英语专业学年论文

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英语专业论文英语范文推荐(精选4篇)

英语专业论文英语范文推荐(精选4篇)

英语专业论文英语范文推荐(精选4篇)选择英语文学的毕业论文选题可以从三个方向进行:国别文学研究、文学批评理论研究和比较文学研究。

问渠那得清如许,为有源头活水来,本文是勤劳的小编给家人们找到的英语专业论文英语范文推荐【精选4篇】,仅供参考,希望对大家有一些参考价值。

英语小论文800字篇一1.坚强的意志是成功的重要保证。

2.意志坚定的人才能完成伟大的使命,3.学生也是这样,不刻苦学习,终究不会成为有用之才There is an old saying: where there is a will, there is a way. It tells us that a strong will is the most essential quality that anyone who wants to achieve success. It can contribute a lot to one’s success.Although “All roads lead to Rome”, none of them is completely smooth. Our life is filled with obstacles which may make us feel so hopeless that we may choose to give up. At the crucial moment, strong will helps a lot. As a matter of fact, the ability to work through difficult situation and unfortunate events with strong will can make one stronger and more capable. In other words, if we want to realize life’s goal, we must keep forging ahead with strong consciousness.From what has been discussed above, we can see that the establishment of tough determination is of great importance to everyone. With a strong will, including our knowledge, we will be able to deal with any situation in our life. Whatever we do, as long as we stick to and do not give up easily, we will realize the goal at last.英语专业论文模板篇二“魅力新声”英语歌唱比赛不仅具有较高的学术含量,而且包含较浓厚的英语文化。

英语专业学年论文

英语专业学年论文

英语专业学年论文语音是口头交际的基础,也是语言教学的出发点。

下面是店铺为大家整理的英语专业学年论文,供大家参考。

英语专业学年论文范文一:情感过滤效应在外语教学中的应用摘要:本文从情感过滤效应学说出发,解释了语言教学过程,不仅是认识过程,传授知识的过程,而且是情感交流的过程。

同时,笔者认为情感过滤学说不够完善,不能解释语言教学中的各种现象,进而提出了自己的看法。

论文关键字:情感过滤效应情感交流过程情感过滤理论(Affective Filters)是在一九八三年由西方语言学家克拉申(Krashen)提出的。

他的理论可用正面图说明:Filter(过滤器)Input(语言习得机制) (学习者的能力)他认为,“在语言教学过程中,老师讲授的语言知识(即Input输入)需经过一个情感过滤器(即filter)的作用方可进入学生的语言习得机制(即languageacquisition device),其后再转换为学生的语言能力(acquirer’s competenc e)。

”[1]所谓情感过滤器是指师生关系。

他认为,“在语言教学过程中老师采取愈理想的态度,情感过滤器的阻力则愈小;若情感过滤器阻力降至最低点,过滤时教师的输入对学生的语言习得机制将呈完全开放状态,可完全通过过滤器而直达学生,使其获得最佳学习状态。

”[2]这样,学生就会激发起更高的学习欲望,主动要求更多的输入,同时也能够获得更多的输入。

克拉申(Krashen)提出的情感过滤理论把语言学理论与语言教学实践联系起来,认为语言是通过接受可理解性输入而产生的。

由此可以看出,情感过滤学说是符合教育学与心理学规律的,有它新颖性,对语言教学活动,特别是对外语教学有重要指导意义。

教学过程是教师、学生的主要实践活动。

凯洛夫的《教育学》认为,“教学过程是一种在教师指导下,学生学习前人已经认识了的知识技能,培养一定观点和道德品质的认识过程。

”[2]即教学过程是一种特殊的认识过程。

英语语言学毕业论文(精选多篇)

英语语言学毕业论文(精选多篇)

英语语言学毕业论文(精选多篇)第一篇:英语专业毕业论文:社会语言学the definition of sociolinguistics and its characteristic外语系06接本6班尹珊珊24号[abstract]sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations. it ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another. sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language.[key words] sociolinguisticssociolinguistics variationsocial function [content]sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. it also studies how lects differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, etc., and how creation and adherence to these rules is used to categorize individual socio-economic classes. as the usage of a language varies from place to place, and language usage varies among social classes. it is socialists that sociolinguistics studies.the study of language variation is concerned with social constraints determine language in its contextual environment. code-switching is the term given to the use of different varieties of language in different social situations. sociolinguistic differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter’s focus is on the language’s effect on the society. while the study of sociolinguistics is very broad, there are a few fundamental concepts on which most sociolinguistic inquiries depend. sociolinguistics is different from many of the other branches of linguistics in that it studies external as opposed to internal language. internal language applies to the study of language on the abstract level, or in the head, put simply. external language applies to language in social contexts, or outside the head. this distinction is important, because internal language analyses, such as syntax and semantics, operate1on the assumption that all native speakers of a language are quite homogeneous in how they process and perceive language. external language fields, such as sociolinguistics, attempt to explain why this is in fact not the case. these two approaches, while distinct, complement each other in practice.understanding language in society means that one also has to understand the social networks in which language is embedded. this may apply to the macro level of a country or a city, but also to the inter-personal level ofneighborhoods or a single family.sociolinguistics as a field distinct from dialectology was pioneered through the study of language variation in urban areas. whereas dialectology studies the geographic distribution of language variation, sociolinguistics focuses on other sources of variation, among them class. class and occupation is one of the most important linguistic markers found in society.one of the fundamental findings of sociolinguistics, which has been hard to disprove, is that class and language variety are related. as can be implied from the example below, the working class tends to speak less standard language. the lower, middle, and upper middle class will in turn speak closer to the standard. however, the upper class, even members of the upper middle class, may often speak ‘less’ standard than the middle class. this is because not only class, but class aspirations, are important. 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 ofmen as normat ive, 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. sociolinguistics has drawn more and more attention since it became an independent discipline in mid 1960s. but scholars from various disciplines look at sociolinguistics from different perspectives, and carry out sociolinguistic study in different ways. this paper tries to understand sociolinguistics in terms of its definitions and the scope of sociolinguisticstudy to point o ut the lack of comprehensiveness in fishman’’s view on the definition of sociolinguistics.参考文献:《社会语言学概论》戴庆厦主编商务印书馆《社会语言学概论》祝畹瑾编著湖南教育出版社.《语言学概论》杨信彰高等教育出版社第二篇:英语语言学论文题目英语语言学论文题目13论国际商务谈判中的语言交际技巧33成人世界的童话——从文体学角度解析现今童话再度流行的现象49论文化差异与英汉商标互译55浅谈英汉句子结构差异59诗意的美和喜剧性幽默62试论广告英语的语言特点65统觉团对英语初学者词汇学习的影响67外语学习中应该重视中介语的作用69新闻报道中的转述动词研究73英汉禁忌语、委婉语的对比研究74英汉数字习语的对比研究76英译汉中词序的变动78英语广告的语言特征80英语双关语汉译的可译性限度101词义演变的原因与方式137从汉语中英语借词的翻译看文化交流138从价值观转换看斯佳丽的角色特征142从礼貌准则看中英文化的异同146从习语看英汉民族的文化差异149从英语人名中看性别歧视157动词过程类型的选择和话语隐性态度的表达161对母语在英语写作中词汇负迁移现象的思考162对严复译作中“信”的质疑167法律英语用词特征分析168法律语言翻译与法律文体177副词ever的句法环境和语义特征180功能语法视角下的英语报纸新闻标题的功能183广告口号语的语言特点189国际商务文化之对比研究204汉语中双关语的翻译213基于概念隐喻的诗歌解读228论广告英语中的幽默265论广告英语的语言特点268论汉英谚语的语言特征280论清教理念与美国西进运动282论莎士比亚十四行诗中的时间300论英语广告中几种常用修辞格及其汉译310论尤金?奥尼尔的表现主义手法324名词化的语篇功能330诺曼时期法语对英语词汇的影响339浅谈英语虚拟语气的语用功能340浅谈英语虚拟语气及其语用功能345浅析二十世纪计算机英语词汇的构成特点346浅析汉英动物谚语中的文化348浅析英汉语言中的性别歧视现象及其根源349浅析英语禁忌语及其发展352浅析英语无标志被动句356浅议译者能力359认知语言学角度下“within” 的空间隐喻意义365商标英语汉译的原则和方法384体育新闻英语文体研究375社会语言学视野中的网络语言418新闻英语中的语法特点研究423颜色词在英汉互译中的不对应性425移就的审美价值和生成基础426以认知为基础的颜色隐喻研究428隐喻认知功能研究的新视角429隐喻与一词多义的关系438英汉被动句对比研究439英汉宾语类型差异的认知原因440英汉动词非谓语用法之比较研究442英汉否定问句的答句对比研究443英汉汉英双关语及其翻译研究444英汉合成词构词对比研究446英汉名词短语修饰模式比较447英汉拟声词异同探讨448英汉人称代词运用对比研究449英汉人名的比较研究450英汉时间的空间隐喻对比研究451英汉习语的文化共性和个性的研究453英汉颜色词的引申义的文化差别454英汉颜色词跨域对比分析?—以red和红为例458英汉隐喻性词汇对比研究462英汉语中红绿色文化比较468英语道歉方式研究469英语动物词汇的文化内涵与汉译470英语复合词的语义分析及其类型471英语惯用句型的意义及汉译480英语情态助动词的主客观区别485英语委婉语的使用原则与策略487英语语言性别歧视现象研究488英语语言中的性别歧视491英语中的性别歧视508源语中的“异”与译语中的“达”522中美拒绝言语行为研究523中美礼貌用语跨文化对比分析524中美企业文化比较的启示533中西人名文化对比534中西饮食文化差异536中学生英语学习策略研究543中英非语言交际的文化差异及对比544中英恭维语对比研究545中英广告中语言使用对比研究546中英两种语言中的颜色词及其象征意义547中英亲属词的文化内涵分析548中英请求言语行为策略选择之比较552宗教对中美节假日的影响553介词in的语义向度:认知视角554近代英美关系及其文化基础559跨文化交际中非语言交际及其文化基础561快餐食品对中西方传统饮食文化的影响力570语境对词义的制约作用第三篇:06级毕业论文语言学06级毕业论文语言学:1. 浅谈非语言交际中的身势语body language on nonverbal communication2. 浅论英汉语被动句的异同a brief study on the meaning of similarities and differences betweenenglish and chinese passive3. 英式英语与美式英语的对比分析the distinctive analysis between british english and american english4. 隐喻理论在词汇教学中的应用the application of conceptual metaphor theory in vocabulary teaching5. 二语习得中的个人因素personal factors in second language acquisition6. 对比研究下的英汉新闻语篇中的语法隐喻grammatical metaphor in english and chinese news contrastive approach 7. 英语诗歌语言的修辞美the rhetorical beauty in the language of english poetry8. 英语口语交际能力形成的培养the formation of communicative competence in oral english training9. 美国黑人英语特色研究the phonological features of american black english10. 法律新词在英语中的应用the new legal words used in english11. 从词汇方面分析英语中的性别歧视语analysis on the glossaries of gender discrimination from the lexicological aspect12. 英语中的否定句on the english negative sentences13. 非言语交际中的面部表情的特征the signs of facial expression in non-verbal communication14. 词义演变的原因和方式on the causes and ways of evolution on word meaning15. 言语行为理论对语言教学的影响the influence of speech act theory on language teaching16. 从交际功能看英汉委婉语a comparative analysis of english and chinese euphemisms from the perspective of communication function17. 论文摘要的语类结构分析the analysis of generic structure in english thesis abstract18. 语言环境对二语习得的影响influence of language environment on second language acquisition19. 公共演讲的文体特征stylistic features of public speech20. 关于英语幽默的文化特点的研究a study of cultural features in english humor21. 浅谈科技文中动词名词化现象及其翻译the analysis on nominalization in est and its translation22. 语境在话语理解中的作用on the role of context in utterance interpretation23. 运用词块法记忆英语单词的实效研究on the effectiveness of chunks in the memorization of english words 24. 试论动词-ing形式在中学教学中的应用the study of v-ing form and its application to teaching in middle school 25. 英语写作目的与写作风格之间的联系the relation between english writing purpose and its style26. 青年流行语及其社会文化心理探微research on vogue words and the related social cultural psychology of the young27. 关于肢体语言的研究study on body language28. 从美国总统奥巴马就职演说辞看其演说的文体风格stylistic analysis of the inauguration speech of american president barack obama29. 论广告英语中的句法特征on syntactic characteristics of english for advertising30. 母语习得与二语习得的对比the comparison between native language acquisition and the second language learning31. 浅析英语句子的歧义性an analysis on ambiguity in english sentences32. 语用失误及其策略研究33. 会话含义初探analysis of conversational implicatures34. 交际中性别差异的研究study of gender differences in verbal communication35. 浅析母语对二语习得的影响on the influence of mother tongue on the second language acquisition 36. 论语境在话语理解中的作用the function of context in language interpretation37. 浅谈模糊语的语用功能及其应analysis of pragmatic functions of vague language and its application 38. 英语歧义现象初探the analysis of ambiguity in english39. 论英语中的性别歧视现象on sexism in english40. 动物词的中英文化内涵对比different connotation of animal words between english and chinese culture41. 沉默在英语会话中的运用及影响因素the use of silence in conversation and its implication42. 英语新闻的批判性分析a critical analysis of english news reports43. 英语词汇中的外来语词汇的演变the developments of english loan words44. 英语新闻标题的特点分析the characteristics of english newspaper45. 关于英语习语文化内涵的探讨a study of english idioms from the perspective of culture46. 浅析英语中的歧义现象a brief discussion on ambiguity in english47. 语境对词义的影响the effect of context on the meaning of the words48. 交际中的说谎探究a study of lying in the communication49. 形态学探究及在翻译中的应用exploration on morphology and its using in translation50. 浅析英语双关语在广告中的语用功能analysis on the pragmatic function of english puns in advertisement51. 试论反语的幽默属性和语用功能on the humor features and pragmatic function of verbal irony52. 浅谈外交语言a study on diplomatic language53. 母语和第二语言阅读的认知体系差异differences in cognitive system between mother tongue reading and the second language reading54. 论法国文化对英语词汇的影响the french influence on english vocabulary55. 浅析英语中存在的性别歧视现象a brief analysis of the sexism in english56. 政治委婉语及其修辞应用political euphemism and its application of rhetoric 57. 原版电影与英语学习original film and english learning58. 浅析系统功能语言学对语言学习的影响59. 东北方言对英汉语音习得产生的影响60. 现代英语词汇衍变动因探究61. 浅谈英语语调62. 关于美国俚语功能的研究63. 提高外语学习中词汇习得能力的研究64. 现代仿拟创新研究65. 文化因素对语言交际的影响66. 认知视角下的英语隐喻分类研究67. 英语委婉语的交际功能68. 肯尼迪总统就职演讲的文体分析69. 浅谈英语歧义现象70. 对情景喜剧《老友记》的文体学分析71. 流行语对社会的影响72. 认知语境对话与的解释和制约73. 英语中的汉语借词74. 语篇中的衔接75. 从社会语言学的角度分析网络语言76. 英语中语言的性别差异小议gender differences in the use of english77. 语言的社会变体及其社会意义78. 英语模糊限制语的人际功能探究79. 英语习语的修辞分析80. 英语中外来语的形成及运用81. 浅析英语演变的整体性及其演变原因82. 解析礼貌原则及其文化特征83. 浅析言语行为理论84. 浅析英语中主要介词的功能85. 论广告英语的语言特点86. 论合作原则在翻译中的应用87. 基于合作原则的英语言语幽默分析第四篇:语言学毕业论文参考题目语言学毕业论文参考题目一、现代汉语1.略论“了1”与“了2”的语法功能差异2.“还”、“又”、“也”的功能比较3.汉语副词“一直”、“一向”比较研究4.“从来”、“历来”、“向来”比较研究5.程度副词“十分”、“非常”句法语用研究6.简析“差点儿”和“差点没”的关系7.说“一点儿”与“有点儿”8.“名+名”语法小类试析9.试论汉语概数表示法的多样性10.现代汉语语气副词的功能分析11.汉语词类研究述评12.“相当”语法化过程及个人在语言约定论中作用辨析13.谈谈状语的非常规位置及其作用14.语法知识在作文批改中的运用(体会)15.语文教学中的语言分析(提示:中学语文教学存在重文学轻语言的倾向,语言分析往往孤立进行,如何综合内容及篇章进行语言分析,分析要领及原则是什么?试以具体的课文分析为例,展开具体论述。

大学英语专业论文六篇

大学英语专业论文六篇

大学英语专业论文六篇高校英语专业论文范文1(一)职后培训短缺高校英语老师的职后培训状况不容乐观。

以笔者所在学校为例,本院共有在岗并从事高校英语课程教学的老师56人,每工作5年有1次进修经受(包括攻读学位、访学、留学,进修时间不少于1年)的老师不到10%。

35岁以下的老师除攻读学位而外,有外出进修经受的人次为1人。

教龄达20年以上的高校英语老师16人,近10年内进修过的比例为43.7%;教龄在10年至15年的老师(攻读学位除外)13人中仅2人有进修经受,笔者本人工作14年多次申请进修未果。

从课间休息时老师之间的沟通中获悉,多数高校英语老师都有外出进修的剧烈愿望,但皆因各种缘由未能如愿以偿。

主要缘由有两项:一是高校高校英语教学工作任务太重不能放人,除非攻读学位,"工作量大,教学任务繁重是阻碍高校英语老师自身进展的客观缘由'[2];二是接受老师进修的高校少且每年可接收的老师数量有限。

其余渠道的进修培训不多,"高校英语老师培训网'只有"培训负责人和技术负责人'能申请注册,受众面比较窄。

(二)教学颇受诟病社会上多年来盛行不衰的形形的英语培训学校、辅导班,以及讨论中大量消失的"哑巴英语'和"聋子英语'等词汇使得广阔英语老师颇受诟病。

将英语辅导学校的盛行归因于学校英语教学的不力好像有几分道理。

高校生参加高校英语教学状况调查时亦做出类似反馈,将胜利归因于自身的努力,而将失败归因于高校英语老师的教学不得法[3]。

此处暂不考虑这样的归因是否合乎规律,但高校英语老师无论如何是脱不了干系的。

首先,绝大多数中学校英语老师是高等教育培育的。

其次,作为"哑巴英语'和"聋子英语'携带者的高校生们刚走出高校校门即被识破,充分说明高校英语的教学质量如何。

再者,为提高高校英语教学质量,21世纪以来,高校英语教学改革的不断推动和是否广泛推广ESP专业英语教学的争辩热点都不约而同地指向高校英语老师专业化进展的必要性和紧迫性。

英语语言学论文六篇

英语语言学论文六篇

英语语言学论文六篇英语语言学论文范文2[关键词]英美文学语言教学高校英语教学模式随着我国改革开放的深化和现代化进程的飞速进展,英语作为一门国际性语言,在社会的政治、文化、经济等各个领域对于人才的需求量与日俱增,高校的高校英语教育也正面临新的机遇和挑战。

众多高校英语老师都在不断地摸索,总结新的有效的教学策略和方法。

目前,许多老师在高校英语教学中,尝试使用多媒体教学,用丰富的视听材料给同学创设富有意义的课堂教学环境。

作为一种补充,在课堂教学中融入经典英美文学作品也不失为一种提高同学爱好,促进英语学习的有效途径。

英美文学教育,作为高校英语教育的一种重要手段,可以培育同学的思维力量、想象力以及制造力。

其功能和应用价值的体现不仅仅适用于英语专业高班级的同学,同时也适用于高校外语教学,而文学语言也可以作为英语语言学习的重要范本,在提高高校生人文素养情操及文学鉴赏力量的同时,提高同学的文学语言感悟力。

一、文学语言与英语语言技能的进展众所周知,语言是思想的直接实现,人靠语言来表达思想。

与其他艺术形式相比较,语言艺术有着极为丰富的思想容量。

作家可以直接将自己对生活的感受、体验、理解、评价及心情、情感渗透在作品中,从而以情达理,以理融情,情、理相生。

真正的文学大师笔下的语言是具有生命灵性的,它有声,有色,有味,有情感,有厚度、力度与质感,是应当细心去体会,沉吟,把玩,并从中感受到一种语言的趣味性。

因此语言的背后是人的心灵世界。

对文学语言美的敏感与驾驭力量,是提高人的精神境界,使人变得更加美妙的不行或缺的方面。

文学阅读的魅力与意义也就在于此。

目前的高校英语教学,仍旧停留在传统的单纯课文教学,语言点讲解等层面上,课本内容相对陈旧,老师的教学手段也并无创新之处。

其弊端是忽视英语的基本功能即表达功能,也忽视了同学在教学活动中的主体作用,另外还忽视了对同学英语学习爱好的培育,将生硬的课本内容强行“灌输”;至同学脑海中,使整个课堂教学环节缺乏生气,长此以往,高校英语教学将陷入僵局。

英语专业教学实践论文(3篇)

英语专业教学实践论文(3篇)

第1篇Abstract:This paper aims to explore the effectiveness of integrated teaching practices in enhancing English language proficiency among English majors. By analyzing various teaching methods and strategies, this study examines how the integration of language skills, cultural understanding, and practical application can contribute to the overall development of English language learners. The paper provides a comprehensive overviewof the challenges faced by English majors, the role of integrated teaching in addressing these challenges, and the potential benefits of such an approach. Through a case study, the paper presents empirical evidence to support the effectiveness of integrated teaching practices.Introduction:The English language has become a global lingua franca, and the demandfor English proficiency is increasingly high in various sectors,including education, business, and diplomacy. English majors, as future language professionals, are expected to possess not only stronglinguistic skills but also cultural understanding and practical communication abilities. However, traditional teaching methods, which often focus on grammar and vocabulary, may not adequately prepare students for real-world communication challenges. This paper argues that integrating different teaching practices can significantly enhance English language proficiency among English majors.I. Challenges Faced by English MajorsA. Overemphasis on grammar and vocabularyB. Limited exposure to authentic materialsC. Lack of cultural understandingD. Insufficient practical communication skillsII. The Role of Integrated Teaching in Addressing ChallengesA. Language skills integration1. Reading, writing, listening, and speaking2. Task-based language teachingB. Cultural understanding1. Cultural awareness and sensitivity2. Cultural competenceC. Practical application1. Real-life scenarios2. Collaborative learningIII. Benefits of Integrated Teaching PracticesA. Enhanced language proficiencyB. Improved cultural understandingC. Increased motivation and engagementD. Preparation for real-world communication challengesIV. Case Study: An Integrated Teaching Approach in an English Major ProgramA. MethodologyB. ResultsC. DiscussionV. ConclusionI. Challenges Faced by English MajorsEnglish majors often encounter several challenges in their language learning journey. One of the primary challenges is the overemphasis on grammar and vocabulary, which may hinder their ability to communicate effectively in real-life situations. Additionally, limited exposure to authentic materials, such as native speakers' conversations andcontemporary texts, may restrict their language acquisition. Furthermore, the lack of cultural understanding can lead to miscommunication and a superficial understanding of the language and its users. Lastly, insufficient practical communication skills may prevent English majors from applying their knowledge in real-world scenarios.II. The Role of Integrated Teaching in Addressing ChallengesTo address these challenges, integrated teaching practices can play a crucial role. By integrating different teaching methods and strategies, English majors can develop a well-rounded skill set that encompasses language skills, cultural understanding, and practical application.A. Language skills integrationIntegrating reading, writing, listening, and speaking skills allows English majors to develop a comprehensive understanding of the language. Task-based language teaching (TBLT) is an effective approach that encourages students to engage in real-life communication tasks,fostering the development of all language skills simultaneously.B. Cultural understandingCultural understanding is essential for effective communication. By promoting cultural awareness and sensitivity, English majors can avoid cultural misunderstandings and develop cultural competence, which is crucial for interacting with diverse groups of people.C. Practical applicationPractical application is vital for the development of communication skills. By incorporating real-life scenarios and collaborative learning activities, English majors can practice their language skills in a supportive environment and prepare for future communication challenges.III. Benefits of Integrated Teaching PracticesIntegrated teaching practices offer several benefits for English majors:A. Enhanced language proficiencyBy integrating different teaching methods, English majors can develop a more comprehensive understanding of the language, leading to enhanced language proficiency.B. Improved cultural understandingCultural understanding is crucial for effective communication. Integrated teaching practices can help English majors develop cultural awareness and sensitivity, which is essential for interacting with diverse groups of people.C. Increased motivation and engagementAn integrated approach to teaching can increase students' motivation and engagement by providing a variety of learning experiences and making the learning process more enjoyable and relevant.D. Preparation for real-world communication challengesIntegrated teaching practices can prepare English majors for real-world communication challenges by equipping them with the necessary skills and knowledge to navigate diverse cultural contexts and communication scenarios.IV. Case Study: An Integrated Teaching Approach in an English Major ProgramThis section presents a case study of an integrated teaching approach implemented in an English major program. The study involves a group of 30 English majors who were taught using a combination of language skills integration, cultural understanding, and practical application.A. MethodologyThe study employed a mixed-methods approach, including surveys, interviews, and observations. Data were collected to assess the effectiveness of the integrated teaching approach in enhancing language proficiency and cultural understanding.B. ResultsThe results indicated that the integrated teaching approachsignificantly improved the language proficiency and cultural understanding of the English majors. Students reported higher levels of engagement and motivation, as well as an increased ability to communicate effectively in diverse cultural contexts.C. DiscussionThe findings of the case study support the effectiveness of integrated teaching practices in enhancing English language proficiency among English majors. The study highlights the importance of integrating language skills, cultural understanding, and practical application in the teaching of English.V. ConclusionIn conclusion, integrated teaching practices can significantly enhance English language proficiency among English majors. By addressing the challenges faced by students and incorporating a variety of teaching methods, English majors can develop a well-rounded skill set that prepares them for real-world communication challenges. This paper has demonstrated the effectiveness of integrated teaching practices through a case study and provides a comprehensive overview of the benefits of such an approach. As language professionals, English majors should be equipped with the necessary skills and knowledge to thrive in a globalized world, and integrated teaching practices can play a vital role in achieving this goal.第2篇Abstract:This paper presents a case study of an English language teaching practice implemented in a higher education setting. The study explores the effectiveness of integrating various teaching methods and technologies to enhance students' English language proficiency. Through the analysis of student performance, teacher reflections, and feedback from the students, the paper evaluates the outcomes of the integratedteaching approach and provides insights into the challenges and benefits of implementing such strategies in the English language classroom.Introduction:The demand for English language proficiency has surged globally, with English becoming the lingua franca in various domains such as business, science, and technology. In higher education, English language courses play a crucial role in preparing students for international communication and academic pursuits. However, traditional teaching methods often struggle to keep up with the dynamic nature of language learning and the diverse needs of students. This paper aims to investigate the effectiveness of an integrated teaching approach that combines various methods and technologies to enhance English language proficiency in a university setting.Literature Review:Previous research has highlighted the importance of integratingdifferent teaching methods to cater to diverse learning styles and enhance language acquisition. Some studies have shown that a combination of communicative, task-based, and technology-assisted language learning approaches can significantly improve students' language skills (Harmer, 2007; Nunan, 1991). Additionally, the use of technology in language learning has been found to promote autonomy, motivation, and engagement (Richards & Rodgers, 2001).Methodology:The study was conducted in a public university in China, involving a sample of 50 English language students enrolled in an intermediate-level course. The participants were divided into two groups: an experimental group that received integrated teaching and a control group that followed the traditional teaching method. The integrated teaching approach included the following components:1. Communicative language teaching (CLT): Focus on interaction and communication through pair and group work activities.2. Task-based language learning (TBL): Use of authentic tasks that require students to use English in real-life contexts.3. Technology-assisted language learning (TALL): Incorporation ofdigital tools such as online platforms, multimedia resources, and educational apps.4. Flipped classroom: Students engage with online content outside the classroom, allowing for more interactive and personalized learning during class time.Data collection methods included pre- and post-tests to measurestudents' language proficiency, teacher reflections on the implementation of the integrated approach, and student feedback on their learning experiences. The data were analyzed using descriptivestatistics and content analysis.Results:The results of the study indicated that the experimental group, which received integrated teaching, demonstrated significant improvements in their English language proficiency compared to the control group. The post-test scores of the experimental group were higher than those of the control group in all areas assessed, including listening, speaking, reading, and writing. Teacher reflections highlighted the positive impact of the integrated approach on student engagement and motivation, as well as the challenges of managing diverse learning needs and technology integration.Student feedback revealed that the integrated teaching approach was effective in enhancing their language skills and promoting a more dynamic and interactive learning environment. Students particularly appreciated the use of technology, which allowed them to access resources and practice language skills outside the classroom.Discussion:The findings of this study support the effectiveness of an integrated teaching approach in enhancing English language proficiency. Thecombination of communicative, task-based, and technology-assisted language learning methods provides a comprehensive and engaging learning experience that caters to diverse learning styles and needs. The use of technology not only facilitates language learning but also encourages autonomy and self-regulation.However, the study also identified several challenges associated with implementing an integrated teaching approach. Teacher training and support are essential to ensure the effective use of technology and to address the diverse needs of students. Additionally, the availability of resources and infrastructure can be limiting factors in some settings.Conclusion:This case study demonstrates the potential of an integrated teaching approach in enhancing English language proficiency in higher education. The findings suggest that combining various teaching methods and technologies can lead to significant improvements in students' language skills and learning experiences. However, the successful implementation of such an approach requires careful planning, ongoing teacher development, and adequate resources. Future research should explore the long-term effects of integrated teaching practices and the beststrategies for scaling up such initiatives in diverse educational settings.References:Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Pearson Education Limited.Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Hertfordshire: Prentice Hall International.Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.第3篇Abstract:This paper presents a case study on the effectiveness of integrative teaching practices in an English major program. Through a comprehensive analysis of the teaching methods, curriculum design, and student outcomes, this study aims to explore how an integrative approach can enhance English language proficiency. The paper is structured into three main sections: an introduction, a literature review, and a discussion of the findings. The conclusion summarizes the key insights andimplications for English language teaching.Introduction:The English language has become a global lingua franca, and proficiency in English is essential for academic, professional, and personal development. In response to this demand, English major programs have been developed worldwide. However, traditional teaching methods, which often focus on language skills in isolation, have been criticized for their limitations in fostering genuine language proficiency. This paper investigates the impact of integrative teaching practices on English language proficiency in an English major program.Literature Review:1. Integrative Teaching ApproachIntegrative teaching, as defined by Nation (2001), involves the combination of language skills, such as reading, writing, listening, and speaking, in a holistic manner. This approach emphasizes the interconnectedness of language skills and encourages learners to engage with the language in a meaningful and contextually relevant way.2. Benefits of Integrative TeachingResearch has shown that integrative teaching practices can lead to several benefits, including improved language proficiency, increased motivation, and enhanced critical thinking skills (Johnson & Johnson, 1989; Nation, 2001). Additionally, integrative teaching allows for a more authentic learning experience, as learners are exposed to a variety of language contexts and tasks.3. Curriculum DesignCurriculum design plays a crucial role in the implementation of integrative teaching practices. A well-designed curriculum should include a diverse range of activities that promote language skill integration, such as collaborative projects, cross-disciplinary courses, and real-world language tasks (Richards & Rodgers, 2001).Discussion of Findings:1. Teaching MethodsIn the English major program under study, a variety of teaching methods were employed to foster integrative language learning. These included project-based learning, collaborative tasks, and the use of technology. For instance, students were encouraged to work in groups to research and present on a topic related to their major, thereby enhancing their reading, writing, speaking, and listening skills.2. Curriculum DesignThe curriculum in the English major program was designed to promote integrative language learning. It included courses such as English for Specific Purposes (ESP), English for Academic Purposes (EAP), and cross-cultural communication. These courses aimed to prepare students for various real-world language demands, such as academic writing, professional communication, and cultural understanding.3. Student OutcomesThe study revealed that students who engaged in integrative teaching practices showed significant improvements in their English language proficiency. Specifically, students demonstrated higher scores in standardized language tests, such as the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS). Moreover, students reported increased confidence in their language abilities and a greater appreciation for the interconnectedness of language skills.Conclusion:This case study has demonstrated that integrative teaching practices can effectively enhance English language proficiency in an English major program. By combining language skills, employing a diverse range of teaching methods, and designing a curriculum that promotes integrative language learning, English language teachers can help students achieve a more authentic and comprehensive understanding of the language. The findings of this study have implications for English language teaching, suggesting that integrative approaches should be prioritized in curriculum design and classroom practice.References:Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Co.Nation, I. (2001). Language curriculum design. New York: Routledge.Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.。

英语专业论文(5篇)

英语专业论文(5篇)

英语专业论文(5篇)英语专业论文(5篇)英语专业论文范文第1篇1.专业老师英语教学阅历不足,教学热忱不高。

国内大多数高校的专业英语老师始终由本专业老师担当,专业老师一般是非师范类院校毕业,虽然专业功底深厚,但英语教学技巧与水平有限,教学仅停留在专业英语课文阅读与重点句子翻译层面。

老师过分注意科研,忽视教学,没有全身心地投入教学,教学责任心不强,老师在专业英语教学上应付了事,教学质量差。

目前,专业英语老师采纳的教学方法多是传统的"一言堂、填鸭式'教学模式,缺少吸取新学问、提高学术水平的热忱和动力。

2.同学英语水平参差不齐,学习爱好不高。

国内农业院校绝大多数同学英语基础相对较差,英语水平参差不齐,英语基础差的同学学习专业英语很吃力,再加上对专业英语的重要性熟悉不够,学习爱好不高,简单产生厌倦心情。

有的同学专业词汇功底浅,很少并且很难进行外文资料的翻译和阅读,不能够准时猎取国际性的本专业的最新讨论动态。

3.教学内容设置不合理,教学形式平凡。

当前,各院校开设的园艺专业英语课程与综合性学术英语之间缺乏连接性,英语课程大多围绕专业英语词汇及文章内容的讲解,这种教学内容设置忽视了对同学专业英语技能层面和语言层面力量的综合培育。

各高校所用的教材主要有自选原版英文教材和自行选编教材两种形式,自编教材内容编排过于古板、陈旧,还有的教材内容难度偏高或者涉及的专业内容过于简洁,不能满意专业要求。

再有,各高校通常采纳传统的"填鸭式'教学模式,偏重于老师的讲解,教学内容枯燥,教学形式单一,忽视了同学的主动性和制造性,同学学习的乐观性不高,同学只是被动接受学问。

这种教学形式比较死板,同学无法参加到教学过程中,扼杀了同学的学习爱好与英语语感的培育,最终导致我国专业英语缺乏创新性的局面。

二、本项园艺专业英语教学改革特色与成效在园艺专业英语教学实践中尝试了一系列园艺专业英语教学改革并取得了肯定成效,详细改革如下。

英文论文(优秀4篇)

英文论文(优秀4篇)

英文论文(优秀4篇)选择英语文学的毕业论文选题可以从三个方向进行:国别文学研究、文学批评理论研究和比较文学研究。

以下是可爱的编辑为大伙儿收集整理的英文论文(优秀4篇),希望可以帮助到有需要的朋友。

英语专业论文模板篇一很多学生忽视了毕业论文的重要性和现实意义,这是其写作质量不高的主要原因之一。

毕业论文是大学生在校期间向学校所交的较后一份书面作业。

英语专业学生在修完一般英语写作课程后,初步熟知和掌握了基本的写作要素和技巧,这时为了深化写作内容,进一步提高文字表达能力,须开始进行学术论文写作。

毕业论文写作在巩固了词的各种意义、搭配、用法、词序,句子的定义、结构、种类、用法,即写作的基本要素和技巧的同时,还能培养初步的研究、分析和总结问题的能力。

这就为学生在日后进一步从事相关学科的研究工作打下了坚实的基础。

《高等学校英语专业教学大纲》指出,“毕业论文是考察学生综合能力、评估学业成绩的一个重要方式”。

毕业论文写作的优劣、质量的高低是决定学生能否顺利毕业或可否被授予学位的重要依据。

因此大学生须重视和认真撰写毕业论文。

英语论文范文word 篇二Upon the completion of the thesis, I would like to take this opportunity toexpress my sincere gratitude to my supervisor, Professor Peng Xiaohua, who hasgiven me important guidance on the thesis. Without his help and encouragement,my thesis would have been impossible. Besides his help with my thesis,he hasalso given me much advice on the methods of doing research, which is of greatvalue to my future academic life.I am also obliged to other teachers whose lectures have broadened my scopeof vision in British and American literature and help me lay a necessaryfoundation for the writing of the thesis. I am also grateful to all the members ofthe faculty and staff in the College of Foreign Languages who have provided mewith a lot of help and guidance.Last but not least, I would like to express my gratitude to all the friends andfamily members who have offered me help. Without their help,I could not havefinished my study and this thesis.英语专业论文模板篇三分层次提出教学要求:英语系按照学校的要求把XX级学生以入学成绩为依据分了两个层次,A层次普通学科专业班级,B层次体音美专业班级。

英语专业毕业论文

英语专业毕业论文

英语专业毕业论⽂英语专业毕业论⽂(精选8篇) ⼤学⽣活要接近尾声了,毕业⽣要通过最后的毕业论⽂,毕业论⽂是⼀种有准备的检验学⽣学习成果的形式,那么应当如何写毕业论⽂呢?以下是⼩编收集整理的英语专业毕业论⽂,供⼤家参考借鉴,希望可以帮助到有需要的朋友。

英语专业毕业论⽂篇1 论⽂摘要:如何提⾼⼤学法语⼆外教学,⼀直是⾼校法语教学研究的重要问题。

本⽂试从⼤学法语⼆外教学存在的问题⼊⼿,从教学内容上分析,进⽽提出解决的⽅法。

关键词:教学⽅法;精讲多练;多媒体;法英对⽐ 21世纪是⼀个以知识经济和经济信息全球化为主要特征的时代,世界经济的⽇益全球化和⼀体化与中国对外开放进程的加速,现代社会科技、通讯、经济、⽂化的进步,使世界交往更加密切。

语⾔⼈才不再单单只是能熟练运⽤⼀门外语的专才,⽽是能同时运⽤两三门语⾔的通才。

全世界有1亿七千多万讲法语的⼈⼝,法语是联合国、国际奥委会、万国邮政等多个国际组织的唯⼀官⽅语⾔或者官⽅语⾔之⼀,能说法语将在国际交往占有优势地位,因此越来越多的⾼校开设了法语⼆外课程,研究法语作为第⼆外语教学的⼯作,也就迫在眉睫了。

⼤学法语教学针对学习对象的不同,分为法语专业教学,英语专业本科⽣与研究⽣法语⼆外必修课教学和⾮英语专业学⽣公共选修课教学。

在此⽂中仅对英语专业本科⽣法语⼆外的教学进⾏分析。

⼀、⼤学法语⼆外教学⾯临的问题 2002年《⼤学法语⼤纲》明确规定:“⼤学法语教学的⽬的是培养⼀定的阅读能⼒,初步的听、说、读、写、译的能⼒,使学⽣能以法语为⼯具,获取专业所需,为进⼀步提⾼法语⽔平打下较好的基础。

”盖房⼦最重要的是搭地基,对于法语⼆外教学,打基础就是最重要的。

学过法语的⼈都知道,法语确实是⼀门很难的语⾔。

如果给学⽣打好了扎实的基础,那么⼀切都将迎刃⽽解。

(⼀) 法语⼆外课时和内容相⽐显得过少。

每周四课时,开设四个学期,总共256课时,听、说、读、写、译各⽅⾯的内容都要涉及到,打好基础,在这么少的课时下,要达到教学⽬标⾯临不少困难。

外语专业论文六篇

外语专业论文六篇

外语专业论文六篇外语专业论文范文1生态语言学的一个关键词就是“整体性”(ho-lism),即语言不是一个孤立的、自己自足的系统,而是一个开放的生态系统,是与其所处的自然环境相互联系、相互依存和相互作用的。

生态学的观点认为,老师的专业进展首先需要建构一个结构完整,各要素相互关联、融合的学问体系,并在外语教学过程发挥其协调和整体效应,才能更好地提高外语教学的效果,促进同学语言力量的全面进展。

Haugen于1972年把语言所处环境分为心理和社会两个领域。

心理领域是指某种语言和其他语言之间相互作用的领域;社会领域是指某种语言和该语言所处社会环境之间相互作用的领域。

因此,外语老师的学问体系生物链中除了学科学问素养外,还有学科教学理论学问以及跨文化交际力量等生态因子的构成。

然而,长期以来,该学问体系处于严峻的失衡状态。

对于语言学习,人们偏重的是其中的语音,词汇和语法构成等静态学问,外语教学中片面强调词汇、语法规章的记忆和翻译练习。

其结果就是过于拘泥于语言本身的形式,忽视了母语和外语间的内在联系和相互影响,以及语言所具有的交际功能和社会功能。

语言教学的完整性被分割开,从而导致同学对外语学问的把握处于一种失衡的状态,语言的实际运用和跨文化交际力量薄弱,外语力量难以提高。

对此,外语老师需树立整体、全面的语言教学观,建构系统的学问体系,除了扎实的语言学问和高水平的语言应用技能外,还应具备宽厚的社会科学和人文学问,先进的教学观和教学力量,并擅长在整体性学问体系构建的同时,探究各学问内容的内在结构和规律联系,以便更好地服务于教学。

例如,老师需要具备丰富的语言学问积累和较高的交际技能,让语言基础学问的教学融合在以交际意义为中心的活动中;语言不仅是交际的工具,还是文化的载体,外语老师应增加跨文化意识和理解,并将之渗透于语言教学中,以提升同学的人文素养;学科学问和教学学问是一个有机的统一体,外语老师要擅长将学科学问与教学法学问相互融合,借助二语习得、教育学、心理学等学问和技能,选择敏捷多样的教学方法和手段关心同学理解、接受和把握学科的相关内容。

英语专业毕业论文

英语专业毕业论文

英语专业毕业论文英语专业毕业论文范文精选篇一:英语专业毕业论文范文精选一、引言《大学英语课程教学要求》明确指出,大学生英语的教学目标是培养学生的英语综合应用能力,英语交际是大学生在今后学习、工作和社会交往中进行交际的重要手段,增强学生自主学习能力,提高综合文化素质,以适应我国社会发展和国际交流的需要。

然而,大学生一般是从高中毕业升上来的,在传统的英语教学中,教师习惯应用“讲授法”,照本宣科地读讲,课堂教学以教师为中心的学习,学生只是被动的跟着教师的指挥棒转。

在这样应试教育模式下,教师过多的强调语言知识的学习,学生学了多年的英语,具备较强的阅读能力,积累了较大量的词汇,英语等级考试考试成绩也不错。

但在实际运用中,学生对口语的运用却十分薄弱。

因此,提高大学生英语口语水平,就成为了大学英语教学改革中的一项重要内容。

二、现阶段阻碍大学生口语水平提高的问题(一)多数师生轻视英语口语水平的重要性很多学生学习英语的动机就是为了应付期末考试或其他等级考试,然而,目前大学四六级还没有口语测试项目,大学英语口语教学在大学教学课程体系中,课程结构与课程设置中尚未得到足够重视。

大学英语基础课程分为精读和听力两个部分,精读占比重大,听力课由于受师资力量、班级规模等制约,大都是进行听力训练,学习的听说能力依然得不到充分的练习。

有些老师自身的口语能力不强,不能够自如地进行口语交际,无法胜任课堂交际活动的组织和指导工作。

(二)学生羞于开口,缺乏自信英语语言基础差是大多数学生的共性问题,主要表现为:语法错误频繁,时态不清,用词不当,语言语调不规范等。

基于这些英语口语的不足,相当多的同学存在心理障碍,很多学生开口讲英语时,总有一种惧怕心理,怕在班上出丑,怕受到同学笑话,受到老师责备。

这种心理障碍常常导致学生在口语表达时,显得焦虑和紧张,影响了他们正常的思维和顺畅的表达,降低了他们开口说英语的自信。

(三)缺乏英语口语环境,学生锻炼口语的机会少目前,高校学生的口语水平普遍较低,学生在课堂上口语锻炼机会较少,一些学校把四六级通过率作为衡量一个学校的英语教学标准。

英语专业论文范文

英语专业论文范文

英语专业论文范文英语专业语言实践课对英语专业学生语言技能的提高非常重要。

下面是店铺为大家整理的英语专业论文,供大家参考。

英语专业论文范文一:浅论大学英语教学中学生自主学习能力的培养摘要:培养大学生自主学习能力是大学英语教学现状、现代语言教学理论的必然要求,也是提高英语教学效率的有力保证。

本文分析了大学英语教学的现状要求,说明了在大学英语教学中培养学生英语自主学习能力的重要性和必要性。

在英语教学中,教师应营造自主发展的课堂氛围,培养自主学习的意识和动机,优化学生的心理素质,充分利用多媒体、网络资源引导自主学习等措施,逐步培养学生自主学习的能力,促使学生主动把握英语学习,以此来达到学生自主发展的目的,并最终达到综合素质的提高。

论文关键词:英语教学;自主学习;能力培养2004年1月教育部制定颁布的《大学英语课程教学要求》(以下简称“课程要求”)明确提出要“确立学生在教学过程中的主体地位”,要“能使学生自主选择适合自己需要的材料学习”,“朝个性化学习、自主式学习方向发展”。

学生个性化学习方法的形成和自主学习能力的极大发展应是大学英语教学改革追求的重要目标。

埃德加·富尔在《学会生存》一文中精辟地指出:“未来的文盲,不再是不识字的人,而是没有学会怎样学习的人。

”当今是“知识爆炸”时代,人类只有学会了怎样学习,才有可能从容地面对世界出现的新知识构成。

然而,在我国中学由于长期的应试教育,代写毕业论文激烈的分数竞争,使得大部分学生对学习失去了积极性和主动性,学习能力差,更别说自学能力了。

因此教育者有责任改变这种现状。

教师必须迅速更新观念,努力构建以课堂的创造性教学为龙头、以自主性学习为主导的新的教学模式。

一、大学英语教学的现状要求我国目前的大学公共英语教学还存在许多不足。

一方面,英语教学中存在严重的应试教育的倾向,尽管四、六级考试体系正在改革,本应遵循语言教学规律的英语教学依然残留应试教育的成分,重“教”轻“学”,重“结果”轻“过程”,重“知识传授”轻“学习方法或策略教学与指导”。

英语语言学方面论文

英语语言学方面论文

英语语言学方面论文英语作为一种国际化的语言,在信息化、全球化日益发展的今天,其作用越来越重要。

下文是店铺为大家整理的关于英语语言学方面论文的范文,欢迎大家阅读参考!英语语言学方面论文篇1浅探新时代和谐英语语言学课堂的构建【摘要】探索一条有效的语言学教学途径一直是大学英语教育者关注的问题,本文从和谐的角度探讨英语语言学和谐课堂的构建。

分析什么是和谐课堂,进而利用和谐教学、和谐环境等理论方法指导语言学教学的实际,达到构建英语语言学和谐课堂的效果。

【关键词】英语语言学语言学课堂和谐课堂的构建良好的和谐的课堂气氛能激活学生的脑细胞,激发他们的学习兴趣,开发他们的思维潜能,更好地促进他们接受新知识,掌握新技能。

如何创造和谐的课堂气氛,有效地促进教学,是每个英语教学者都必然关注的问题。

美国心理学家罗杰斯认为:“成功的教学依赖于一种真诚的理解和信任的师生关系,依赖于一种和谐安全的课堂气氛。

”由此可见,一个成功的课堂与和谐安全的课堂气氛息息相关。

英语专业的学生在掌握了听说读写这些基本技能的基础上,需要进一步比较全面、比较系统地了解现代语言学这一领域的研究成果,以及一些最主要、最有影响的语言理论和原则,从而加深对人类语言这一人类社会普遍现象的理性认识,并具备一定的运用语言学理论解释语言现象、解决具体语言问题的能力,提高自身的语言修养和学习语言的能力。

一、英语语言学课程的特点课程的教学任务和目的是向学生讲授英语语言的属性、功能、起源和内部层次,掌握英语语言学基本特征和主要分支的基本概念,了解语言在时空中的变异及其与社会、文化、语境、思维等外部因素的关系,同时了解部分主要语言学流派。

英语语言学的教学内容宽泛,不易深细,主要包括英语语言和英语语言学领域中各分支的基础理论,如语音学、音系学、形态学、句法学、语义学、语用学等基本内容,也包括了语言的变异及其与外部因素的关系。

二、英语语言学的授课对象英语语言学教程的授课对象是学习英语的高等院校学生,因此在讲解过程中大部分采用了英语。

大学英语专业论文范文怎么写

大学英语专业论文范文怎么写

大学英语专业论文范文怎么写在高校教育中,大学英语教学一直以来都是大学教学课程体系中的核心课程,近年来大学英语教学完成了对教学目标和教学模式的改革并取得了很大的成效。

下面是店铺为大家整理的大学英语论文,供大家参考。

大学英语论文范文篇一:现代教育技术对大学英语教学的支撑【摘要】目前,将多媒体技术和现代教育技术融入到大学英语教学成为一种新型的教学模式,改变了传统教学的方式和理念。

同时,如何高效运用网络多媒体教学给教师提出了更大的挑战。

在教学转型过程中,如何运用现代教育技术达到教与学相辅相成更是值得探讨。

本文将以广东外语外贸大学为例,浅谈现代教育技术对大学英语教学的支撑,并提出针对性的建议。

【关键词】教育技术;网络多媒体;英语教学前言作为连接心理、教育、行为组织等学科的桥梁,现代教育技术一直备受社会关注。

教育技术的进步和信息科学的发展息息相关,在未来的教育领域中,信息技术和人工智能将扮演越来越重要的角色。

现代教育技术重点研讨如何借助现有的工具有效地促进学习和如何实现学习者的自主个性化学习。

现代教育技术被定义为借助于计算机等现代工具,使信息技术与教育教学中的理论、技术相结合,通过对教学资源的设计、开发、利用、评价和管理,以实现教学优化的理论和实践,并进一步推动教育现代化的发展。

从其定义可以分析得出:(1)现代教育技术以信息技术为主要手段,充分发挥网络技术和多媒体的优势;(2)现代教育技术是以优化教与学的过程和资源为目标;(3)现代教育技术的核心思想是系统方法的研究。

多年以来,随着教育技术的不断发展,广东英语外贸大学也积极推动网络多媒体英语教学,创造优质的语言学习条件促进学生的英语学习,取得了一系列的成效。

丰富的视听教材极大地刺激了学生的感官,引发了他们学习英语的兴趣。

促使学生的学习由被动转为主动,提高了学生自主学习的能动性。

我校的网络多媒体教学从多个维度进行,形成课外、课内的一个立体个性化学习的平台,具体应用表现在三个方面:一、课外型教学;二、课内讲授型教学;三、课内自主型教学。

英语专业学年论文范文

英语专业学年论文范文

英语专业学年论文范文Abstract:The prevalence of English as a global language has been a topic of extensive debate among linguists, sociologists, and educators. This paper explores the impact of English as a lingua franca on multilingual societies, particularly focusing on the cultural, educational, and socio-economic dimensions. It examines how English has become a tool for communication, access to information, and economic opportunities, while also considering the potential for linguistic imperialism and the erosion of local languages.Introduction:The rise of English as a global language is often attributed to the historical spread of the British Empire and the subsequent dominance of the United States in political, economic, and cultural spheres. This paper delves into the multifaceted effects of English on societies where multiple languages coexist.Cultural Impact:The cultural impact of English as a global language is profound. It has facilitated the spread of Western culture, values, and norms, sometimes overshadowing local cultures. However, it has also enriched cultural exchanges, allowing for a greater diversity of ideas and perspectives to be shared across borders.Educational Implications:In the educational sphere, English has become a key subjectin the curriculum of many countries, regardless of whether English is the native language. This has led to increased opportunities for students to access global educational resources and participate in international academic discourse. Yet, it also raises concerns about the potential neglect of local languages and the cultural identity they carry.Socio-Economic Effects:The socio-economic effects of English as a global languageare significant. Mastery of English often correlates with better job prospects and higher income levels, making it a valuable skill in the global job market. However, this canalso lead to inequality, as those who do not speak Englishmay be disadvantaged.Linguistic Imperialism:The concept of linguistic imperialism suggests that the dominance of English may lead to the marginalization or even extinction of minority languages. This paper discusses the ethical implications of this phenomenon and the potential for resistance and revitalization of local languages.Conclusion:The impact of English as a global language on multilingual societies is complex and multifaceted. While it offers numerous benefits in terms of communication, education, and economic opportunities, it also poses challenges to cultural diversity and linguistic equity. It is essential for policymakers and educators to balance the advantages ofEnglish with the need to preserve and promote linguistic diversity.Bibliography:This section would include a list of academic sources, books, articles, and other materials that were referenced throughout the paper.。

英语专业文学论文范文3篇

英语专业文学论文范文3篇

英语专业⽂学论⽂范⽂3篇英语专业英美⽂学论⽂⼀、注重培养⽂学鉴赏能⼒、审美能⼒以及⽂学研究能⼒,即“三个培养”。

1)⽂学鉴赏能⼒。

⽂学鉴赏是基于领会⽂学作品所包含的思想内容的⼀种审美活动。

⽂本理解是鉴赏的前提,鉴赏是理解的必然要求。

学习英美⽂学,不能只停留在理解阶段,必须把培养学⽣的⽂学鉴赏能⼒作为重要教学⽬标。

在英美⽂学课堂,培养学⽣的⽂学鉴赏能⼒主要注意三点:⼀是要敦促学⽣⼴泛阅读,⼴闻博见,在此基础上摄取录制。

⼆是要勤于思考,充分想象。

⽂学作品的鉴赏,必须经历想象创造的过程。

最后⼀点是学⽣要对作品产⽣真实感悟。

读者只有和作者⼼息相通,才能唤起内⼼对真善美的向往,将读书升华为灵魂之间的交流,这才是读书的最⾼境界。

2)审美能⼒。

⽂学作品具有认识作⽤、教育作⽤和审美作⽤三⼤功能。

在英美⽂学课堂培养学⽣的审美能⼒要坚持“⼀个中⼼,两个基本点”。

“⼀个中⼼”即以阅读原汁原味的英语⽂本为中⼼。

⽆论⽂本难易与否,都要要求学⽣坚持读下去,不能半途⽽废。

“两个基本点”即在“⼀个中⼼”的基础上引导学⽣发现作品形式上基本的艺术美以及内容上的基本的⾃然美、社会美以及⽣活美等。

经典的英美⽂学作品皆为英美名家的杰作,教师应教会学⽣去发现、模仿⽂本中的⾳韵美、修辞美、⽂体美以及⽂本意外的思想美、⽣活美等。

总之,“美”是⽂学艺术的最⾼境界。

审美能⼒的培养是⽂学课程的重要任务之⼀。

在英美⽂学课教学中,我们不仅要使学⽣通过学习,提⾼对于英语语⾔和⽂化的认识能⼒,更要积极培养学⽣的审美能⼒,使得英美⽂学课程担负起全⾯提⾼学⽣素质的重任。

3)研究能⼒。

⽂学创作与⽂学研究可谓相依为命。

⽂学作品⼀旦问世,⽂学研究便随即产⽣。

因此在英美⽂学课堂,教师除了要注重培养学⽣的上述能⼒之外,还应注重培养其从事⼀般⽂学研究的能⼒。

郑秀恋、吴俊等⼈的问卷调查结果表明,学⽣在毕业论⽂写作中,选英美⽂学的⼈数最多,分别占30%、39.75%。

这表明,作为⼀个研究⽅向⼤类,英美⽂学研究因容易获取研究资料和研究切⼊点⽽备受学⽣青睐。

2012级英语专业学年论文模板

2012级英语专业学年论文模板

外国语学院英语专业《学年论文》教学大纲(试行)课程名称:学年论文课程编码:开课学期:7学分:1课程类别:实践性教学课程性质:专业课程论文适用专业:英语语言文学一、课程设计的性质、目的和任务学年论文是英语专业本科教学计划的重要组成部分和人才培养的重要环节。

为了培养学生的科学思想和科学态度,掌握科学方法,使学生具备初步的学术研究能力,获取知识的能力,分析、概括总结的能力以及创新能力,促进其知识、能力和素质的协调发展,为撰写毕业论文打下良好的基础,依照英语系《英语专业本科人才培养方案》和《教学大纲》的规定,特制定学年论文教学大纲。

(一)指导原则1、严格执行学院有关论文(设计)管理工作规范的各项规定。

2、严格遵守学术道德和学术规范。

3、学年论文管理实行系、教研室、指导教师三级管理,指导教师负责制的管理形式。

英语系具体负责管理工作。

4、学年论文时间为第七学期。

系里成立学年论文指导小组,部署学年论文工作,确定指导教师,组织论文的成绩评定、学分录入及论文归档等。

对实施过程中所发现的问题,及时研究解决。

(二)学年论文的性质、目的和任务1、学年论文为英语专业本科学生的必修课程,计有1个学分。

2、学年论文使学生进一步巩固加深对所学基础理论、基本技能和专业知识的掌握,并使之系统化、综合化,促进其知识、能力和素质的协调发展,为毕业论文写作打下一定的基础。

3、使学生获得从事科研工作的初步训练,培养学生初步具备独立思考、发现问题和综合运用所学知识独立解决实际问题的能力,尤其注重培养学生独立获取新知识的能力。

4、培养学生综合应用各种知识、方法、手段,制定、完成研究方案的能力,如外语和计算机应用、查阅文献资料及写作等方面的基本能力,使学生初步掌握科学研究的基本方法。

5、使学生树立正确的学术研究思想和观点;树立严谨、负责、实事求是、刻苦钻研、勇于探索、具有创新意识、善于与他人合作的工作作风。

二、课程设计的内容及工作量(一)学年论文的组织管理和日程安排1、由主管论文的系领导负责学年论文工作计划的制定、指导教师的配备、组织选题、成绩考核、存档等工作。

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附2:学年论文格式安徽工业大学工商学院英语专业学年论文The Translation of the Tradenames专业(使用三号宋体加黑,下同)姓名学号成绩指导教师XXXX年11月ContentsAbstract (i)摘要...................................................................................... i ii 1 Introduction (1)2Trademark significance (2)2.1 Cultural properties of trademark (2)3Several Forms of Trademark Translation (3)3.1 Special translation (另类译法) (3)3.2 Free translation (直译) (3)3.3Transliteration (音译) (3)4 Conclusion (13)The Translation of the Tradenames Abstract:Trademark is closely related to the commodity. A goodtrademark can make desire to inspire people to buy . In order to achieve maximum benefits . so , trademark as a special symbol , a commodity producer or operator to make their own production is very helpful to attract consumers and let them to buy . In the cognitive framework of pragmatics relevance theory , human communication behaviour will produce the best expectation to try to deal with minimal effort to obtain adequate contextual effects, to achieve commeracial success.Key Words: Trademark; a special symbol; attract consumers摘要:英文商标是一种特殊的商业语言符号,他是商品的灵魂文化的核心部分。

是企业参与竞争,打入市场的重要武器,商标翻译并不是简单的把它字面的意思表达出来,而是通过翻译者把商标本身所含有的特殊意义给表达出来,这种翻译也就是两种文化间相互移植。

译者在翻译过程中要特别注意商标本身的文化内涵,再与地方文化相结合,才能准确的表达出原商标本身的美好寓意,这就需要我们译者本身要充分了解中英两国的历史文化,不然很难传神地表达出商标所要表达出来的真正含义。

关键词:英文商标,翻译,商业语言符号1IntroductionIn the circulation of commodities, the trademark is a symbolof their products. It has become an important way to advertise their products and establish a good corporate image.They use trademarks to develop the potential of their company and promote the trade in international market. Preferring to some translation instances of Englishtrademark at home and abroad, this thesis concluded some main characteristics, and talked about some principles in translating the trademarksto do the translation correctly, faithfully and accurately and enhance the competitiveness of goods and help enterprises to obtain goodeconomic. A good trademark is to maintain the original cultural connotation of translation at the same times brings cultural differences to avoid unnecessary misunderstanding,to adapt to consumer psychology,left a deep impression to customers to achieve sales suc cess.2 Trademark significance2.1 Cultural properties of trademarkChina have a history of five thousand years of ancient civilization, rich cultural heritage, such as "White Rabbit 大白兔","China Moutai wine 茅台酒" and so on. There is a very rich cultural connotation, reflected in the mark, and also shows the strong oriental culture Color Language is the carrier of culture and also an important part of culture. Each country has its distinctive cultural national identity, and through the carrier of culture ----language to reflect, which also determines the national character.World culture has enriched the world culture, but it also creates a barrier to intercultural communication.Because the trademark is a symbol used to convey information, and a special language with a specific significance.Such as Taylor says : Cultural properties of trademark Culture is a complexity which is including knowledge, belief, art, morals, law, custom and all the habit in human society。

3 Several Forms of Trademark Translation3.1 Special translation (另类译法)Many trademark can not be translated , because of the different geography and culture between the English and Chinese country. For example “Zephyr” (西风), for the British people , westerly wind is warm and genial because the westerly winds blew form the Atlantic . But for the Chinese people frigid winds always blew form the north . So it is cold not warm ,”Ancient path and a poor horse in the west wind . A heartbroken man is walking towards the westering sun to the skyline” “Autumn Thoughts”. Ma zhi yuan . So if simply translate the “Zephyr” into “Westerly” will not felicitousness. “LURALISM OF STANDARDS IN BUSINESS ENGLISH TRANSLATION” (Li ming qi ng) .So In the translation of such trademark, you should properly understand the various characteristics in the expression, taking into account the cultural habits of consumers, and aesthetic psychology, which should also be appropriately increased performance, quality and other aspects of vocabulary, so that trademark is more clearly and more complete. For example , One from the ancient Chinese idiom ----- Draw A Snake and Adding Feet to It(画蛇添足). It means do the etra work is no use instead of turn out to be a clumsy sleight of hand(in English ).3.2 Free translation and litelal translationLiberal Translation The so-called literal translation is the method which based on not contrary to the language specification, and association does not cause an error or misunderstanding, retaining the image of the original meaning and syntactic structure in the translation.Literal translation is to convey the original semantic translation directly, this loyalty to the original meaning of trademark, but often Yu Zai Yuan limitations and pragmatic meaning of elegant trademark. If English trademark Blue Bird (car) awarded the Nobel Prize for literature in the Blue of pantomime Bird Bird Blue, the symbol of happiness. But Chinese "bluebird and inspired our consumer associations, the beautiful blue jays" namely ""." Consumers will soon to tang poetry: "three go without much peng shan this way, after watching", diligent for exploration of birds is peng lai, angel fairyland bluebird translation is the literal translation.Such as China's "Peacock” trademark can not be translated as "Peacock", this is because in western countries peacock is proud,self-content. That can be imagined sales of goods will not be very good. “PRACTIAL COURSEBOOK ON BUSINESS TRANSLATION”(商务翻译务实). “Talk of the devil, and he is bound to appear.” in Chinese means “说曹操曹操到”. They are within similar meaning, but from different cultural. There is an another case “where are the snows of yester-year?”in Chinese means “去年的白雪今何在。

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