》的文本中去，也就是要将其放回到具体的语境中，在具体的故事或圣经人物的言说中领会这些谚语的内涵2、可以适当的结合这些谚语的修辞、句式结构等来分析2.对上述谚语分析之后，从若干角度进行文化内涵的总结和概括这些谚语的内在价值：道德规范、人生智慧、这些谚语的功能：宗教教化功能、规导劝慰功能、(这些价值功能关键的根据所选谚语的分析来确定，有新的发现可适当再添加)这一部分为本文的主体部分，在3500字左右附：拟订提纲的步骤与方法第一步，明确文章的大小题目。

英文作文提纲示范

英文作文提纲示范提纲：主题，我的英语学习经历。

1. 英语学习的起点和动机。

2. 英语学习的过程和方法。

3. 英语学习的成果和收获。

4. 英语学习的未来计划。

英文：1. My English learning journey started when I was in primary school. At that time, I was fascinated by the English songs and cartoons on TV. I wanted to understand the lyrics and dialogues, so I asked my parents to enroll me in an English training center. 。

中文，我的英语学习之旅始于我上小学的时候。

那时候，我对电视上的英文歌曲和卡通片很着迷，想要理解歌词和对话，于是我请求父母让我去报名参加英语培训班。

2. In the beginning, I learned English mainly through memorizing vocabulary and grammar rules. However, I foundit hard to apply what I've learned in real-life situations. Later on, I realized that the key to mastering a languageis to practice speaking and listening. Therefore, I started to watch English movies and TV shows, listen to English podcasts, and speak with my foreign friends. 。

中文，一开始，我主要通过背单词和语法规则来学习英语。

英语论文提纲范例大全13篇

英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。

英语论文提纲范文

英语论文提纲范文WTT分享给大家的英语论文提纲范文，一起来阅读学习吧！英语论文提纲范文【1】Supporting Points:1.Social working sites are harmful to firms and schools.2.Social working sites are harmful to workers.3.Social working sites are harmful to students.4.Social working sites are harmful to society.Body Paragraph: Point#1Supporting Detail &; Exles:1.Firms and schools already have wasted lots of resource.2.Some information on the SNS made negative impact on firms and schools.3.Bad environment to working and studying.Body Paragraph: Point#2Supporting Detail &; Exles:1.Bad efficiency to their working.2.Bad impact on their boss.3.Negative impact on personal mental health.Body Paragraph: Ponit#3Supporting Detail &; Exles:1.Students can’t study with undivided attention.2.Students are dependent on Inter too much.3.Students are easy to paring phenomenon.Body Paragraph: Ponit#4Supporting Detail &; Exles:1.SNS increase online fraud.2.SNS increases risk of privacy safety.3.SNS increase risk of child safety.Concluding Paragraph: The use of social working sites (SNS) should be restricted in the workplace and the classroom and each person should in charge of their life include work and life.英语论文提纲范文【2】English AbstractChinese AbstracI． IntroductionII. Root Causes of Formalization of Cooperation Method2.1. Unscientific Grouping2.1.1 Seat-oriented Grouping2.1.2 Polarized Grouping2.2 Poor Division of Task within Groups2.2.1 Teachers ' Ambiguous Division of Task2.2.2 Difficulty Level of Task2.3 Teachers' Nonparticipating in Tasks2.4 Cooperative Learning Carried out at Immature Time2.5 Teachers' Worrying about Teaching Plan2.6 Inplete CooperationAssessmentSystemIII. Countermeasures to Formalization of Cooperation Methods3.1 Rational Grouping3.2 Cultivation of Stud ents’ Cooperative Spirit3.3 Wise Arrangement of Students' Role3.4 Teachers ' Role in Activities3.5 Teachers' Wise conduct of Group Work3.6 Explore Suitable Cooperative LearningAssessmentsystemIV ConclusionBibliography。

【推荐】英文论文大纲范例-范文模板 (10页)

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。

英语专业毕业论文提纲

专业论文：英语专业毕业论文提纲一、摘要（此处留空）二、引言1. 研究背景（此处留空）2. 研究目的与意义（此处留空）3. 研究方法（此处留空）4. 论文结构安排（此处留空）三、文献综述1. 国内外研究现状（此处留空）2. 研究空白与不足（此处留空）3. 研究内容与目标（此处留空）四、研究方法与数据来源1. 研究方法（此处留空）2. 数据来源（此处留空）3. 数据处理与分析方法（此处留空）五、实证研究1. 研究对象与样本选择（此处留空）2. 研究结果与分析（此处留空）3. 研究结论（此处留空）六、讨论与启示1. 研究结论的讨论（此处留空）2. 对英语专业教学的启示（此处留空）3. 对英语专业人才培养的启示（此处留空）七、结论（此处留空）2. 研究局限与展望（此处留空）（此处留空）九、附录（此处留空）一、摘要二、引言1. 研究背景近年来，我国英语教育取得了显著成果，英语专业毕业生人数逐年增加。

然而，随着就业市场的变化，英语专业毕业生面临着就业压力。

本研究的背景是分析英语专业毕业生的就业现状，为高校英语专业人才培养提供有益借鉴。

2. 研究目的与意义本研究旨在：（1）分析英语专业毕业生的就业现状，了解其就业领域、行业分布及薪资水平等。

（2）探讨影响英语专业毕业生就业的因素，为高校英语专业人才培养提供依据。

（3）提出提高英语专业毕业生就业竞争力的对策建议。

3. 研究方法本研究采用文献研究法、问卷调查法、统计分析法等方法，对英语专业毕业生的就业现状进行分析。

4. 论文结构安排三、文献综述1. 国内外研究现状（1）英语专业毕业生的就业现状分析。

（2）影响英语专业毕业生就业的因素探讨。

（3）英语专业人才培养模式的优化。

2. 研究空白与不足（1）研究视角较为单一，缺乏对就业现状的全面分析。

（2）研究方法较为传统，缺乏创新。

（3）研究结论对高校英语专业人才培养的指导意义不足。

3. 研究内容与目标（1）分析英语专业毕业生的就业现状。

英语毕业论文的提纲范文3篇

英语毕业论文的提纲范文3篇The outline model of English graduation thesis编订：JinTai College英语毕业论文的提纲范文3篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。

本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文的提纲范文2、篇章2：毕业论文提纲范文3、篇章3：毕业论文提纲范文篇章1:英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。

下面内容由小泰为大家分享英语毕业论文的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。

英语论文提纲格式范文

英语论文提纲格式范文英语论文提纲格式范文一．课题研究目的意义随着经济全球化趋势的进一步增强，英语日益成为我国对外开放和与各国进行经济文化等方面交流的重要工具，因此如何改进英语教学已成为人们街谈巷议的话题和举目关注的焦点。

我校经过三年多的实践和研究，已初步确立了小学英语活动体系的目标和模式，实践证明小学英语活动体系是必要的，可行的，普遍适应小学生身心发展规律。

近年来我国基础外语教育有了很大的发展，然而，在大力发展基础英语教育的同时。

很多教师却不同程度地忽略了儿童心理认知的特点。

综观我们的外语课堂教学，教师的教学理念与社会的要求还有较大的差距。

在传统的教学方法的影响下，教师仍占去课堂大部分时间，导致为学生成为语言知识的消极接受者。

因而从更高的层面上来反思小学英语教学，真正的把小学英语活动体系应用到日常英语教学与英语活动中去就显得尤为重要。

为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生交际运用语言的能力，实现知识、技能向能力的转化，培养学生在英语活动中生动活泼`积极主动地发展，我们提出了《小学英语活动的实效性研究》的课题研究。

二、理论依据和研究目标理论依据：活动型教学方式符合外语教学理论中的“情感过滤”假设。

有利于调节儿童的情感因素。

“情感过滤说”（the Affective Filter Hypothesis）是Dulay 和Burt于1977年提出的，旨在解释情感因素如何影响外语学习的过程。

情感过滤说认为，有了大量可理解语言信息的输入并不等于学生就能学好目的语，因为外语教学的进程还受到情感因素的影响。

语言输入必须通过情感过滤才有可能变成语言的吸收，也就是说，情感因素起着促进或阻碍语言获得的作用。

对教师来说，重要的是如何总结经验，寻找办法来激发学生的学习兴趣，强化情感因素对他们语言习得的正面影响。

符合儿童心理和生理特点的活动型教学法，可以寓教于乐，减轻心理压力，降低情感过滤，增加儿童愉快的情感体验，形成良好的心理倾向，激活儿童学习的兴趣和动机。

大学英文毕业论文提纲范例_毕业论文提纲_

3.2.1 coactivation pattern: l2 word representation manner
3.2.2 simultaneous formation of semantic memory and episodic memory
3.3 semantic restructuring in l2 vocabulary development
4 implications for l2 word meaning acquisition
4.1 unbalanced performance on language comprehension
and production
4.1.1 receptive vs. productive vocabulary: imbalance on
4.2.2 negative effect of episodic memory
4.3 episodic memory and l2 word meaning acquisition
4.3.1 applying episodic memory: when and how
4.3.2 strengthening semantic memory: why and how
3 extended bilingual distributed representation model
3.1 setting and characteristic of l2 word acquisition
3.2 psychological mechanism of l2 word acquisition
2 literature review
2.1 researches on monolingual mental lexicon

英语专业文学论文提纲

英语专业文学论文提纲英语专业文学论文提纲英语毕业论文提纲范文一：contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideolog ies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel,selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the same conduct (10)4.1 beat s of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语毕业论文提纲范文二：摘要：The thesis statement should be as specific as possible. By writing a specific thesis statement, you focus on your subject and give yourself and your reader a clearer idea of what will follow in the body of the essay.your plan, and later in your essay, follow a logical order. The rule for writing is this: use your common sense and plan ahead. Do not leave the order of your paragraphs to chance.How many types of order can be used in thesis writing?What are they?Ordering the Paragraphs within the EssayThe types of order often used in single paragraphs— time order, space order, and order of climax— can sometimes be used to arrange paragraphs within an essay. Essays about subjects that can be broken into stages,with each step discussed in one paragraph, should be arranged according to time. Space order is used occasionally in descriptive essays.A writer who wishes to save the most important or convincing paragraph for last would use order of climax. Or he or she might wish to reverse this order and put the most important paragraph first.Very often, however, the writer simply arranges paragraphs in whatever order makes sense in that particular essay.Expanding the One-paragraph PlanAn essay is like an expanded paragraph.For this reason, any plan for developing a paragraph can also be used to develop an entire essay.It is up to the careful writer to choose the pattern that is best suited to his or her purpose and to the kind of essay required.Linking Paragraphs within the BodyJust as the sentence within a paragraph should flow smoothly, so the paragraphs within an essay should be clearly linked one to the next. As you write your essay,do not make illogical jumps from one paragraph to another. Instead, guide your reader. Link the first sentence of each new paragraph to the thesis statement or to the paragraph before.Here are four ways to link paragraphs:Linking Paragraphs within the BodyRepeat key words or ideas from the thesis statement.Refer to words or ideas from preceding paragraph. Link the first sentence of a new paragraph to the paragraph before, especially by referring to words or ideas near the end of that paragraph.Use transitional expressionsUse transitional sentencesUse all four methods of linking paragraphs as you write your essay.ChecklistNarrow the topic to one that you can discuss fully and well in an essay.Write a clear statement.Brainstorm ideas to support your statement.Choose some main ideas to support the thesis statement.Write a topic sentence that expresses each idea.Decide on a logical order in which to present the paragraphs in the body.Plan the body of each paragraph, using paragraph development.Write the first draft of your essay, linking paragraphs clearly to each other.Check for unity, logic, and coherence; revise and rewrite as necessary.Proofread for errors in grammar, sentence, structure, spelling, and mechanics.Three Types of Common Errors:Language/Ideas/FormatConsideration: How many kinds of specific errors you are likely to make in your writing? How to avoid them?。

英语教育论文提纲

英语教育论文提纲英语教育论文提纲英语教育论文提纲一：contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideolog ies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel,selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the same conduct (10)4.1 beat s of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语教育论文提纲二：Why should we write the thesis?To write a thesis before graduation is a must for every university graduate.By writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.It is the reflection of a student’s study in college.Whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.How long should we prepare for writing a thesis?One year or soWhat do we need when we write a thesis?Firstly, for English major, most important of all, it is English knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.Secondly, the way of writing is also important.A good title, some good ideas to support thesis statement, right language and standard format are what we need.The language style is something that we should pay much attention to, for example:Wording: we prefer big word to small one;Sentence: Long sentences are quite expectable.How do we write a thesis? How many steps should we follow?Generally speaking, when we write a thesis, we follow 10 steps:1. Choose a subject: that is, what you are going to write about. For English major, we may apply:2. Choose a title/Title a paper;3. Collect materials for reference in writing;4. Analyze the collected materials;5. Sort out the data and arguments;6. List references;7. Make up an outline;8. 1—3 drafts;9. Proofread;10. The last version.What subjects may we choose to write?English and American LiteratureThe Practice and Theory of TranslationEnglish LanguageEnglish LinguisticsEnglish GrammarEnglish PhoneticsEnglish LexicologyEnglish RhetoricLanguage and CultureELT MethodologyTeaching English in Middle School English Teaching Research and Survey The History of… (All mentioned above)。

英语文学论文提纲

英语文学论文提纲英语文学(English literature)指英语写成的文学作品，作者不一定是来自英格兰。

英语文学论文提纲范文一：AbstractWhile bring unparalleled development and prosperity to society on economy and culture.Internet technology has given a huge challenge to the original intellectual property protection. Intellectual property protection is a global issue, it involves the economy, the culture, the legal aspects of morality, and it requires joint efforts of the whole society. The international development of the Internet for the traditional intellectual property system brings huge impact. At present the protection of intellectual property rights were insufficient, such as legislation, patents, etc. In many countries, the intellectual property rights protection lags behind; the system is relatively backward, compared with the international average still have a large gap.Keywords: System;The status;Protection; Changing;influence Ⅰ. Traditional system of intellectual property protectionA. The severe situation. Traditional system of intellectual property protection is affected by many factors, subjective and objective factors leading to the crisis.1. Traditional intellectual property protection scope expands unceasinglyInformation technology makes the traditional intellectual property protection from single copyright expanded to commercial secret, science and technology, and even network domain.2. Realistic social ethics and network ethics to understandingof the differences between knowledge propagation. These differences influence the protection of intellectual property rights from a subjective.3. Network monopoly attenuated. Under the network environment, Intellectual property legislation differences and the rights protection period ragged, etc. All profoundly influence to the intellectual property rights of exclusiveness and weaken the intellectual property of monopoly. The intellectual property confirmation, using, monitoring and protect the realization are difficult.4. Network unfair competition. Network unfair competition often occur in e-commerce, it has great harmfulness .Network unfair competition problems triggered network domain name and well-known trademark and other industrial property rights protection problems. Network unfair competition problems triggered network domain name and well-known trademark and other industrial property rights protection problems.B.It needs to be changed. Traditional system of intellectual property protection of change is related to people's interests. Once lost its protection, any innovation will be taken away or suppressed. This is a matter of “To be or not to be”Ⅱ. There are some controversiesA. network liberalization - Open/close source. It is a widely discussed topic, and still has considerable differences.B. more strict law enforcement. If we don't sound legal system and perfect the system or, conversely, or even give up the existing protection system we will live in a quiet society, no innovation, no character, no development.C. consciously. Some people think that legal is unnecessary and high moral man is just ok. It is just a long-term andunrealistic idealⅢ. Some thoughts.A. More perfect legal system and the consummation system .Although the protection of intellectual property rights belongs to the category of truth ethics. For the time being, a more perfect legal system and the consummation system is a direct way of solving the problem.B. Strengthens education. The personate is most important, so strengthen education is necessary.C. Targeted policies .We can adopt different action in different fields, for instance the open source movement in computer technology. It could attract more volunteers; we also can take powerful legal protection for commercial secrets. Those are some fields.CopyrightCommercial secretssoftwareDigital library and databaseD. Network ethics. This is a brand-new topic, we should work together to create a good social network information society.Reference1. Peter, D. (2002) .A Philosophy of Intellectual Property [M] .Dartmouth：Publishing Company Limited.2. Tina, H. & Linda ,F.(2003).Intellectual Property Law[M].London：Law Press reprinted by permission of Pal grave Publishers Ltd.3. Brussels.(2001. 3).Copyright and Related Rights in the Information Society[M].German：Commission Of the European Communities.4. Intellectual Property and National InformationInfrastructure[M].London：White P aper,19955. l-10.6. Lyon，L.(2002).Public relations for your library：A tool for effective communications：[J].Library talk，l 5(3)4—6. ：7. Rosenoer.(2001).World Intellectual Property [J] .Intellectual Property.8. 吴永臻(1998.6)网络信息环境的知识产权保护问题[J].河北大学学报。

关于英语论文提纲格式范例.doc

英语论文提纲格式范例下文是英语论文提纲格式语言和内容是评判一篇英语论文质量高低的重要依据;但是,写作格式规范与否亦是一个不可忽略的衡量标准。

因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。

由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。

一、英语论文的标题一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。

如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:dr./prof.c.prager)及本门课程的编号或名称(如:english 734或british novel)。

打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为0.6cm(论文其他部分行距同此)。

就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。

第一行为作者姓名,与打印纸顶端距离约为2.5cm,以下各行依次为教师学衔和姓、课程编号(或名称)及日期;各行左边上下对齐,并留出2.5cm左右的页边空白(下同)。

接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。

二、英语论文提纲英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为2.5cm左右)的始端打上 thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第一个字母上下对齐。

主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。

大学英语论文提纲写作参考.doc

大学英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day--------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speaking------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence o n people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.th e festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考下文是英语论文提纲写作参考英语论文提纲(1)contentsi. introduction-------------------------------------------------------------------------------1ii. several kinds of the origin of festivals in english-speaking countries--------11. religious andcustomary-------------------------------------------------------------11.1christmas----------------------------------------------------------------------------21.2 boxingday--------------------------------------------------------------------------21.3 easter sunday----------------------------------------------------------------------21.4halloween----------------------------------------------------------------------------31.5 new year's day-------------------------------------------------------------------41.6 all fool'sday------------------------------------------------------------------------51.7 thanksgivingday------------------------------------------------------------------52.memorial--------------------------------------------------------------------------------72.1 for greatpeoples-------------------------------------------------------------------82.2 for greatevents--------------------------------------------------------------------103. brought in byimmigrant------------------------------------------------------------11ⅲ.the festivals’ influence on people’s daily life in english-speakingcountries.-------------------------------------------------------------------------------------以上是英语论文提纲写作参考。

英语专业毕业论文大纲

英语专业毕业论文大纲英语专业毕业论文大纲引言：在英语专业的学习过程中，毕业论文是一项重要的任务。

它不仅要求学生运用所学的知识和技能，还需要他们展示独立思考和研究的能力。

本文将探讨英语专业毕业论文的大纲，包括选择适当的主题、确定研究方法、撰写论文结构以及参考文献的引用等方面。

一、选择适当的主题1.1 主题的选择原则在选择主题时，应考虑以下几个因素：兴趣、研究价值、可行性和可获得的资源。

兴趣是最基本的因素，只有对主题感兴趣，才能保持持续的研究动力。

研究价值是指主题对学术界或实际应用的贡献，应选择有研究价值的主题。

可行性是指能够在规定的时间和资源范围内完成研究，应选择可行的主题。

最后，要考虑可获得的资源，包括文献、数据和专家的支持等。

1.2 主题的具体选择主题的具体选择应结合自己的兴趣和专业特长。

可以选择一些热门的研究领域，如跨文化交际、语言教育或文学研究等。

也可以选择一些新兴的研究领域，如语料库语言学、社交媒体语言学等。

此外，还可以选择一些与实际应用相关的主题，如商务英语、翻译研究等。

二、确定研究方法2.1 研究方法的选择研究方法的选择应根据研究的目的和主题来确定。

常用的研究方法包括实证研究、文献综述、案例研究和问卷调查等。

实证研究是通过实际观察和实验来验证假设或推断的方法；文献综述是通过对已有文献进行综合分析和总结来回答研究问题；案例研究是通过对具体案例的深入研究来揭示一般规律；问卷调查是通过设计问卷并对受访者进行调查来收集数据。

2.2 数据的收集和分析根据研究方法的选择，需要采集相应的数据，并进行分析。

数据的收集可以通过实地调研、访谈、问卷调查、文献查阅等方式进行。

数据的分析可以采用定性分析和定量分析两种方法。

定性分析是通过对数据进行分类、整理和归纳来获取结论；定量分析是通过数学和统计方法对数据进行计算和分析来获取结论。

三、撰写论文结构3.1 论文的结构论文的结构一般包括引言、文献综述、研究方法、研究结果、讨论和结论等部分。

英语论文提纲范文

英语论文提纲范文1. 美语与英语在单词拼法上的差异美语与英语在单词拼法上的差异主要有两种：一种是单词发生变化使得个别字母不相同，另一种是美语单词较为简化。

前者如enquire（英）与inquire（美），这两个单词的第一个字母不相同。

但都是商品交易前，一方向对方洽询有关商品的价格、数量、交货时间及付款条件等的询价；“车胎”的英语单词在英国用tyre，在美国则是tire；“睡衣”的英式英语是pajamas，美语则是pyjamas；“执照”，“特许证”的英式英语用licence，美语则用license。

这类单词仅一个字母不同，发音上有的相同，有的则相似。

美语的单词一般比英语单词要简单。

近年来，美语越来越趋向简化，充分体现了美国人生活和工作高效快捷的现代化特性。

这些较为简化的词大都源于英语，大量词汇在英语里仍然保持原貌。

而进入美语后，这些单词就逐渐变得简单起来，从而使用起来较为方便。

如较常见的单词colour（颜色），在美语里就拼写成color，少了一个“u”字母；refrigerator（电冰箱）美语是fridge，美语比原单词要简单得多。

美语单词的简化现象是美语与英语在单词拼法上的差异的主要表现。

2. 美语与英语在日期、数字表达方面的差异在日期方面，美英英语的表达方式是有差别的。

以日为先，月份为后，此为英国式；美国式则与此相反，以月为先，日期则在后。

如一九九六年三月二日的写法： 2nd March, 1996（英） March 2, 1996（美）在美式的写法中，1st, 2nd,3rd的st, nd, rd是不使用的。

由于日期书面表达不同，读法也不一样。

如1987年4月20日，英式的写法是20th April, 1987，读成the twentieth of April, nineteen eighty-seven；美式的表达是April 20, 1987，则读成April the twentieth, nineteen eighty-seven。