英语专业文献综述
英语专业毕业论文文献综述要求和格式
英语专业毕业论文文献综述报告的基本要求文献综述是作者对某一方面问题的历史背景、前人工作、争论焦点、研究现状和发展前景等内容进行评论的论文。
文献综述要求对文献资料进行综合分析、归纳整理，使材料更精练明确、更有逻辑层次；并对综合整理后的文献进行比较专门的、全面的、深入的、系统的论述。
牛顿说过：如果我能比别人看得更远些，那是因为我站在前人肩上的缘故。
对于撰写本科毕业论文来说，一篇好的文献综述就能起到这样的作用。
撰写本科毕业论文需要做好一些基础性的工作。
其一是要了解前人关于这一课题研究的基本情况。
研究工作最根本的特点就是要有创造性，而不是重复别人走过的路。
熟悉前人对本课题的研究情况，可以避免重复研究的无效劳动，可以站在前人的基础上，从事更高层次、更有价值的研究。
其二是要掌握与课题相关的基础理论知识。
理论基础扎实，研究工作才能有一个坚实的基础，否则，没有理论基础，你就很难深入研究下去，很难有真正的创造。
上述两项基础性工作，在文献综述中得到了充分的体现。
文献综述是由学生通过系统地查阅与所选课题相关的国内外文献，进行搜集、整理、加工，从而撰写出综合性叙述和评价的文章。
在文献综述中，要较全面地反映与本课题直接相关的国内外研究成果，特别是近年来的最新成果和发展趋势，也要指出该课题需要进一步解决的问题。
通过文献综述对中外研究成果的比较和评价，不仅可以进一步阐明本课题选题的意义，还可以为本课题组织材料、形成观点奠定基础。
文献综述的写作是本科学生毕业论文创作中一次重要的研究实践活动。
文献综述的写作能反映出学生多方面的能力，其中主要的则是中外文献阅读能力和综合分析能力。
（二）文献综述的基本特征文献是指用文字、图形、符号、声频、视频等技术手段记录知识的载体，是各种资料的总称。
文献综述的基本特征可以概括为下面三点。
第一，综合性。
文献综述是对某一时期同一课题的所有主要研究成果的综合概括。
因此，要尽可能把所有重要研究成果搜集到手，并作认真的加工、整理和分析，使各种流派的观点清楚明晰，不要遗漏重要的流派和观点。
英文文献综述标准范文(精选4篇)
英文文献综述标准范文(精选4篇)
1.如何写英语毕业论文的文献综述
1、论文题目：要求准确、简练、醒目、新颖。
2、目录：目录是论文中主要段落的简表。
（短篇论文不必列目录）
3、提要：是文章主要内容的摘录，要求短、精、完整。
字数少可几十字，多不超过三百字为宜。
4、关键词或主题词：关键
词是从论文的题名、提要和正文中选取出来的，是对表述论文的中心内容
有实质意义的词汇。
关键词是用作机系统标引论文内容特征的词语，便于信息系统汇集，
以供读者检索。
每篇论文一般选取3-8个词汇作为关键词，另起一行，排
在“提要”的左下方。
一篇标准的英语文献综述
一篇标准的英语文献综述A Standard Review of English LiteratureIntroduction:The purpose of this literature review is to provide a comprehensive overview of the existing research on a specific topic in English literature. It aims to analyze and synthesize the findings from various studies, identify gaps in the current knowledge, and propose directions for future research. This review will focus on the major themes, theories, methodologies, and debates within the field of English literature, while also highlighting significant contributions and key scholars in the discipline.Section 1: Historical OverviewTo begin, a historical overview of English literature is necessary. This section will trace the development of English literature from its origins in the medieval period, through the Renaissance, Romanticism, Victorian era, and into the modern and postmodern periods. It will examine the major literary movements, authors, and works that have shaped the field, providing a context for the subsequent sections.Section 2: Major Themes and MotifsThis section will explore the major themes and motifs that are prevalent in English literature. It will discuss the representation of love, loss, nature, identity, social class, gender, and other significant topics in various literary works. Furthermore, it will examine how these themes have evolved and been interpreted by different authors across different time periods.Section 3: Literary Theory and CriticismIn this section, the focus will shift towards the theoretical and critical approaches used in the analysis and interpretation of English literature. It will provide an overview of the major schools of literary theory, such as formalism, structuralism, post-structuralism,feminist theory, and postcolonial theory, among others. The section will also discuss the contributions of key literary critics and their impact on the field.Section 4: Research MethodologiesTo understand the research process in English literature, this section will examine the various methodologies employed by scholars. It will discuss the use of close reading, intertextuality, comparative analysis, archival research, and other research methods in the field. The section will highlight the strengths and limitations of each methodology, providing insights into how researchers approach their studies.Section 5: Debates and ControversiesEnglish literature is not without its share of debates and controversies. This section will explore some of the ongoing discussions and disagreements within the field. It may include debates on the canon, the role of literature in society, the relevance of certain authors or works, and the influence of politics and ideology on literary analysis. The section will present different perspectives on these issues, showcasing the diversity of thought within English literature.Section 6: Significant Contributions and Key ScholarsFinally, this section will highlight some of the significant contributions made by scholars in the field of English literature. It will showcase the groundbreaking research, influential books, and key theories that have shaped the discipline. It will also acknowledge the scholars who have made significant contributions to the field and have become influential figures within English literature.Conclusion:In conclusion, this literature review has provided a comprehensive overview of the major themes, theories, methodologies, and debates within the field of English literature. It has traced the historical development of the discipline, explored the significant themes and motifs, discussed the theoretical and critical approaches, examined research methodologies, and highlighted ongoing debates and significant contributions. Thisreview serves as a valuable resource for researchers and scholars interested in the field of English literature, and it also lays the foundation for further research and exploration of the discipline.。
关于高校专业英语教学研究的文献综述
初中英语深度阅读教学的研究主要集中在以下几个方面：
（1）初中英语深度阅读教学的理论依据和研究方法。该方面的研究主要探讨 深度阅读教学的理论基础和实施方法，为教学实践提供指导。
（2）初中英语深度阅读教学的实践研究。该方面的研究主要是对实际教学案 例进行分析和探讨，总结出深度阅读教学实践中的经验和不足。
高校专业英语教学效果的评估方 法及不足
教学效果的评估是高校专业英语教学的重要组成部分。目前，常见的评估方法 包括考试成绩、平时表现、口语面试等。这些评估方法虽然能够在一定程度上 反映学生的学习效果，但仍然存在一些问题，如考试成绩无法全面反映学生的 实际应用能力、平时表现评价的主观性等。因此，完善高校专业英语教学效果 的评估方法势在必行。
摘要
本篇文献综述对初中英语深度阅读教学进行研究，总结目前的研究现状及不足， 提出未来的研究方向。通过对大量相关文献的搜集、整理和分析，文章介绍了 深度阅读教学的概念和重要性，探讨了初中英语深度阅读教学的研究现状、方 法、成果和不足，并指出了未来研究的方向和创新点。
引言
深度阅读教学是一种注重学生阅读能力和思维培养的教学方式，旨在提高学生 的阅读理解水平、语言表达能力、批判性思维和创造性思维。初中阶段是英语 学习的重要时期，因此，初中英语深度阅读教学的研究具有重要意义。本次演 示综述了目前国内外关于初中英语深度阅读教学的研究现状、方法、成果和不 足，以期为未来的研究提供参考和启示。
二、综述
1、研究现状
近年来，小学英语阅读教学逐渐受到了国内外的。研究内容主要包括教学理论、 教学实践和教学评价等方面。在国内外学者的努力下，该领域的研究成果丰硕。
2、研究方法
对于小学英语阅读教学的研究，学者们采用了多种方法，包括文献研究、实证 研究和个案研究等。文献研究主要从理论层面探讨英语阅读教学的策略和方法； 实证研究则通过课堂观察、问卷调查和访谈等方式，对实际教学情况进行研究； 个案研究则针对典型案例进行分析语深度阅读教学的效果评价研究。该方面的研究主要是对深度阅 读教学的实际效果进行评价和分析，总结出其优势和不足。 3.初中英语深度 阅读教学的不足
英语教育专业毕业论文文献综述
毕业论文（设计）文献综述一、国内外现状传统的教学方式一直是以教师为主导地位的教学，教师讲，学生听，教学模式古板，教学方法落后，师生之间互动很少。
随着新教育体制尊重学生主体地位的提出，倡导课堂上要让学生多发言、多参与，不少学者就做了有关学生学习积极性调动方面的研究。
他们认为积极性是一种主观意识，是个体主动地根据自己的意愿，自己制定的目标而行动，而不是依靠外力推动的行为品质。
黄甫全在《小学教育学》中提到当代的心理研究表明，中小学生具备着一种特殊的、丰富的、可贵的人格特质和情感体验，有着与成人不同的思考方式。
而这种人格特质和情感体验让他们感觉到了自己存在的意义和价值加上与生俱来的好奇心和求知欲让他们具备了发展的潜能，这种潜能使得他们具有了发展的主动性和能动性（2007：69）。
心理专家扬霞在《让孩子学习上瘾的10个法则》中指出，孩子的学习自觉性并不是天生就有的，而是需要后天慢慢培养的，首先要有兴趣和动机（2006：29）。
在学生的学习过程中，与他们关系最紧密的就是教师。
教师在课堂上扮演着多种角色，他们是课堂的组织者，知识的传播者，同时还是学生的辅导员。
除此之外还要充当多种配角。
因此，教师能否将这些角色扮演好直接关系到学生学习的积极性。
我国学者陈琦、刘儒德等人在《当代教育心理学》中就指出教师课堂教学的新颖性、启发性还有灵活性能够调动学生的积极性，同时，他们也提出学习兴趣是学习动机中最活跃的心理成分（2007：233）。
当今，社会教学的主要组织模式仍然是课堂，课堂是完成教学任务和学生学习的主要环境，课堂也是学生与老师接触最多的时候。
因而，课堂对学生的意义非常重大。
但我们都知道一节课的时间是短暂的，那么如何在这短短的时间里调动起学生学习的积极性，让学生较好的完成学习任务就有必要对课堂进行了深入的探讨。
Thomas S.C. Farrell在《Reflecting on Classroom Communication in Asia》中就对课堂的交流模式以及如何促进更有效的交流等方面做了研究。
英语论文文献综述(描述研究现状)
General descriptions of the relevant literature:A considerable amount of literature has been published on X. These studies .... There is a large volume of published studies describing the role of ....The first serious discussions and analyses of X emerged during the 1970s with ....The generalisability of much published research on this issue is problematic.What we know about X is largely based upon empirical studies that investigate how .... During the past 30 years much more information has become available on ....In recent years, there has been an increasing amount of literature on ....A large and growing body of literature has investigated ....General reference to previous research/scholarly activity (usually more than one author) Many historians have argued that .... (eg. Jones, 1987; Johnson, 1990; Smith, 1994) Numerous studies have attempted to explain .... (for example, Smith , 1996; Kelly, 1998; Johnson, 2002)Recent evidence suggests that .... (Smith, 1996; Jones 1999; Johnson, 2001) Recently, in vitro studies have shown that T.thermophylus EFTu can .... (Patel et al., 1997; Jones et al., 1998).Surveys such as that conducted by Smith (1988) have shown that ....Several attempts have been made to .... (Smith, 1996; Jones 1999; Johnson, 2001) Several studies have revealed that it is not just X that acts on ..... (Smith, 1996; Jones ....Several biographies of Harris have been published. Smith presents an .... account, whilst Jones ....Several studies investigating X have been carried out on ....Data from several sources have identified the increased morbidity and mortality associated with obesityPrevious studies have reported .... (Smith, 1985; Jones, 1987; Johnson, 1992). Previous research findings into X have been inconsistent and contradictory (Smith, 1996; Jones 1999, ....A number of studies have found that .... (Smith , 2003; Jones, 2004).Twenty cohort study analyses have examined the relationship between ....At least 152 case-control studies worldwide have examined the relationship between..... Other studies have considered the relationship ....The relationship between X and Y has been widely investigated (Smith, 1985; Jones, 1987, ....The causes of X have been widely investigated (Jones, 1987; Johnson, 1990; Smith, 1994). The geology of X has been addressed in several small-scale investigations and .....Xs have been identified as major contributing factors for the decline of many species (1). X has also been shown to reverse the anti-inflammatory effects of glucocorticoids in murine-induced arthritis (11).I t has been suggested that levels of X are independent of the size of the Y (Smith et al., 1995)It has conclusively been shown that X and Y increase Z (Smith et al., 1999; Jones, 2001 ....It has been demonstrated that a high intake of X results in damage to .... (Smith, 1998; .... Reference to current state of knowledgeA relationship exists between an individual's working memory and their ability to ...... (Jones et al.,1998).GM varieties of maize are able to cross-pollinate with non-GM varieties (Smith, 1998; Jones, 1999).There is an unambiguous relationship between spending on education and economic development (Rao, 1998).X is one of the most intense reactions following CHD (Lane, 2003).MIF has been found to oppose the anti-inflammatory actions of X on Y (Alourfi, 2004). Reference to single investigations in the past: researcher(s) as sentence subjectWang et al. (2004) have recently developed a methodology for the selective introduction of ......Reference to single investigations or publications in the past: time frame prominentIn 1975, Smith et al. published a paper in which they described ....In 1990 Patel et al. demonstrated that replacement of H2O with heavy water led to .... Thirty years later, Smith (1974) reported three cases of Candida Albicans which ....In the 1950s Gunnar Myrdal pointed to some of the ways in which …. (Myrdal, 1957) In 1981, Smith and co workers demonstrated that X induced in vitro resistance to .... In 1990, El-Guerrouj et al. reported a new and convenient synthetic procedure to obtain ....In 1984 Jones et al. made several amino acid esters of X and evaluated them as water-soluble pro-drugs.Reference to single publication: no time frameSmith has written the most complete synthesis to date of ....Reference to single investigations in the past: investigation prominent Preliminary work on X was undertaken by Abdul Karim (1992).The first systematic study of X was reported by Patel et al. in 1986.The study of the structural behaviour of X was first carried out by Rao et al. (1986)..... Analysis of the genes involved in X was first carried out by Smith et al (1983).A recent study by Smith and Jones (2001) involved ....A longtitudinal study of X by Smith (2002) reports that ....A small scale study by Smith (2002) reaches different conclusions, finding no increase in ....Smith's cross-country analysis (2002) showed that ....Smith's comparative study (2002) found that ....Detailed examination of X by Smith and Patel (1961) showed that ....In another major study, Zhao (1974) found that just over half of the ....In a randomised controlled study of X, Smith (2004) reported that ....In a large longitudinal study, Boucahy et al. 2004) investigated the incidence of X in Y. Reference to single investigations in the past: research topic as subjectClassical conditioning was first demonstrated experimentally by Pavlov (Smith, 2002). In his seminal study ....The electronic spectroscopy of X was first studied by Smith and Douglas 1 in 1970 The acid-catalyzed condensation reaction between X and Y was first reported by Baeyer in 1872X formed the central focus of a study by Smith (2002) in which the author found ....X was originally isolated from Y in a soil sample from .... (Wang et al., 1952).The way in which the X gene is regulated was studied extensively by Ho and colleagues (Ho et al. 1995 and 1998).To determine the effects of X, Zhao et al (2005) compared ....Reference to what other writers do in their text (author as subject)Smith (2003) identifies poor food, bad housing, inadequate hygiene and large families as the major causes of ....Rao (2003) lists three reasons why the English language has become so dominant. These are: ....Smith (2003) traces the development of Japanese history and philosophy during the 19th century.Jones(2003) provides in-depth analysis of the work of Aristotle showing its relevance to contemporary times.Smith (2003) draws our attention to distinctive categories of motivational beliefs often observed in ....Smith (2003) defines evidence based medicine as the conscious, explicit and judicious use of .....Rao (2003) highlights the need to break the link between economic growth and transport growth .....Smith (2003) discusses the challenges and strategies for facilitating and promoting .... Toh (2003) mentions the special situation of Singapore as an example of ....Smith (2003) questions whether mainstream schools are the best environment for .... Smith (2003) considers whether countries work well on cross-border issues such as .... Smith (2003) uses examples of these various techniques as evidence that ....Some analysts (e.g. Carnoy, 2002) have attempted to draw fine distinctions between .... Other authors (see Harbison, 2003; Kaplan, 2004) question the usefulness of such an approach.Reference to other writers' ideas (author as subject)According to Smith (2003), preventative medicine is far more cost effective, and therefore better adapted to the developing world.This view is supported by Jones (2000) who writes ....Smith argues that her data support O'Brien's (1988) view that ....As Smith reminds us, ....Elsewhere, Smith has argued that ....Some ways of introducing quotationsIn the final part of the Theses, Marx writes: "Philosophers have hitherto only interpreted the world in various ways; the point ...."Sachs concludes: "The idea of development stands today like a ruin in the intellectual landscape…" (Sachs, 1992a: 156).As Smith argues: "In the past, the purpose of education was to ...." (Smith , 2000:150). As Carnoy (2004: 215) states: "there are many good reasons to be sceptical".Being CriticalAs an academic writer, you are expected to be critical of the sources that you use. This essentially means questioning what you read and not necessarily agreeing with it just because the information has been published. Being critical can also mean looking forreasons why we should not just accept something as being correct or true. This can require you to identify problems with a writer's arguments or methods, or perhaps to refer to other people's criticisms of these. Constructive criticism goes beyond this by suggesting ways in which a piece of research or writing could be improved. ...... being against is not enough. We also need to develop habits of constructive thinking. Edward de BonoIntroducing questions, problems and limitations (theory)One question that needs to be asked, however, is whether ......A serious weakness with this argument, however, is that ......One of the limitations with this explanation is that it does not explain why... .One criticism of much of the literature on X is that ......The key problem with this explanation is that ......The existing accounts fail to resolve the contradiction between X and Y. However, there is an inconsistency with this argument.Smith's argument relies too heavily on qualitative analysis of ......It seems that Jones' understanding of the X framework is questionable.Smith's interpretation overlooks much of the historical research ......One major criticism of Smith's work is that .....Many writers have challenged Jones' claim on the grounds that .......X's analysis does not take account of ..... nor does he examine ......Introducing questions, problems and limitations (method/practice)Another problem with this approach is that it fails to take X into account. Perhaps the most serious disadvantage of this method is that .....Difficulties arise, however, when an attempt is made to implement the policy. Nevertheless, the strategy has not escaped criticism from governments, agencies and academics.One major drawback of this approach is that ......The main limitation of biosynthetic incorporation, however, is ......However, this method of analysis has a number of limitations.However, approaches of this kind carry with them various well known limitations. All the studies reviewed so far, however, suffer from the fact that ....... However, there are limits to how far the idea of/concept of X can be taken. However, such explanations tend to overlook the fact that......However, one of the problems with the instrument the researchers used to measure X was ......Identifying a study's weaknessOffering constructive suggestionsA better study would examine a large, randomly selected sample of societies with ......A much more systematic study would identify how X interacts with other variables that are believed to be linked to ......Highlighting inadequacies of previous studiesMost studies in the field of X have only focussed on ......Most studies in X have only been carried out in a small number of areas.The generalisability of much published research on this issue is problematic.The experimental data are rather controversial, and there is no general agreement about ......Such expositions are unsatisfactory because they .....However, few writers have been able to draw on any structured research into the opinions and attitudes of ......The research to date has tended to focus on X rather than Y.The existing accounts fail to resolve the contradiction between X and Y. Researchers have not treated X in much detail.Previous studies of X have not dealt with ......However, these studies used non-validated methods to measure .....Half of the studies evaluated failed to specify whether ......However, much of the research up to now has been descriptive in nature …. Although extensive research has been carried out on X, no single study exists which adequately covers ......However, these results were based upon data from over 30 years ago and it is unclear if these differences still persist.Introducing other people's criticismsHowever, Jones (2003) points out that .....Many analysts now argue that the strategy of X has not been successful. Jones (2003), for example, argues that .....Non-government agencies are also very critical of the new policies.The X theory has been / vigorously / strongly challenged in recent years by a number of writers.Smith's analysis has been criticised by a number of writers. Jones (1993), for example, points out that ……Smith's meta-analysis has been subjected to considerable criticism.The most important of these criticisms is that Smith failed to note that ......Jones (2003) is probably the best known critic of the X theory. He argues that .….The latter point has been devastatingly critiqued by Jones (2003).Critics have also argued that not only do social surveys provide an inaccurate measure ofX, but the......Critics question the ability of poststructuralist theory to provide ......More recent arguments against X have been summarised by Smith and Jones (1982): Jones (2003) is critical of the conclusions that Smith draws from his findings.。
关于英语专业毕业论文写作的文献综述
关于英语专业毕业论文写作的文献综述引言英语专业毕业论文是英语专业学生在毕业时撰写的具有一定价值的学术性论文。
它是考查英语专业学生大学四年以来所学的英语专业知识的重要方式，也可锻炼学生理论联系实际进行科学研究的能力，是本科学生获得学士学位的重要依据。
目前，我国大部分的院校都要求英语专业本科生必须用英语撰写学位论文，而且对于撰写英语毕业论文基本上没有限制条件，只要考试成绩合格者都可以参加毕业论文的写作。
但是，从有关的调查中显示，英语专业毕业论文质量不高，存在很多的问题。
目前已有很多的学者和教师就英语专业毕业论文写作了一定的研究年，旨在提高学生撰写英语毕业论文的水平。
主要分为两大类，第一类讨论的重点是毕业论文题目的选取，论文的格式等；第二类主要一调查问卷为主，讨论毕业论文存在的问题和解决的对策。
以此为背景，为了让广大学生对英语论文写作有一个更全面的认识，本文就关于英语毕业论文写作的性质和意义，选题策略，英语毕业论文写作中存在的主要问题及对策的文献进行综述。
对于英语毕业论文写作中存在争议的问题，如是否要创新的问题提出了自己的看法。
一、英语专业毕业论文的性质和意义1.英语毕业论文的性质臧学运认为英语专业毕业论文除了具备一般论文的学术特征：学术性（scholarly），规范性（formal）, 创新性(original)之外，必须体现出其英语专业的特色，即专业性（professional）。
就其题材和体裁而言，具有说明和议论的性质，论文讨论的重点应该是与英语的文化，语言，翻译，文学或教学法等相关的专业学术性的话题，专业突出性极强。
其次，论文的论点和论据要具备独创性，可靠性和科学性，要有自己独特的观点，论据需要翔实，材料真实可靠。
当然，论文的结构必须规范，完整一致，语言流畅简练，用词准确，得体，生动，多样。
只有这样，创作出来的论文质量才会高。
2. 英语专业毕业论文写作的意义毕业论文的写作是一个个、非常复杂的过程，它包括很多的步骤，如选题，文献的检索和收集，撰写初稿，修改再到定稿等。
英文文献综述的范文
英文文献综述的范文下面是店铺为大家整理的一些关于“英文文献综述的范文”的资料，供大家参阅。
英文文献综述范文How to Write a Literature Review ?I. The definition of Literature Review文献综述(Literautre Review)是科研论文中重要的文体之一。
它以作者对各种文献资料的整理、归纳、分析和比较为基础，就某个专题的历史背景、前人的工作、研究现状、争论的焦点及发展前景等方面进行综合、总结和评论。
通过阅读文献综述，科研工作者可花费较少的时间获得较多的关于某一专题系统而具体的信息，了解其研究现状、存在的问题和未来的发展方向。
II. The purposes of literature review And Its ComponentsA. The PurposesOn the one hand, it helps you broaden the view and perspective of the topic for your graduation thesis.On the other hand, it helps you narrow down the topic and arrive at a focusedresearch question.B. Its ComponentsThere are six parts in a complete Literature Review.标题与作者(title and author)摘要与关键词(abstract and key words)引言(introduction)述评(review)结论(conclusion)参考文献(references)III. Classification of Source MaterialsHow can we locate the materials relevant to our topics betterand faster? Basically, all these source materials may be classified into four majors of sources.A: Background sources:Basic information which can usually be found in dictionaries andencyclopedia complied by major scholars or founders of the field. Three very good and commonly recommenced encyclopedias are encyclopedias ABC, namely, Encyclopedia Americana, Encyclopedia Britannica, and Collier’s Encyclopedia. There are also reference works more specialized, such as The Encyclopedia of Language and Linguistics for linguistics and TEFL studies. Moreover, you may also find Encyclopedia on the web.B: Primary sourcesThose providing direct evidence, such as works of scholars of the field,biographies or autobiographies, memoirs, speeches, lectures, diaries, collection of letters, interviews, case studies, approaches, etc. Primary sources come in various shapes and sizes, and often you have to do a little bit of research about the source to make sure you have correctly identified it. When a first search yields too few results, try searching by broader topic; when a search yields toomany results, refine your search by narrowing down your search.C: Secondary sourcesThose providing indirect evidence, such as research articles or papers, bookreviews, assays, journal articles by experts in a given field, studies on authors orwriters and their works, etc. Secondary sources will informmost of your writingin college. You will often be asked to research your topic using primary sources,but secondary sources will tell you which primary sources you should use andwill help you interpret those primary sources. T o use theme well, however, youneed to think critically them. There are two parts of a source that you need toanalyze: the text itself and the argument within the text.D: Web sourcesThe sources or information from websites. Web serves as an excellentresource for your materials. However, you need to select and evaluate Websources with special care for very often Web sources lack quality control. Youmay start with search engines, such as Google, Yahoo, Ask, Excit e, etc. It’s agood idea to try more than one search engine, since each locates sources in itsown way. When using websites for information, be sure to take care for theauthorship and sponsorship. If they are both unclear, be critical when you useinformation. The currency of website information should also be taken intoaccount. Don’t use too out information dated for your purpose.IV. Major strategies of Selecting Materials for literaturereviewA. Choosing primary sources rather than secondary sourcesIf you have two sources, one of them summarizing or explaining a work andthe other the work itself, choose the work itself. Never attempt to write a paperon a topic without reading the original source.B. Choosing sources that give a variety of viewpoints on your thesisRemember that good argument essays take into account counter arguments.Do not reject a source because it makes an argument against you thesis.C. Choosing sources that cover the topic in depthProbably most books on Communicative Language Teaching mention WilliamLittlewood, but if this your topic, you will find that few sources cover the topicin depth. Choose those.D. Choosing sources written by acknowledged expertsIf you have a choice between an article written by a freelance journalist onTask-based Teaching and one written by a recognized expert like David Nunan,Choose the article by the expert.E. Choosing the most current sourcesIf your topic involves a current issue or social problem or development in ascientific field, it is essential to find the latest possible information. If all thebooks on these topics are rather old, you probably need to look for information inperiodicals.V. Writing a literature ReviewA. When you review related literature, the major review focuses should be:1. The prevailing and current theories which underlie the research problem.2. The main controversies about the issue, and about the problem.3. The major findings in the area, by whom and when.4. The studies which can be considered the better ones, and why.5. Description of the types of research studies which can provide the basis for the current theories and controversies.6. Criticism of the work in the area.B. When you write literature review, the two principles to follow are:1. Review the sources that are most relevant to your to your thesis.2. Describe or write your review as clear and objective as you can.C. Some tips for writing the review:1. Define key terms or concepts clearly and relevant to your topic.2. Discuss the least-related references to your question first and the mostrelated references last.3. Conclude your review with a brief summary.4. Start writing your review early.VI. 文献综述主要部分的细节性提示和注意事项英文文献主要部分细节提示：引言(Introduction)引言是文献综述正文的开始部分，主要包括两个内容：一是提出问题;二是介绍综述的范围和内容。
英语专业毕业论文文献综述格式
空1行（英文4■■□□□□□□□□□□□□□□□□□□□□□□□□□□□□□□□□□□□文献综述的写法及格式文献综述是对某一方面的专题搜集大量情报资料后经综合分析而写成的一种学术论文，它是科学文献的一种。
文献综述是反映当前某一领域中某分支学科或重要专题的最新进展、学术见解和建议的它往往能反映出有关问题的新动态、新趋势、新水平、新原理和新技术等等。
文献综述与“读书报告”、“文献复习”、“研究进展”等有相似的地方，它们都是从某一方面的专题研究论文或报告中归纳出来的。
但是，文献综述既不象“读书报告”、“文献复习”那样，单纯把一级文献客观地归纳报告，也不象“研究进展”那样只讲科学进程，其特点是“综”，“综”是要求对文献资料进行综合分析、归纳整理，使材料更精练明确、更有逻辑层次；“述”就是要求对综合整理后的文献进行比较专门的、全面的、深入的、系统的论述。
总之，文献综述是作者对某一方面问题的历史背景、前人工作、争论焦点、研究现状和发展前景等内容进行评论的科学性论文。
一、格式与写法文献综述的格式与一般研究性论文的格式有所不同。
这是因为研究性的论文注重研究的方法和结果，特别是阳性结果，而文献综述要求向读者介绍与主题有关的详细资料、动态、进展、展望以及对以上方面的评述。
因此文献综述的格式相对多样，但总有的文献在可靠性及科学性方面存在着差异，因此在引用文献时应注意选用代表性、可靠性和科学性较好的文献。
⒊引用文献要忠实文献内容。
由于文献综述有作者自己的评论分析，因此在撰写时应分清作者的观点和文献的内容，不能篡改文献的内容。
⒋参考文献不能省略。
有的科研论文可以将参考文献省略，但文献综述绝对不能省略，而且应是文中引用过的，能反映主题全貌的并且是作者直接阅读过的文献资料。
总之，一篇好的文献综述，应有较完整的文献资料，有评论分析，并能准确地反映主题内容。
英文文献综述标准范文
英文文献综述标准范文述评(review)结论(conclusion)B: Primary sourcesThose providing direct evidence, such as works of scholars of the field,biographies or autobiographies, memoirs, speeches, lectures, diaries, collection of letters, interviews, case studies, approaches, etc. Primary sources come in various shapes and sizes, and often you have to do a little bit of research about the source to make sure you have correctly identified it. When a first search yields too few results, try searching by broader topic; when a search yields toomany results, refine your search by narrowing down your search.C: Secondary sourcesThose providing indirect evidence, such as research articles or papers, bookreviews, assays, journal articles by experts in a given field, studies on authors orwriters and their works, etc. Secondary sources will inform most of your writingin college. You will often be asked to research your topic using primary sources,but secondary sources will tell you which primary sources you should use andwill help you interpret those primary sources. To use theme well, however, youneed to think critically them. There are two parts of a source thatyou need toanalyze: the text itself and the argument within the text.D: Web sourcesThe sources or information from websites. Web serves as an excellentresource for your materials. However, you need to select and evaluate Websources with special care for very often Web sources lack quality control. Youmay start with search engines, such as Google, Yahoo, Ask, Excite, etc. It’s agood idea to try more than one search engine, since each locates sources in itsown way. When using websites for information, be sure to take care for theauthorship and sponsorship. If they are both unclear, be critical when you useinformation. The currency of website information should also be taken intoaccount. Don’t use too out information dated for your purpose.IV. Major strategies of Selecting Materials for literature reviewA. Choosing primary sources rather than secondary sourcesIf you have two sources, one of them summarizing or explaining a work andthe other the work itself, choose the work itself. Never attempt to write a paperon a topic without reading the original source.B. Choosing sources that give a variety of viewpoints on your thesisRemember that good argument essays take into account counter arguments.Do not reject a source because it makes an argument against you thesis.C. Choosing sources that cover the topic in depthProbably most books on Communicative Language Teaching mention WilliamLittlewood, but if this your topic, you will find that few sources cover the topicin depth. Choose those.D. Choosing sources written by acknowledged expertsIf you have a choice between an article written by a freelance journalist onTask-based Teaching and one written by a recognized expert like David Nunan,Choose the article by the expert.E. Choosing the most current sourcesIf your topic involves a current issue or social problem or development in ascientific field, it is essential to find the latest possible information. If all thebooks on these topics are rather old, you probably need to look for information inperiodicals.V. Writing a literature ReviewA. When you review related literature, the major review focuses should be:1. The prevailing and current theories which underlie the research problem.2. The main controversies about the issue, and about the problem.范围;(2)使用一般现在时介绍背景知识，使用现在完成时叙述他人成果，使用一般将来时或一般现在时简介本文内容;(3)结构力求简洁明了，多用简单句，并列成份较为常见;作者要对大量有关文献进行系统的整理、归纳、对比和分析，在此基础上列出与主题有关的所有重要学术观点，然后分别加以论述，以便读者获得全面的了解。
英语学科方面的文献综述范文3000字
英语学科方面的文献综述范文3000字全文共3篇示例，供读者参考篇1Title: A Literature Review on the English Language SubjectIntroductionEnglish language is one of the most widely spoken languages in the world and is the primary language of communication in many fields such as education, business, and diplomacy. Understanding the significance of the English language, it is essential to explore the various aspects of the English language subject, which would contribute to our knowledge and practices in teaching and learning English. This literature review aims to provide a comprehensive overview of the current research on the English language subject, focusing on its teaching methodologies, learning strategies, and the impact of technology in English language education.Teaching Methodologies in English Language EducationSeveral studies have examined different teaching methodologies in English language education, including the traditional grammar-translation method, communicativelanguage teaching, task-based learning, and content-based instruction. The research suggests that communicative language teaching is the most effective approach to teaching English as a second language, as it focuses on real-life communication and interaction. Task-based learning has also been proven to be beneficial in English language education, as it encourages students to work on meaningful tasks that promote communication and language development.Learning Strategies in English Language EducationResearch on learning strategies in English language education has shown that students employ various strategies to enhance their language learning process. These strategies include cognitive, metacognitive, affective, and social strategies. Cognitive strategies involve the mental processes used by students to understand and remember new information, while metacognitive strategies help students monitor and regulate their own learning. Affective strategies focus on managing emotions and motivation, while social strategies involve interactions with others to improve language skills.Impact of Technology in English Language EducationWith the advancement of technology, there has been a growing interest in incorporating technology into Englishlanguage education. Research has shown that technology can enhance language learning by providing interactive and engaging learning experiences. Online resources, language learning apps, and digital tools have been used to support language learning outside the classroom and enable personalized learning experiences. Virtual reality and augmented reality technologies have also been explored to create immersive language learning environments that simulate real-life situations.ConclusionIn conclusion, this literature review has highlighted the importance of exploring the various aspects of the English language subject, including teaching methodologies, learning strategies, and the impact of technology in English language education. The research suggests that communicative language teaching is an effective approach to teaching English as a second language, while task-based learning promotes language development through meaningful tasks. Students also employ various learning strategies to enhance their language learning process, and technology has the potential to enhance language learning by providing interactive and engaging learning experiences. Further research is needed to explore innovativeapproaches to teaching and learning English language education to meet the diverse needs of learners in the 21st century.篇2Title: Literature Review on Research in English Language TeachingIntroductionEnglish language teaching has been a prominent field of study in the education sector for decades. As the world becomes more interconnected, the importance of English as a global language has increased significantly. This literature review aims to provide an overview of recent research in the field of English language teaching and explore the advancements and challenges facing educators and researchers in this area.MethodsTo conduct this literature review, a systematic search was performed using online databases such as Google Scholar, JSTOR, and ERIC. Keywords such as "English language teaching," "pedagogy," "technology," and "assessment" were used to narrow down the search results. Only peer-reviewed articles published in the last five years were included in this review.Findings1. Technology in English Language TeachingOne of the key themes that emerged from the literature review was the integration of technology in English language teaching. Researchers have explored the use of various technological tools such as online platforms, mobile apps, and virtual reality to enhance language learning. Studies have shown that technology can make learning more interactive and engaging for students, leading to improved outcomes in language acquisition.2. Task-Based LearningTask-based learning has gained popularity in recent years as a more student-centered approach to teaching English. Researchers have highlighted the benefits of using real-world tasks and activities to promote language learning and communication skills. Task-based learning has been shown to be effective in improving students' fluency, accuracy, and confidence in using English.3. Multilingualism and DiversityWith the increasing cultural diversity in classrooms, educators are exploring new strategies to support multilingualstudents in English language learning. Research has shown that embracing students' native languages and cultures can enhance their language acquisition and overall academic performance. Educators are encouraged to adopt a more inclusive approach and create a supportive environment for diverse learners.4. Assessment in English Language TeachingAssessment plays a crucial role in evaluating students' language proficiency and progress in English language teaching. Recent research has focused on innovative assessment methods such as performance tasks, portfolios, and self-assessment tools. These approaches aim to provide a more holistic view of students' language abilities and promote reflective learning practices.Challenges and Future DirectionsDespite the advancements in research in English language teaching, several challenges remain. One of the key challenges is the digital divide, where students from disadvantaged backgrounds may not have access to technology for language learning. Educators need to address this disparity and ensure equal opportunities for all students. Additionally, the growing emphasis on standardized testing in English language teachinghas raised concerns about its impact on teaching and learning outcomes.In conclusion, this literature review has highlighted the recent advancements and challenges in English language teaching research. Educators and researchers are encouraged to continue exploring innovative approaches to enhance language learning and support the diverse needs of students. By addressing the challenges and embracing new technologies, English language teaching can evolve to meet the demands of a globalized world.篇3Literature Review on the English Language Teaching FieldIntroductionEnglish language teaching is a dynamic and constantly evolving field that has undergone significant changes in recent years due to advances in technology and changes in educational practices. This literature review aims to provide an overview of current research and trends in the field of English language teaching, focusing on key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom.Language AcquisitionOne of the central concerns in the field of English language teaching is the process of language acquisition. Researchers have focused on understanding how second language learners acquire English language skills and the factors that influence language learning. Studies have shown that the age at which a learner begins studying English, as well as their motivation and exposure to the language, can impact their language proficiency.Research has also explored the role of individual differences such as cognitive abilities and learning styles in language acquisition. For example, learners who have a strong auditory memory may excel in pronunciation, while those withvisual-spatial intelligence may find it easier to understand written texts. Understanding these individual differences can help educators tailor their teaching approaches to better meet the needs of diverse learners.Teaching MethodologiesTeaching methodologies play a crucial role in English language education, as they determine how language skills are taught and practiced in the classroom. Traditional teaching methods focused on grammar rules and memorization, but recent research has emphasized the importance ofcommunicative language teaching approaches that prioritize meaningful communication and real-world language use.Task-based learning, for example, is a popular approach that involves engaging students in authentic language tasks that help them develop their language skills in context. This approach encourages learners to use English to complete real-world tasks, such as giving presentations or participating in group discussions. Research has shown that task-based learning can improve students' fluency, accuracy, and confidence in using English.The use of technology in language teaching has also transformed the way English is taught in classrooms around the world. Online resources such as language learning apps, virtual classrooms, and interactive multimedia materials have made language learning more accessible and engaging for students. Research has shown that technology-enhanced language learning can improve students' motivation, engagement, and language proficiency.ConclusionIn conclusion, the field of English language teaching is a rich and diverse area of research that continues to evolve as new technologies and teaching approaches emerge. Byunderstanding key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom, educators can better meet the needs of their students and promote effective language learning. Further research and collaboration among educators, researchers, and policymakers are essential to advancing the field of English language teaching and improving language education for learners worldwide.。
经典英文文献综述范文
经典英文文献综述范文English:A classic English literature review typically provides an overview and analysis of key works in a particular field or topic. It often begins with an introduction that outlines the scope and purpose of the review, followed by a discussion of the historical context and the evolutionof the topic. The literature review then delves into a detailed examination of the most influential and significant texts, identifying key themes, arguments, and methodologies employed by the authors. The review also seeks to identify gaps or unresolved issuesin the existing research, and may propose avenues for future exploration in the field. This type of literature review is valuable for scholars and researchers seeking to gain a comprehensive understanding of the state of knowledge in their area of study, and often serves as a foundation for new research projects and critical debates within the academic community.中文翻译:经典的英文文献综述通常提供了一个特定领域或主题关键作品的概述和分析。
英语文献综述的范文
Title: English Literature Review: AComprehensive PerspectiveIn the realm of academic research, the literature review serves as a critical component, particularly in the field of English literature. This paper aims to provide an extensive overview of the significant developments and trends within the discipline, drawing upon a diverse range of sources and perspectives.Firstly, it is essential to recognize the evolving nature of English literature, which has been shaped by various historical, cultural, and societal influences. The early works of Shakespeare, for instance, have been extensively analyzed for their thematic depth andlinguistic intricacies. Modern scholars continue to delve into these classics, offering fresh interpretations that resonate with contemporary audiences.Moreover, the emergence of new literary genres and movements has significantly broadened the scope of English literature. Postmodernism, for example, has challenged traditional narrative structures and perspectives, introducing elements of ambiguity and fragmentation. Thistrend has been explored in numerous studies, highlighting the diverse ways in which authors have responded to and shaped the postmodern era.Furthermore, the intersection of English literature with other disciplines, such as psychology, sociology, and anthropology, has opened up new avenues for research. The exploration of character psychology in literary texts, or the analysis of societal norms and values reflected in literature, are just a few examples of thisinterdisciplinary approach.In terms of methodologies, the literature review has also undergone significant transformations. With the advent of digital technologies and online databases, scholars now have access to vast repositories of information, enabling them to conduct more comprehensive and rigorous reviews. However, the challenge lies in effectively synthesizing and evaluating this vast amount of data.One notable trend in recent years has been the increasing focus on global perspectives in English literature. With the growth of international literary movements and the rise of multiculturalism, scholars arenow more inclined to explore the global dimensions of literary works. This approach not only broadens our understanding of English literature but also promotes cross-cultural understanding and exchange.Moreover, the impact of gender and race on English literature has also been a topic of increasing interest. The examination of how gender roles and racial identities are represented and constructed in literary texts has provided valuable insights into the complex intersections of identity, power, and representation.In conclusion, the literature review in English literature is a dynamic and evolving field that continues to shape our understanding of the discipline. By exploring diverse themes, genres, and methodologies, scholars are able to delve deeper into the rich tapestry of English literature, revealing new meanings and perspectives that resonate with our contemporary world.**英语文献综述：全面视角**在学术研究领域，文献综述是一个至关重要的组成部分，尤其在英语文学领域更是如此。
英语专业毕业论文文献综述样例
英语专业毕业论文文献综述样例参考范文1Distance LearningThis paper will summarize two articles on distance learning and give the author‟s views on the benefits and obstacles of implementing distance-learning in a junior and senior high school learning environment.Jeannette McDonald, in her article: Is “As good as face-to-face” as good as it gets? (2002), raises a very important question as to whether “[the] goal [of online learning should be] to meet existing standards of traditional education”(McDonald, 2002) or “has distance learning, and especially online education opened the door to enhanced strategies in teaching and learning”(McDonald, 2002)? Online learning may just be “doing different things”(McDonald, 2002). What are these different things? Jeannette McDonald claims that “distance education can be a frontier for new methods of communication giving rise to innovative teaching and learning practices that may not be possible in traditional, place-bound education”(2002). The article discusses both the positive and “potential negative impacts of online education”(McDonald, 2002).There are many benefits to using online distance learning environments. Online education is available “anyplace, anytime [for] global communities of lea rners based on shared interests”(McDonald, 2002). Jeannette McDonald claims that “online education [with its] group-based instruction [and] computer mediated communication (CMC) provides an opportunity for new development and understanding in teaching and learning”(2002). CMC encourages “collaborative learning [by not providing] cues regarding appearance, race, gender, education, or social status bestowing a sort of anonymity to participants”(McDonald, 2002). Distance also “permits the expression of emotion (both positive and negative) and promotes discussion that normally would be inhibited. [Y et, this same] text-based [positive aspect of online learning], makes online education more cumbersome and therefore takes more time than face-to-face learning. [In addition,] the sheer bulk of messages can be overwhelming”(McDonald, 2002). The learner only has the written text and no other “non-verbal”(McDonald, 2002) cues. This may confuse the learner and cause “misunderstanding” (McDonald, 2002). The article lists the “seven principles of good practice in undergraduate education” (McDonald, 2004) published in 1987 by the American Association of Higher Education Bulletin. Jeannette McDonald claims that “online education has the potential to achiever all of these practices” (2002). There is a need for quality and standards for distance learning. “In April 2000, the institute of Higher Education Policy produced a study with 24 benchmarks for the success in Internet-based distance education” (The Institute for Higher Education Policy, 2000).Although Jeannette McDonald feels that there are “biases against distance learning programs” (2002), her recommendation is “to take advantage of the potential of online education [by striving] to understand the technology and how it affects human communication and interaction” (2002).“In the road to dotcom in education”(2004), Mark David Milliron deals with a very progressive idea that suggests educators “slow … down from [their] busy lives… to be free to focus first on connecting with learners and connecting them to learning … before [they] end up feeling like [they] are no longer using technology, but are being used by it” (Milliron, 2004). He compares education to a highway where educators are faced with many “road hazards”. MarkMilliron claims that “looking for road hazards on a journey takes concentration [which] is not often practiced by those with a need for speed or those caught up in their competitive drives”(2004). He gives examples of how ridiculous people are becoming when they “strive to stay connected [to cell phones and e-mails at the price of] deep personal connections with [their] family members and friends” (Milliron, 2004). He quotes Dr. Edward Hallowell, who ironically states “how many electronic connections we have today, yet how hard it is for us to form authentic and deep personal connections”(Milliron, 2004). Mark Milliron gives an excellent comparison of how technology has blinded people when he says that they are becoming “more and more like Pavlov‟s dogs: at the ding of incoming e-mails they stop what they‟re doing, salivate, and rush to the screen” (2004). There is pressure to keep up with the times as well as “a cost-of-entry issue regarding technology in education. Without a certain level of technology services and learning options, many students will not consider attending [a certain] institution”(Milliron, 2004). Mark Milliron claims that “any technology has to prove that it will ultimately improve or expand learning” (2004). This will come about if educators “slow down, look around, and get on the road to DotCalm- a place [to] thoughtfully engage and explore all aspects of technology, good, bad, or indifferent; …a place with mindful focus on the people and passions that make life worth living” (Milliron, 2004).The author of this paper has been trying to implement distance learning in both junior and high school environments for the past year. The school has added a platform called “Britannica”to make online learning possible in case of emergency or a teacher‟s strike. The students are not willing to take the time to go in and look up homework assignments and other online learning activities. The author keeps reminding students to add their e-mail addresses to the form but they are unwilling to cooperate. The process is very slow with little results. Some teachers have made these online lessons compulsory for their students. ESL students shy away from online classes. They have expressed fear of having their work viewed by others. Every student has to login to the school site but within a classroom, everyone who takes the class can view the other‟s work. ESL students don‟t see the advantage of learning by sharing. Should online learning be an issue of control or should students be convinced of its value as an authentic learning tool? Fear and a threatening environment don‟t enhance learning according to brain-based learning research. “How students …feel‟ about a learning situation determines the amount of attention they devote to it”(Sousa, 1998). “Positive emotions ensure that learning will be retained” (Lackney, 2002). It‟s very important to discuss with students how they feel about technology and online learning so that they feel good about what they are doing. The author feels that the process of implementing online distance learning is a slow and delicate one. Change will eventually come about but it will take time. As Mark Milliron has said “[let‟s not let] new technology … get in the way of learning” (2004). Let‟s calm down as we “focus first on connecting with learners [and only then begin] connecting them to learning” (Milliron, 2004).参考范文2 Language and GenderWith the general growth of feminist work in many academic fields, it is hardly surprising that the relationship between language and gender has attracted considerable attention in recent years. In an attempt to go beyond “folk linguistic” assumptions about how men and women use language (the assumption that women are “talkative”, for example), studies have focused on anything from different syntactical, phonological or lexical uses of language to aspects of conversation analysis, such as topic nomination and control, interruptions and other interact ionalfeatures. While some research has focused only on the description of differences, other work has sought to show how linguistic differences both reflect and reproduce social difference. Accordingly, Coates (1988) suggests that research on language and gender can be divided into studies that focus on dominance and those that focus on difference.Much of the earlier work emphasized dominance. Lakoff‟s (1975) pioneering work suggested that women‟s speech typically displayed a range of features, such as tag questions, which marked it as inferior and weak. Thus, she argued that the type of subordinate speech learned by a young girl “will later be an excuse others use to keep her in a demeaning position, to refuse to treat her seriously as a human being”(1975, p.5). While there are clearly some problems with Lakoff‟s work - her analysis was not based on empirical research, for example, and the automatic equation of subordinate with …weak‟is problemati c－the emphasis on dominance has understandably remained at the centre of much of this work. Research has shown how men nominated topics more, interrupted more often, held the floor for longer, and so on (see, for example, Zimmerman and West, 1975). The chief focus of this approach, then, has been to show how patterns of interaction between men and women reflect the dominant position of men in society.Some studies, however, have taken a different approach by looking not so much at power in mixed-sex interactions as at how same-sex groups produce certain types of interaction. In a typical study of this type, Maltz and Borker (1982) developed lists of what they described as men‟s and women's features of language. They argued that these norms of interaction were acquired in same-sex groups rather than mixed-sex groups and that the issue is therefore one of (sub-)cultural miscommunication rather than social inequality. Much of this research has focused on comparisons between, for example, the competitive conversational style of men and the cooperative conversational style of women.While some of the more popular work of this type, such as Tannen (1987), lacks a critical dimension, the emphasis on difference has nevertheless been valuable in fostering research into gender subgroup interactions and in em phasizing the need to see women‟s language use not only as …subordinate‟ but also as a significant sub-cultural domain.Although Coates‟ (1988) distinction is clearly a useful one, it also seems evident that these two approaches are by no means mutually exclusive. While it is important on the one hand, therefore, not to operate with a simplistic version of power and to consider language and gender only in mixed-group dynamics, it is also important not to treat women‟s linguistic behavior as if it existed outside social relations of pow er. As Cameron, McAlinden and O‟Leary (1988) ask, “Can it be coincidence that men are aggressive and hierarchically-organized conversationalists, whereas women are expected to provide conversational support?” (p.80). Clearly, there is scope here for a great deal more research that is based on empirical data of men‟s and women‟s speech; operates with a complex understanding of power and gender relationships (so that women‟s silence, for example, can be seen both as a site of oppression and as a site of possible resistance); looks specifically at the contexts of language use, rather than assuming broad gendered differences; involves more work by men on language and gender, since attempts to understand male uses of language in terms of difference have been few (thus running the danger of constructing men‟s speech as the …norm‟ and women‟s speech as …different‟); aims not only to describe and explain but also to change language and social relationships.。
英语专业文献综述Outline（5篇）
英语专业文献综述Outline（5篇）第一篇：英语专业文献综述OutlineOutline 1 Introduction 2 Literature overreview2.1 Peer review2.2 incidental vocabulary acquisition2.3 Peer evaluation and the teacher3 Design of the study4 Results4.1 Students as evaluatees4.2 Students as evaluators5 Discussion6 Conclusion第二篇：英语专业实习报告 intership report outlineOutline for Internship Report1.First PageFirst page should display: Student name and surname, internship start and finish dates, number of internship days, type of internship(production, or design and development), company/institution name.This page should be signed and stamped by the supervisor of the intern student.2.Weekly timetableA weekly timetable where each row in the table corresponding to a day in internship period.Each row should record the date, internship activity on that date.Weekly Schedule should explain the work accomplished each day of the week during the internship period and should contain:•••The department of the organization that the week was and signature of the controlling supervisor for each week The official stamp of the organization.3.A Brief Executive Summary of the InternshipA one page summary of the company/institution and a short account of the major activities carried out during the internship period.4.Table of ContentsContents of the report with page numbers, list of tables, and list of figures.5.Description of the company/institution This section should answer the following questions:5.1.What is the full title of the company/institution? Give a brief history of the company, fullmailing address and relevant web links.5.2.What is the type of ownership of the company/institution? State the main shareholders andtheir shares.5.3.What is the sector that the company/institution operates in? Specify the products and servicesproduced and offered to its customers.5.4.Who are regarded as the customers of your internship company/institution(consider the endusers, retailers, other manufacturers, employees, etc.)?5.5.Provide an organization chart of the company, along with information on the number ofemployees.5.6.Provide a list of functions performed by the mechanical engineers in the internshiporganization.6.Internship activitiesThis is the main body of your report.You should present the activities performed during the internship period.Please refer to “” document for the types of analysis and inquiries that you should be perfo rming during “Production”, and “Design and Development” internship.7.An assessment of the internship In this section you should answer the following questions7.1.What skills and qualifications you think that you havegained from the internship?7.2.What kind of responsibilities you have undertaken during the internship period?7.3.How do you think the internship will influence your future career plans?7.4.How do you think the internship activities that you carried out are correlated with yourclassroom knowledge?8.Conclusions of the reportThis section should include:• A summary of key conclusions derived from the internship experience.• General observations about the sector in which your internship company/institution operates9.Appendices and supplementary material(charts, graphs, pictures, computer codes, etc.)10.ReferencesRules for writing the internship report:••••••You do not have to provide a day-to-day diary of the internship activities.Do not write theoretical excerpts from textbooks!Describe what you exactly did there and what experiences you have gained throughout your training.The internship report should be between 15-20 pages and written to “Training Program Diary” which can be provided from the university bookstore.The internship report should be written in handwriting, and each page should contain about 25 lines.The internship report should be original, no photocopies areaccepted.You can include graphs, pictures, data, drawings, or design calculations in your report;however they should not cover more than 1/3 of the rger graphs, pictures, data, drawings, or design calculations should be given as an Appendix.第三篇：Outline 4Social Movements of the 1960sI.Background---Greensboro Sit-in(格林斯博罗静坐)On February 1, 1960, 4 freshmen from a black college in Greensboro, North Carolina(北卡罗莱纳州), sat down at a department lunch counter and ordered coffee.When refused, they continued to sit at the counter, openly defying the segregation law prevailing in the state.The next day, more students joined them.Thus began the civil rights movement(黑人民权运动), which spread from the south to the ter, this quiet “sit-in” became the major nonviolent direct action tactics to be used by black civil rights activists.*The civil rights movement, and the youth anti-war, and the women’s liberation movements had long roots in United States history.（黑人民权运动、青年反战运动以及后来的妇女解放运动都深深地植根于美国历史之中）II.Definition---One professor argues that “a social movement is a type of behavior in which a large number of participants consciously attempt to change existing institutions and establish a new order of life.”---Two basic characteristics of all social movements: “structure”(有组织)and “spontaneity”（自发性）---Other necessary parts of a social movement are:1.a social base of people 人这一社会基础2.a “message” or ideology 思想体系3.the ability to spread the message and get more supporter 传播思想和得到更多支持者的能力III.The Civil Rights Movement---One of the most important of all social movement in the 1960s U.S.history.Rosa Park’s(罗莎•帕克斯)spontaneous action(自发行为)in 1955 was believed to be the true beginning of the civil rights movement.The black students’ sit-in at a department lunch counter in North Carolina touched off(触发，激起)the nationwide civil rights movement.During the first half of the decade, civil rights organizations like SNCC(the Student Nonviolent Coordinating Committee学生非暴力统一行动委员会), CORE(the Congress of Racial Equality争取种族平等大会), and SCLC(the Southern Christian Leadership Conference南部基督教领导联合会)struggled for racial integration by providing leadership, tactics, network and the people.In the latter half of the decade, some black organizations changed their nonviolent tactics, and emphasized on more radical means to end discrimination and raised the self image of the blacks.The civil rights movement produced such great leaders as Martin Luther King, Jr., and Malcolm X, who inspired a generation of both blacks and whites to devote their lives to fighting for racial equality in the U.S.---Montgomery Bus Boycott蒙哥马利抵制公交车隔离政策运动In December 1995, Rosa Parks, a NAACP（National Association for the Advancement of Colored People(美国)全国有色人种协进会）member in Montgomery Alabama, refused to give up herseat to a white man on a public bus.Alabama law required that blacks sit at the back of the bus, and when asked, surrender their seats to whites.Mrs.Parks was arrested.Local black leadersdecided to boycott the city’s bus system.Black people in th e city spontaneously began to boycott the bus system refusing to ride on public buses.In the year long Montgomery bus boycott, blacks young and old, walked to work.With the bus company near bankruptcy, and the aid of a 1956 Supreme Court decision, Montgomery blacks triumphed.In fact, the boycott was believed to be the true.---Direct Action Tactics直接行动策略When the civil rights movement began, non-violent direct action tactics like “sit-ins” and “freedom rides”(自由乘车运动), voter registration(投票者登记).Later, anti-war activists added “teach-ins” on college campuses,（(大学师生举行的）时事宣讲会，讨论会，辩论会)to educate people about the war in Vietnam as well as protest marches and rallies and etc.---Martin Luther King, Jr.Martin Luther King, Jr., an Atlanta-born Baptist minister(浸礼会牧师), was the leader of the Southern Christian Leadership Conference during the civil rights movement of the 1960s.To promote his philosophy of nonviolent protest against segregation and other kinds of social injustice, King organized a series of “marches”, incl uding the March on Washington of August, 1963, when King delivered his famous “I have a Dream” speech.As a civil rights leader, King worked not only to end racial discrimination（种族歧视）0and poverty, but also to raise the self image of the blacks.Due to his strong belief in nonviolent peaceful protest, King was awarded the Nobel Peace Prize in 1964.He was assassinated in the city of Memphis(孟斐斯)in April 1968.---Contrary to King’s nonviolent tactics, Malcom X(马尔科姆•艾克斯)spoke in favour of black separatism(分离主义)and against nonviolence in fighting racial discrimination.---Some of SNCC(学生非暴力统一行动委员会)members thought they needed a strong leader rather than collective leadership.In 1965, theyelected a new chairman, Stokeley Carmichael(斯托克利•卡迈克尔)who spoke about Black Power.*The most notorious terrorist group against black civil rights workers in the South was known as Ku Klux Klan三K党*Those who worked in the civil rights movement included Negro leaders, black and white young people, and some professionals and some housewives.IV.The Youth Movement *Many young people were involved in the social movements of the 1960 because they resented traditional white male values in U.S.society.---Free Speech MovementMario Savio(马里奥•萨维奥), a student who had just returned from working with SNCC in the Mississippi Freedom Summer, took off his shoes and stood on top of the police car.He demandedthat the CORE worker be freed and the rules against free speech be changed.The students sat around the car for 32 hours in spontaneous, nonviolent, direct action.Other students “sat-in” at the administration buildings and organized “Free University” classes.The California governor called hundreds of police to the campus.800 students were arrested.Graduate students organized a strike and closed the university.The teachers and professors voted to change the rule that violate the 1st and 14th Amendments.The young people’s “Free Speech Movement” began with success.---“counter culture”(反主流文化)In the wake of the Free Speech Movement and the New Left appeared a phenomenon that historians called the “counter culture”.The Counter Culture rejected capitalism and other American principles.They had morals different from taught by their parents.Some groups of youth tried to construct different ways of life.Among the most famous were the hippies(嬉皮士).They sought new experience through dropping out, drugs.But it was music, rock music in particular, that became the chief vehicle for the counter cultural assault on traditional American society.The counter culture exerted a great influence upon people’s attitudes toward social mores, marriage, career, and success.---The Anti-War Movement(against the war in Vietnam) V.Women’s Liberation MovementThe women’s movement in the 1960s was started by three groups of women and an accident.---1.a group of professional women who were appointed to a Commission on the Status of Women(妇女地位委员会)by President Kennedy in 1961.---2.white housewives and mothers who read Betty Friedan’s(贝蒂•弗里丹)book, The Feminine Mystique《女性之迷》, published in 1963.---3.young activists(激进主义分子, 行动主义分子)in the civil rights and anti-war movements.NOW((美国)全国妇女组织) ---With the publication of The Feminine Mystique in 1963, Betty Friedan became the chief spokesperson of the Women’s Liberation Movement.In her book, she compared the American family, or the American society as a whole, to a “comfortable concentration camp”, where women were discriminated against and oppressed.In 1966, she helped to found the National Organization for Women(NOW).A reform organization, NOW battle d for “equal rights in partnership with men.”Canada: The Country and its PeopleI.A brief introduction of Canada(the geography, population, culture, economy, languages etc.)1)the 2nd largest country in size with a small population,2)has spectacular scenery of mountains, oceans, forests and prairies3)has a lively and rich culture4)one of the Big Seven(US, UK.Germany, France, Japan, Italy and Canada)in economy;has the best standards of living5)most Canadians live in the south of the country, along the 49th parallels(纬度)6)two official languages: English and French7)first become a political entity(政治实体)in 1867 and did not assume its present shape until 1949(直到1949年才具有目前的规模)(National Day: July 1st)II.The Canadian identity---It refers to something which is distinctively Canadian, which is different from other countries, and which is the very reason for making Canada so special.For example, two official languages of English and French can be considered as part of the Canadian identity.III.The regions of Canada---Motto: Canada stretches “from sea to sea” with the Pacific Ocean along the west coast and the Atlantic Ocean on the east coast---share with the U.S.the longest undefended national border in the world(加拿大和美国共享着世界上最长的不设防国界), a symbol of their good relations---consists of 10 provinces and 3 territories1.The north region of Canada---Canada extends up north into the Arctic Circle(北极圈)to the North pole.The north is a scarcely populated area of ice and oceans，which is sometimes called “the Land of the M idnight Sun”（午夜太阳之地）.This region is currently divided into three administrative territories—the Yukon(育空地区), the Northwest Territories and Nunavat（努勒维特地区a territory carved from eastern part of the original Northwest Territories in 1999）.And most of the inhabitants are Aboriginal people.The traditionaleconomy in this region was based on hunting and trapping animals for food and pelts, but now oil and gas deposits are also being developed.2.the west（西部1省）---the western-most province is British Columbia(布列颠哥伦比亚省)with 3 major mountain ranges running through it, among which the largest in ke Louise(路易斯湖), located in the Rockies, is the most famous image of the Canadian landscape （加拿大风景最突出的代表）.BC is Canada’s 2nd largest producer of hydroelectric power.However, its main economic mainstay(支柱)is its forests.It has the most valuable forestry industry.3.The Prairies(草原3省)---The prairie provinces of Alberta(阿尔伯塔省), Saskatchewan(萨斯喀彻温省)and Manitoba(马尼托巴省）lie east of the Rockies(落基山脉).The prairies are flat and featureless and have a harsh continental climate.They are called the breadbasket(胃, 腹）of Canada because the land is well-suited to farming, and wheat is one of the biggest agricultural crops in this area.The prairies are also rich in energy resources.4.Central Canada(2省)---Central Canada, Ontario(安大略省)and Quebec（魁北克省）, are the parts of the country that were first settled.They are the industrial heartland of the country and are also the most densely populated provinces.They have the largest cities like Tor onto in Ontario, and the country’s 2nd largest city Montreal(蒙特利尔)in Quebec.The capital of the country Ottawa is also in Ontario.5.The Maritimes（滨海诸省：4个省）(the Atlantic regions)---The Atlantic provinces of New Brunswick(新不伦瑞克省), Nova Scotia（新斯科省the first part of Canada to be settled in 1604）, Prince Edward Island（爱德华太子岛省）andNewfoundland（纽芬兰省the last province to join Canada in 1949）are also known as the Maritimes.They are small in population and largely rely on the fishing industry for their economic wealth.They are rich in farming and forestry products and are quite popular tourist attractions.IV.The history1.the First Nations(the Aboriginal people)---the native Indians with rich cultures and highly developed societies.2.European settlement in Canada---Settlement by European began in the 17th century.French colonists first settled Canada.The earliest major settlements were established in Nova Scotia in 1604 and Quebec in 1608.During earlier settlements, the French set the Company of New France and Britai n founded the Hudson’s Bay Company to facilitate trade.3.In 1867 Canada was born when Quebec, Ontario, New Brunswick and Nova Scotia all join together into a confederation.The Government and Politics of CanadaI.Canada’s political system1.Canada’s politic al system was greatly influenced by the two major foreign forces: Britain and America.2.American ideas influenced the Canadian system to some degree.For example, freedom of speech and freedom of information are much valued in contemporary Canada.So, Canadian society appears to be similar to American society, but they are different.While the US was founded on the idea of individualism---Americans aspire to “life, liberty and the pursuit of happiness”---Canadians chose to found a nation based on “peace, order and good government”.In other words, for Canadians, the well-being and liberty of individuals must sometimes be sacrificed for the greater good of the community.3.Canadian society allows a highdegree of tolerance of different values and customs.4.To find a workable balance between community and individual rights has been the central concern of Canadian policy-makers.5.It attempts to reconcile the two communities of English-speaking Canada and French-speaking Canada.II.Canada’s system of government1.based on the British system of parliamentary democracy, referred to as “Westminster-style” democracy英格兰东南部大伦敦的一个市区，位于泰晤士河岸。
英文文献综述(推荐文档)
外文文献Human Resource Management System as a tool at this stage is mainly used in the management of human resources to deal with all the quantitative issues such as employee time and attendance, payroll calculations are relatively common, there are some normative management, such as personnel files directory specification, identification of the labor contract situation real-time monitoring and so on, these are the premise down standardized quantitative management, management more standardized, dynamic, procedures, and management is greatly reduced manual work routine occupation human resource managers the proportion of time, improve the efficiency of human resource management, which is the primary objective of many companies to introduce human resource management system.As market competition intensifies, the needs of enterprise development, the use of information technology is only used to process these quantitative problem is far behind, the more important is adequate to IT and existing information combined with the use of certain the mathematical model of creative strategic analysis and forecasting, as its core business enterprises to provide forward-looking strategic planning, to enable enterprises to gain the initiative in the market competition. For example, employees of professional and technical personnel structure echelon analysis and forecasting of the core business of talent flow analysis and forecasting, etc., and the result of intelligence for business decision to provide alternative solutions based on the analysis. This is the main reason many companies urgently exploitation of human resources management information system.A good human resources management information system should first be the perfect blend of advanced management technology and information technology, which requires human resource managers must master the modern human resources management system, professional system of content and business processes, digestion and absorption of advancing human resource management concept, it can be interpreted in the software to optimize and standardize the entire contents of the energy flow of human resource management, human resource management department become information technology, standardization, personalized management platform. In addition, a reasonable and sound human resources management information system should also be able to take advantage of the wealth of information stored in the system, to provide fast, convenient and various statistical analysis for the HR department, and thus able to provide human resources to achieve corporate strategic objectives elements of decision support.With the development of computer technology, database technology, network technology, communication technology, establish a "ready, timely, uniform, efficient, safe," the human resources management information system has become possible, but also for the full range of human resources, dynamic management provided the conditions. On the one hand, it can be done to change the majority of companies today use multiple systems at the same time the situation and overcome the existing sub-professional information system information can not be shared weaknesses, human resources information management more scientific and standardization. On the other hand, can be done to meet the multi-level, require non-professional management, human resource managementinformation across the enterprise even wider range of shared, thus saving labor costs and improve efficiency. In addition, employees can do for self-service, human resources management has become relatively open from the previous closing. Hysteresis management becomes advanced and more. These benefits certainly can improve the human resources department of the highest corporate decision-makers as well as the quality of service of the staff, and the entire staff can participate in human resource management activities in the past.(A) improve the efficiency of human resource management.1. data sharing capabilitiesHuman resources management, including many aspects, such as staff management, labor management, appointment management cadre, staff training management, insurance planning, management, and so on. Establishment of a Human Resources Information System, as long as the employee information management department staff input into the computer, other departments can directly query and use, to achieve data sharing.2. Quick search functionHR information system on the basis of established data sharing, employee information can be linked, the staff only need to enter the employee's name, you can quickly find all kinds of useful information staff through print directly to obtain the necessary information.3. to achieve accurate information inquiriesIn the absence of established human resources information systems, employee information is scattered established, resulting in a work inconvenience. And as a result of the establishment of the human resources information system so that employees the information is unique, there is parity function while entering information, check discrepancy does not arise, ensuring the accuracy of the information inquiries.4. to achieve flexibleHuman resources management requires a lot of statistical reports, generate each report, you need at least one to two weeks. Human resources information systems usually accumulate information data, you can generate the required reports in minutes, easy to grasp the human resources department about the situation.(B) specification of information sources of the modern human resource management human resource management, mutual exchange of information between both. Therefore, in the establishment of human resources management information system, to consider a unified data source, unified data type, a unified coding standard, so that the whole system of data transfer in the network, data conversion to normal operation. This further standardize the source of corporate human resources information management, human resources management information also gradually move closer to international standards.(C) regulate the flow of human resources managementModern and efficient human resource management must develop a clear division oflabor in general, the effective management on the basis of the division of labor.Although the human resources information management system is a management tool, but its program of management, human resource management processes can be standardized, you can make the management of the program in the past has become blurred clarity, so that more perfect human resource management system, regulatory agencies more reasonably stable, manage data more scientific integrity.(D) for business leaders to provide effective services DecisionHuman resources management randomness is sometimes necessary to provide timely and accurate data. Due to human resource information system database data is modified at any time, to maintain full use of human resources information systems to share information. Therefore, you can easily, quickly and accurately from many sides, comprehensive analysis of human resource information, and to provide reliable data basis for leadership decision-making, thereby reducing the blindness of leadership decisions.人力资源管理系统作为一种工具，现阶段主要是在人力资源管理中用来处理所有定量的问题，比如员工考勤、薪酬计算是比较常用的，还有一些规范性的管理，如人事档案目录的规范、劳动合同鉴定情况的实时监控等等，这些都是在定量的前提下来规范管理，使管理更加标准化、动态化、程序化、与手工管理比较大大降低了例行性工作占用人力资源管理人员时间的比例，提高了人力资源管理部门的工作效率，这也是许多企业引入人力资源管理系统的首要目的。
英文毕业论文文献综述的写法及范文
英文毕业论文文献综述的写法及范文文献综述要求：1). 文献综述所用文字---- 英语；2). 文献综述的字数------ 不少于1500字；3). 文献综述的参考文献篇数不得少于10篇,其中英语原版文献2-3篇；4). 文献综述要求中心明确,有逻辑性,前后连贯,而不是将各种摘录放在一起；建议各位老师让学生在写文献综述前先写一份大致的提纲，帮助他们理清自己的思路.文献综述的写法及范文文献综述是对某一方面的专题搜集大量情报资料后经综合分析而写成的一种学术论文，它是科学文献的一种。
文献综述是反映当前某一领域中某分支学科或重要专题的最新进展、学术见解和建议，它往往能反映出有关问题的新动态、新趋势、新水平、新原理和新技术等等。
要求同学们学写综述，至少有以下好处：①通过搜集文献资料过程，可进一步熟悉文献的查找方法和资料的积累方法；在查找的过程中同时也扩大了知识面；②查找文献资料、写文献综述是进行科研的第一步，因此学习文献综述的撰写也是为今后科研活动打基础的过程；③通过综述的写作过程，能提高归纳、分析、综合能力，有利于独立工作能力和科研能力的提高；④文献综述选题范围广，题目可大可小，可难可易，可根据自己的能力和兴趣自由选题。
文献综述与“读书报告”、“文献复习”、“研究进展”等有相似的地方，它们都是从某一方面的专题研究论文或报告中归纳出来的。
但是，文献综述既不像“读书报告”“文献复习”那样，单纯把一级文献客观地归纳报告，也不像“研究进展”那样只讲科学进程，其特点是“综”，“综”是要求对文献资料进行综合分析、归纳整理，使材料更精练明确、更有逻辑层次；“述”就是要求对综合整理后的文献进行比较专门的、全面的、深入的、系统的论述。
总之，文献综述是作者对某一方面问题的历史背景、前人工作、争论焦点、研究现状和发展前景等内容进行评论的科学性论文。
写文献综述一般经过以下几个阶段：即选题，搜集阅读文献资料、拟定提纲（包括归纳、整理、分析）和成文。
英文毕业论文文献综述的写法及范文
英文毕业论文文献综述的写法及范文文献综述要求：1). 文献综述所用文字---- 英语；2). 文献综述的字数------ 不少于1500字；3). 文献综述的参考文献篇数不得少于10篇,其中英语原版文献2-3篇；4). 文献综述要求中心明确,有逻辑性,前后连贯,而不是将各种摘录放在一起；建议各位老师让学生在写文献综述前先写一份大致的提纲，帮助他们理清自己的思路.文献综述的写法及范文文献综述是对某一方面的专题搜集大量情报资料后经综合分析而写成的一种学术论文，它是科学文献的一种。
文献综述是反映当前某一领域中某分支学科或重要专题的最新进展、学术见解和建议，它往往能反映出有关问题的新动态、新趋势、新水平、新原理和新技术等等。
要求同学们学写综述，至少有以下好处：①通过搜集文献资料过程，可进一步熟悉文献的查找方法和资料的积累方法；在查找的过程中同时也扩大了知识面；②查找文献资料、写文献综述是进行科研的第一步，因此学习文献综述的撰写也是为今后科研活动打基础的过程；③通过综述的写作过程，能提高归纳、分析、综合能力，有利于独立工作能力和科研能力的提高；④文献综述选题范围广，题目可大可小，可难可易，可根据自己的能力和兴趣自由选题。
文献综述与“读书报告”、“文献复习”、“研究进展”等有相似的地方，它们都是从某一方面的专题研究论文或报告中归纳出来的。
但是，文献综述既不像“读书报告”“文献复习”那样，单纯把一级文献客观地归纳报告，也不像“研究进展”那样只讲科学进程，其特点是“综”，“综”是要求对文献资料进行综合分析、归纳整理，使材料更精练明确、更有逻辑层次；“述”就是要求对综合整理后的文献进行比较专门的、全面的、深入的、系统的论述。
总之，文献综述是作者对某一方面问题的历史背景、前人工作、争论焦点、研究现状和发展前景等内容进行评论的科学性论文。
写文献综述一般经过以下几个阶段：即选题，搜集阅读文献资料、拟定提纲（包括归纳、整理、分析）和成文。
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英语专业文献综述The Standardization Office was revised on the afternoon of December 13, 2020Y i b i n U n i v e r s i t y2015届本科毕业论文文献综述题目_翻译目的论指导下的英语介词汉译策略研究二级学院外国语学院专业英语学生姓名简汝梦学号年级 2011级指导教师徐文英职称讲师年月日文献综述翻译目的论指导下的英语介词汉译策略研究Study on the Translation Strategies of English PrepositionsBased on Skopos Theory摘要：英语介词使用频率高，搭配能力强，含义灵活，因此在翻译中属于比较难以处理的一种词类。
目的论论者认为翻译是有明确的目的和意图，在译者的作用下，以原文文本为基础的跨文化的人类交际活动。
目的论以文本目的为翻译过程的第一准则，目的决定了译者需要采用何种翻译策略和方法。
目的论的提出为英语介词的汉译提供了可靠的指导。
本文将目的论引入到介词翻译中，认为在目的论原则的指导下，英语介词的汉译可通过加词、减词、分译、转译等策略来达到较好的翻译效果以及更好地实现翻译目的。
关键词：英语介词；翻译；目的论导言：随着时代的发展，以及中国入世的大好形势的出现，汉语与英语在世界上似乎显得同等重要，所以将这两种语言互相转化是我们越来越重要的任务。
在英语中，英语介词数量不多，但其构成的介词短语在英语中的出现频率很高，功能多样且位置灵活，对构成句子具有重要作用，因此对于英语介词的翻译策略问题一直深受广大翻译学者的关注。
目的论以文本目的为翻译过程的第一准则，目的论者认为翻译是一种有目的的活动，目的决定了译者需要采用何种翻译策略和方法，即“目的决定论”。
目的论的提出为英语介词汉译提供了有效的指导。
因此，译者若能熟练掌握翻译目的和翻译方法，则能译出高质量的译文。
鉴于此，本文先是阐述各大专家对于英语介词翻译以及翻译目的论的已有研究和探索，并结合笔者自己的观点加以评述；然后以此综述在翻译目的论指导下研究英语介词的汉译策略是个切实可行的手段；最后预测此观点的发展前景一定是光明受欢迎的。
历史发展：对于翻译目的论的发展历程，笔者在总结各前辈的资料中得出：在20世纪70年代，功能主义翻译理论兴起于德国，其四大代表性人物及其理论是: 凯瑟林娜·赖斯(Katharina Reiss)的功能主义翻译批评理论(functional categoryof translationcriticism)，即文本类型理论(始见于赖斯1971年出版的《翻译批评的可能性与限度》)他把能范畴引入翻译中，发展了以原文与译文功能关系为基础的翻译批评模式，从而提出了功能派理论思想的雏形; 汉斯·弗米尔(Hans Vermeer)的功能主义翻译目的论(functional skopos theory of translation); 赫尔兹一曼塔利(Holz-M anttri)的翻译行为理论(theory of translation action);克里斯汀娜·诺德(Christiane Nord)对功能派各学说进行了梳理, 提出了翻译功能加忠实理论(function plus loyalty theory of translation)从而完善了该理论。
现状分析：翻译目的论现在已经发展了成为了一个比较成熟的理论，广泛运用于各类翻译实践当中。
弗米尔的功能主义翻译目的论是其中最主要的理论,费米尔提出“翻译目的论”,将翻译定义为跨文化交际的一个次范畴，其预期目的是整个翻译活动的出发点并决定翻译的方法和策略，在翻译活动中，文本功能和文本接受者应处于优先地位，译者起重要作用。
段自立在《翻译目的论介评》中认为，根据目的论，所有翻译都应遵循三个法则：目的法则、连贯性法则和忠实性法则。
目的法则是目的论的最高法则，决定翻译过程的最主要因素是整体翻译行为的目的，即“目的决定手段”。
(Duan 82) 李智勇在Comparative Study of Chinese Bible Translations from the Perspective of Skopos Theory指出，连贯性法则指的是译文必须能让读者理解并在译语文化及使用译文的交际环境中有意义。
(Li 115) 同时，王小曼和赵慧君在Skopos theory in translation studies中还指出忠实性法则指的是译文应该忠实于原文。
(Wang, Zhao 360) 由此，笔者认为目的法则作为所有翻译法则的首要原则，是我们在翻译过程中必须给予高度重视和运用的原理，对指导英语介词的翻译亦是如此。
目前大家对英语介词的翻译这一块的研究主要停留在对英语介词的定义，特点，以及一些简单的翻译策略上，有些介词的翻译侃侃而谈、空洞乏味，缺乏一定的理论支撑，由此误导了一些读者对文本正确意思的理解，使读者读译本时疑惑不解。
正如顾玉莲在《轮机英语中介词的语义动化》中曾指出，英语和汉语属两种不同的语言体系，在语音、词汇、句法乃至修辞诸层面上有显着差别。
然而两种语言体系均有介词类。
(Gu 66) 冯丽在《谈英语介词的翻译》中谈到“介词((Preposition)又译作前置词，是指用在名词，代词及某些名词性词组的前面，同它合起来组成介词结构，表示动作或行为的方向、对象、处所、时间等的词。
”（feng 28）英汉两种语言的介词从内容到形式、从特性到用法都有一定的差异性。
了解这种差异性，能使我们对英汉的组织结构有更深刻的认识，从而有助于我们挖掘隐藏在句子表面组织后的深刻的语言哲学问题，也能为我们运用这些规律解决实践中汉英翻译打开思路，具有十分重要的研究价值和实践意义。
许庆庆在英语《介词的分类及翻译法浅析》中谈到英语没有发达的词形变化，是介词起着广泛的联系词语的作用。
介词独立的时候几乎没有意义可言，只有处于某种关系中时，才有意义，因此介词常被称为虚词。
它用来表明名词或代词与其他句子成分的关系，不能单独作句子成分。
(Xu 78) 笔者也认为多数介词的含义十分灵活，在不同语言环境中，一个介词可以多义多用，对组成英语句子有着很重要的作用。
因此，对英语介词的正确恰当翻译格外重要，对提升整篇文章的翻译效果具有重要意义。
广览各位前辈的文献，于艳红、杨喜存等人分别在《英语介词及其翻译》和《关于英语介词翻译的几个问题》中对英语介词的翻译主要提出了以下翻译策略: 一、加译。
所谓加译，是指在翻译介词时添加一些词，所加之词不是无中生有，而是根据原文介词的含义加以补充。
二、省译。
不译是在忠实于原文内容的前提下省掉不必要的词，使译文更简洁，更合乎译文语言规范，决不是任意省略或删减某些介词或介词短语。
（Yu 118）三、反译。
将介词(介词短语)译成否定式正说反说的变换是翻译中变通说法以利行文的重要手段。
英语中除了一些具有明显的反说词义的介词(如without, despite, except,等)外，很多介词(介词短语)都可能有反说式，如after a while不久。
四、转换翻译。
转换翻译是指将英语介词转换译为其他词类：1，介词转译为动词。
连淑能教授在其《英汉对比研究》一书中指出:汉语介词大多是从动词“借”来的，严格地说，现代中国语根本就没有真正的介词。
而这一点使英语中一些动词性很强的动态介词，如across(横过)，against(反对)，along沿着)，into(进入)，through(通过)，off(离开)等等得以直接转译，而丝毫不失其本来含义。
2，介词转译为连词。
介词是同其宾语构成介词短语在句中发挥作用的。
如果介词短语是表示原因、条件、伴随状况等用法的静态动词时，按其搭配关系及使用的具体场合，有时可译成汉语中的连词“和、同、与、由于、因为、如果、虽然、当……时”等。
3，介词转译为形容词或副词。
英语中放置在名词之后，对于名词起修饰限定作用的静态介词短语常译为形容词。
（Yang 6）趋向预测：这一系列关于翻译目的论和英语介词的翻译问题的研究具有一定的科学依据和指导意义，让大家对翻译目的论的认识和掌握介词的翻译技巧有一定的指引和借鉴。
并且，笔者相信在接下来的发展进程中，对翻译目的论的认识和英语介词汉译的研究一定会更加深入，理论联系实际，将翻译目的论和英语介词的汉译策略相结合，相得益彰，形成更完美的体系。
总结：以上关于英语介词的汉译法研究颇具有指导意义，但笔者认为，以目的论为指导对英语介词的翻译进行研究的文章并不多，同时英语介词本身所带有的特点和其较强的专业性使得不少译者的译文在满足读者需求这一目的方面不太令人满意。
因此，这一角度的研究具有一定的意义。
本文拟探讨目的论视角下英语介词的汉译。
文章将在前人研究基础上，对英语介词的特点和功能进行总结，并结合实例，对其进行分析，进而论证：翻译过程中可能涉及到增译、省译、转译等方法，只要能达到文本的预期目的都是可的行和有建设性的。
这体现了目的论的核心原则“结果决定方法”。
笔者希望通过以上各种分析，使译者了解到目的论在英语介词翻译中的重要性，从而使译者能根据英语介词的特点来决定英语介词翻译中的策略。
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