大学英文毕业论文提纲--推荐范例.doc
英语毕业论文提纲模板
英语毕业论文提纲模板I. Introduction (approximately 120-150 words)- Background information on the topic of the thesis- Research question/ objective of the study- Significance and relevance of the study- Overview of the structure of the thesisII. Literature Review (approximately 300-400 words)- Introduction to the main theories, concepts or previous studies related to the research question- Critical evaluation of the existing literature- Identification of gaps, limitations or contradictions in the literature- Rationale for the current study based on the literature reviewIII. Methodology (approximately 200-250 words)- Description of the research design and approach- Explanation of the data collection methods utilized- Description of the sample and sample size- Explanation of the data analysis methods employedIV. Findings and Analysis (approximately 300-400 words)- Presentation and interpretation of the findings- Discussion of any unexpected or contradictory findings- Illustrative examples or supportive evidences from the data analysisV. Discussion (approximately 300-400 words)- Interpretation of the findings in the context of the research question- Analysis of the implications and significance of the findings- Discussion of the strengths and weaknesses of the studyVI. Conclusion (approximately 100-150 words)- Recapitulation of the main findings and their implications - Restatement of the research question and objective- Closing remarks on the overall contribution of the studyVII. References- List of all sources cited in the thesis using the appropriate referencing style (e.g. APA, MLA, Harvard) Note: The word count allocations mentioned above are just approximate guidelines and can be adjusted based on the specificrequirements of your thesis and the depth of analysis needed. It's important to adhere to the formatting guidelines provided by your institution or department.。
关于英语论文提纲格式范例.doc
英语论文提纲格式范例下文是英语论文提纲格式语言和内容是评判一篇英语论文质量高低的重要依据;但是,写作格式规范与否亦是一个不可忽略的衡量标准。
因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。
由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。
一、英语论文的标题一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。
如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:dr./prof.c.prager)及本门课程的编号或名称(如:english 734或british novel)。
打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为0.6cm(论文其他部分行距同此)。
就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。
第一行为作者姓名,与打印纸顶端距离约为2.5cm,以下各行依次为教师学衔和姓、课程编号(或名称)及日期;各行左边上下对齐,并留出2.5cm左右的页边空白(下同)。
接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。
二、英语论文提纲英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为2.5cm左右)的始端打上 thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第一个字母上下对齐。
主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。
英文论文提纲的格式范文_论文格式_
英文论文提纲的格式范文chapter i introduction 11.1 research background 11.2 significance and objectives of the research 21.2.1 the significance of the research 21.2.2 the objectives of the research 21.2.3 summary 31.3 studies of fossilization both home and abroad 31.3.1 studies of fossilization abroad 41.3.2 studies of fossilization in china 51.3.3 summary 61.4 organization of the thesis 7chapter ii literature review 72.1 interlanguage 82.2 the definitions of fossilization 92.3 the classification of fossilization : :. 132.3.1 individual fossilization vs. group fossilization 132.3.2 temporary fossilization vs. permanent fossilization 14 2.3.3 how to identify fossilization 152.4 possible factors of fossilization 172.4.1 internal factors 182.4.2 external factors 202.5 error analysis 222.5.1 the background of error analysis 222.5.2 procedures of error analysis 232.5.3 classification of errors 242.5.4 the significance of error analysis 262.6 summary 26chapter iii design of the research 273.1 research questions 273.2 subjects 283.3 method 283.4 instruments 293.5 procedures 293.6 summary 30chapter iv result and discussion 314.1 data analysis 314.1.1 classification of errors 314.1.2 analysis of the errors 314.2 the design of the questionnaires 374.3 the analysis of the questionnaires 384.4 analysis of causes of fossilized errors in writing 40 4.5 summary 42chapter v strategies for fossilization avoidance 435.1 to take a good attitude to the interference of li 43 5.2 to enhance the learners' motivationr445.3 to guarantee the quality and quantity of l2 input 46 5.4 to provide effective feedback 485.5 to attach more importance to grammar teaching 49 5.6 to apply more effective learning strategies 495.7 summary 50chapter vi conclusion 516.1 a brief review of the study 516.2 major findings 526.3 limitations of this study 536.4 suggestions 54bibliography 55。
英语教学毕业论文提纲
英语教学毕业论⽂提纲英语教学毕业论⽂提纲模板精选3篇 论⽂提要是内容提纲的雏型。
⼀般书、教学参考书都有反映全书内容的提要，以便读者⼀翻提要就知道书的`⼤概内容，下⾯是⼩编为⼤家推荐的3篇英语教学毕业论⽂的提纲模板，希望⼤家喜欢! 英语教学毕业论⽂提纲模板⼀ Abstract 5-6 摘要 7-9 1. Introduction 9-11 1.1 Background of the Research 9 1.2 Significance of the Research 9-10 1.3 Structure of the thesis 10-11 2. Literature Review 11-19 2.1 Some Attempts to Define expert and novice teacher 11-13 2.2 An overview of studies on teaching behaviors 13-16 2.3 An overview of the characteristics of expert teachers' teaching behaviors 16 2.4 Limitations of the Previous Studies 16 2.5 Theoretical bases 16-19 3. Research Design 19-25 3.1 Subjects 19-20 3.2 Observed teaching tasks 20-21 3.3 Classification of English teachers’ teaching behaviors 21-22 3.4 Research method 22-24 3.5 Research Procedures 24-25 4. Data Analysis and Discussion 25-51 4.1 Diversity in Speech Presentation behavior 25-33 4.2 Diversity in Text Presentation 33-38 4.3 Diversity in Action Presentation (body language) 38-40 4.4 Diversity in interaction behavior 40-51 5. Conclusions and Implications 51-55 5.2 Pedagogical Implications 53-54 5.3 Limitations and recommendations for the Further Research 54-55 Acknowledgments 55-56 References 56-59 Appendix I Classroom observation worksheet of teaching behavior 59-61 Appendix II 唐卫海提问⾏为类别观察表 61-62 Appendix III 攻读硕⼠学位期间发表的论⽂ 62 英语教学毕业论⽂提纲模板⼆ Abstract 3-4 摘要 5-7 Tables 7-10 1. Introduction 10-14 1.1 Research Questions 11 1.2 The purpose and significance of this research 11-12 1.3 Layout of thesis 12-14 2. Literature Review 14-24 2.1 The concept and connotation of teaching journal 15-17 2.2 The Content of teaching journal 17-20 2.3 Reflective level 20 2.4 The styles of teaching journal 20-24 3.Research Design 24-26 3.1 Purpose of Research 24 3.2 Subjects 24 3.3 Instruments 24-25 3.4 Procesures of research 25 3.5 Data collection 25-26 4. Results and Discussions 26-52 4.1 Results and discussions of quesionnaire 26-32 4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45 4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52 5. Methods to Improve Teachers' Reflective Ability 52-56 5.1 Problems in the process of reflection 52-53 5.2 The ways to improve teachers' reflective ability 53-56 6. Conclusion 56-58 6.2 Limitations 56-57 6.3 Suggestions for future research 57-58 Acknowledgements 58-60 Bibliography 60-64 Appendix 64-65 英语教学毕业论⽂提纲模板三 Abstract 3-4 摘要 5-8 1. Introduction 8-12 1.1 Research background 8 1.2 Significance of the study 8-10 1.3 Organization of thesis 10-12 2. Literature Review 12-22 2.1 Language learning strategies 12-15 2.1.1 Definition of the language learning strategies 12-13 2.1.2 Classification of learning strategies 13-14 2.1.3 Studies on learning strategies 14-15 2.2 Language learning styles 15-18 2.2.1 Definition of language learning style 15 2.2.2 Classification of language learning style 15-17 2.2.3 Studies on language learning style 17-18 2.3 Learning strategies training 18-19 2.4. Review of the relationship of learning strategies and learning styles 19-22 3. Methodology 22-33 3.1 Purposes 22 3.2 Hypotheses 22 3.3 Research participants 22-23 3.4 Instruments of the research 23-24 3.4.1 Questionnaire 23 3.4.2 Observation 23-24 3.5 Procedures 24-33 3.5.1 Pre-treatment questionnaire 24-25 3.5.2 Language learning strategy training instruction 25-30 3.5.3 Post-treatment questionnaire 30-33 4. Results and Discussion 33-47 4.1 Results of the questionnaire 33-43 4.1.1 The results of the T-test in pre-treatment questionnaire 37-40 4.1.2 The results of the T-test in post-treatment questionnaire 40-43 4.2 Discussion 43-47 4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44 4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45 4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47 5. Conclusion 47-49 5.1 Major findings 47-48 5.1.1 The learning styles of the senior high students were tended to be various 47-48 5.1.2 The language learning strategy training can expand or even changethe language learning styles 48 5.2 Limitations and recommendations for further study 48-49 Acknowledgements 49-51 Bibliography 51-55 Appendix 55-61 AppendixA 关于英语学习风格的问卷调查 55-59 AppendixB 英语学习策略培训观察量表 59-60 AppendixC Listening Material 60-61。
英语毕业论文提纲模板文档2篇
英语毕业论文提纲模板文档2篇English thesis outline template document编订：JinTai College英语毕业论文提纲模板文档2篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文提纲模板文档2、篇章2：毕业论文提纲如何设计文档篇章1:英语毕业论文提纲模板文档contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideologies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel, selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)drugs (9)3.3.2 homosexual (10)4.the same conduct (10)4.1 beats of satan and angles (10)4.2 rockers conduct of the two sides (11)conclusion (13)篇章2:毕业论文提纲如何设计文档【按住Ctrl键点此返回目录】【摘要】：由于房产市场销售业绩的上升,银行的个人住房抵押贷款业务量也随之加大,这不但给银行带来了丰厚的利润,也产生了极大的风险,本文就住房抵押贷款风险进行深入探讨。
英语专业毕业论文提纲范文.doc
英语专业毕业论文提纲范文一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(3—5条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。
二、西方的宗教传统与英语谚语的本源关联2.1对基督教的历史做一简单的概述，同时对《圣经》对基督教的核心意义与价值做一简单的说明2.1.1. 简述西方的宗教传统，或者基督教的历史2.1.2. 对基督教的基本信义做一简单的概述，从下述几个方面：(1)对基督教的只信仰一个唯一的上帝，不容许进行偶像崇拜;(2)原罪的观念与救赎的观念：涉及末世审判、救赎恩典和得救的观念(3)爱是基督教信仰的核心，核心是爱上帝，同时爱每个人归根结底，基督教是一种高级的精神性宗教，深深地浸透入了西方世界的每一个角落2.2英语谚语与基督教的关系，特别是《圣经》的英译对英语的影响(1)《圣经》历史上的英译本，主要讲钦定本的诞生和影响(譬如扩大了英语的词汇量、增强了英语的表意功能、增加了英语的表意手段等等)(2)通过一些简单的例证来说明从拉丁语翻译到英语这一过程的影响与意义(如可以举例一些特殊的词语、句式等说明，做好这一部分关键是找到好的研究资料)三、对源于《圣经》的谚语进行分析，揭示其宗教、文化内涵(选取若干源于《圣经》的谚语进行具体的、细致的分析，以揭示谚语背后的宗教内涵和英语所负载的宗教文化意义。
)1.选取15—20条有代表性的谚语进行分析，(1)简述一下选取分析对象的标准首先这些谚语必须来源于《圣经》或者有《圣经》直接引伸出来，其次这些谚语必须是应用较广，家喻户晓，且包含特定的智慧(2)对这些谚语进行分析我们的分析角度或方法是：1、要将这些谚语放到《圣经》的文本中去，也就是要将其放回到具体的语境中，在具体的故事或圣经人物的言说中领会这些谚语的内涵2、可以适当的结合这些谚语的修辞、句式结构等来分析2.对上述谚语分析之后，从若干角度进行文化内涵的总结和概括这些谚语的内在价值：道德规范、人生智慧、这些谚语的功能：宗教教化功能、规导劝慰功能、(这些价值功能关键的根据所选谚语的分析来确定，有新的发现可适当再添加)这一部分为本文的主体部分，在3500字左右附：拟订提纲的步骤与方法第一步，明确文章的大小题目。
英语毕业论文的提纲范文_论文格式_
英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。
下面内容由小编为大家分享英语的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。
【推荐】英文论文大纲范例-范文模板 (10页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。
英语毕业论文提纲范文
英语毕业论文提纲范文下面是店铺整理的英语毕业论文提纲范文，希望对大家有帮助。
英语毕业论文提纲范文一：contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideologies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel,selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the sa me conduct (10)4.1 beats of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语毕业论文提纲范文二：摘要：The thesis statement should be as specific as possible. By writing a specific thesis statement, you focus on your subject and give yourself and your reader a clearer idea of what will follow in the body of the essay.your plan, and later in your essay, follow a logical order. The rule for writing is this: use your common sense and plan ahead. Do not leave the order of your paragraphs to chance.How many types of order can be used in thesis writing?What are they?Ordering the Paragraphs within the EssayThe types of order often used in single paragraphs— time order, space order, and order of climax— can sometimes be used to arrange paragraphs within an essay. Essays about subjects that can be broken into stages, with each step discussed in oneparagraph, should be arranged according to time. Space order is used occasionally in descriptive essays. A writer who wishes to save the most important or convincing paragraph for last would use order of climax. Or he or she might wish to reverse this order and put the most important paragraph first.Very often, however, the writer simply arranges paragraphs in whatever order makes sense in that particular essay.Expanding the One-paragraph PlanAn essay is like an expanded paragraph.For this reason, any plan for developing a paragraph can also be used to develop an entire essay. It is up to the careful writer to choose the pattern that is best suited to his or her purpose and to the kind of essay required.Linking Paragraphs within the BodyJust as the sentence within a paragraph should flow smoothly, so the paragraphs within an essay should be clearly linked one to the next. As you write your essay, do not make illogical jumps from one paragraph to another. Instead, guide your reader. Link the first sentence of each new paragraph to the thesis statement or to the paragraph before.Here are four ways to link paragraphs:Linking Paragraphs within the BodyRepeat key words or ideas from the thesis statement.Refer to words or ideas from preceding paragraph. Link the first sentence of a new paragraph to the paragraph before, especially by referring to words or ideas near the end of that paragraph.Use transitional expressionsUse transitional sentencesUse all four methods of linking paragraphs as you write youressay.ChecklistNarrow the topic to one that you can discuss fully and well in an essay.Write a clear statement.Brainstorm ideas to support your statement.Choose some main ideas to support the thesis statement.Write a topic sentence that expresses each idea.Decide on a logical order in which to present the paragraphs in the body.Plan the body of each paragraph, using paragraph development.Write the first draft of your essay, linking paragraphs clearly to each other.Check for unity, logic, and coherence; revise and rewrite as necessary.Proofread for errors in grammar, sentence, structure, spelling, and mechanics.Three Types of Common Errors:Language/Ideas/FormatConsideration: How many kinds of specific errors you are likely to make in your writing? How to avoid them?。
英语毕业论文的提纲范文3篇
英语毕业论文的提纲范文3篇The outline model of English graduation thesis编订：JinTai College英语毕业论文的提纲范文3篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文的提纲范文2、篇章2：毕业论文提纲范文3、篇章3：毕业论文提纲范文篇章1:英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。
下面内容由小泰为大家分享英语毕业论文的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。
英语毕业论文提纲模板
英语毕业论文提纲模板I. 引言A. 研究背景1. 研究领域概述2. 研究问题的提出3. 研究目的和意义B. 研究现状1. 国内外研究综述2. 现有研究的不足3. 本研究的创新点C. 研究方法1. 研究设计2. 数据来源3. 数据分析方法II. 文献综述A. 相关理论1. 理论背景2. 理论框架3. 理论应用B. 研究方法1. 研究方法概述2. 研究方法的优势与局限性3. 研究方法的适用性C. 研究成果1. 已有研究成果概述2. 成果的代表性3. 成果的启示III. 研究设计A. 研究对象1. 研究对象的选择2. 研究对象的特征3. 研究对象的代表性B. 研究方法1. 研究方法的选择2. 研究方法的实施步骤3. 研究方法的有效性C. 数据收集与分析1. 数据收集方法2. 数据分析方法3. 数据分析结果IV. 研究结果与分析A. 研究结果概述1. 研究结果的主要发现2. 研究结果的特点3. 研究结果的启示B. 结果分析1. 结果与理论框架的关联2. 结果与已有研究的比较3. 结果的限制与局限性V. 结论与建议A. 研究结论1. 研究的主要发现2. 研究的理论贡献3. 研究的实践意义B. 研究建议1. 对未来研究的建议2. 对实践工作的建议3. 对政策制定的建议[此处列出所有引用的文献]附录[如有必要，可在此处附上研究工具、数据表格、图表等补充材料]I. 引言A. 研究背景1. 研究领域概述英语作为国际通用语言，在全球范围内具有重要地位。
英语教育在我国的发展历程及现状。
2. 研究问题的提出英语教学过程中存在的普遍问题，如学生英语口语表达能力不足。
3. 研究目的和意义提高英语口语教学效果，促进学生英语口语能力提升。
为英语教师提供有效的教学策略和方法。
B. 研究现状1. 国内外研究综述国外英语口语教学研究现状。
国内英语口语教学研究现状。
2. 现有研究的不足现有研究对英语口语教学策略和方法的研究不够深入。
现有研究对英语口语教学评价体系的研究不足。
英语毕业论文提纲范例
英语毕业论文提纲范例下面是为大家的英语毕业论文提纲范例，欢送参考~ContentsⅠ.Introduction .1Ⅱ.Classification of Contexts 1Linguistic Contexts ..1Lexical Meaning 2Grammatical Meaning (3)Pragmatic Implication (4)Style of Language ..5Situational Contexts .6Macro Contexts 6Ⅲ.Contexts in Translation Process (7)In the Course of Understanding . 8In the Course of Representation 8Reproduction of Contexts in the Original Work 8Conforming to the Conveying Customs of Target Language 8Ⅳ.Misconception on this Issue 8Under-conveyance . .9Over-conveyance .9Ⅴ. Conclusion 9This dissertation examines the stock market valuation of mergers and acquisitions involving investment banks and mercial banks in the global financial industry between 1998and xx. The research asks the question Does the Merger of an Investment Bank and a Commercial Bank Create Value? and analyses the largest bank mergers.,00words - 51 pages in length% gradedExcellent use of contemporary literatureExcellent use of statistics and economic modelsWill help you design your own research projectIdeal for economics and finance students: IntroductionIntroductionThe Purpose of the StudyThe Organization of the StudyJustification of the StudyTrends in investment and mercial bank mergers: Literature ReviewIntroductionTrends in investment and mercial bank mergersWhy do investment and mercial banks merge?Policy ResponsesScale, Scope and Product Mix EfficiencyCost EfficiencyRevenue EfficiencyEconomic forces driving investment and mercial bank mergersOther reasons for investment and mercial banking consolidationGlobal Economic Integration: Research MethodologyIntroductionEvent StudiesThe Econometric Methodology of an Event StudyPost merger performance: Data Analysis and EstimationSample DistributionFinancial Market Valuation at announcement timeBeta Estimation and choice of Market IndexAbnormal ReturnsAggregate Market Valuation at Announcement TimeCumulative Average Abnormal ReturnsPre and Post Merger Performance: Evidence from the Financial Markets: ConclusionReferencesAppendix A: Post Merger Returns versus MarketAppendix B: Autocorrelation Coefficients for the Returns Distribution。
英语论文提纲格式范文参考2篇
英语论文提纲格式范文参考2篇Reference to the model text of English thesis outline format编订：JinTai College英语论文提纲格式范文参考2篇前言：论文提纲是作者构思谋篇的具体体现，便于作者有条理地安排材料、展开论证。
有了一个好的提纲，就能纲举目张，提纲挈领，掌握全篇论文的基本骨架，使论文的结构完整统一，分清层次，明确重点，周密地谋篇布局，使总论点和分论点有机地统一起来。
本文档根据毕业论文提纲内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语论文提纲格式范文参考2、篇章2：关于大学英语论文提纲格式规范篇章1:英语论文提纲格式范文参考临近毕业了，大家的论文写好了吗，下文是英语论文提纲格式范文，希望大家有所收获!语言和内容是评判一篇英语论文质量高低的重要依据;但是,写作格式规范与否亦是一个不可忽略的衡量标准。
因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。
由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。
一、英语论文的标题一篇较长的英语论文（如英语毕业论文）一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行（通常为by,居中）的距离则为5cm,第三、第四行分别为作者姓名及日期（均居中）。
如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名（如）及本门课程的编号或名称（如:english 734或british novel）。
英语论文提纲范文
英语论文提纲范文1. 美语与英语在单词拼法上的差异美语与英语在单词拼法上的差异主要有两种：一种是单词发生变化使得个别字母不相同，另一种是美语单词较为简化。
前者如enquire（英）与inquire（美），这两个单词的第一个字母不相同。
但都是商品交易前，一方向对方洽询有关商品的价格、数量、交货时间及付款条件等的询价；“车胎”的英语单词在英国用tyre，在美国则是tire；“睡衣”的英式英语是pajamas，美语则是pyjamas；“执照”，“特许证”的英式英语用licence，美语则用license。
这类单词仅一个字母不同，发音上有的相同，有的则相似。
美语的单词一般比英语单词要简单。
近年来，美语越来越趋向简化，充分体现了美国人生活和工作高效快捷的现代化特性。
这些较为简化的词大都源于英语，大量词汇在英语里仍然保持原貌。
而进入美语后，这些单词就逐渐变得简单起来，从而使用起来较为方便。
如较常见的单词colour（颜色），在美语里就拼写成color，少了一个“u”字母；refrigerator（电冰箱）美语是fridge，美语比原单词要简单得多。
美语单词的简化现象是美语与英语在单词拼法上的差异的主要表现。
2. 美语与英语在日期、数字表达方面的差异在日期方面，美英英语的表达方式是有差别的。
以日为先，月份为后，此为英国式；美国式则与此相反，以月为先，日期则在后。
如一九九六年三月二日的写法： 2nd March, 1996（英） March 2, 1996（美）在美式的写法中，1st, 2nd,3rd的st, nd, rd是不使用的。
由于日期书面表达不同，读法也不一样。
如1987年4月20日，英式的写法是20th April, 1987，读成the twentieth of April, nineteen eighty-seven；美式的表达是April 20, 1987，则读成April the twentieth, nineteen eighty-seven。
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大学英文毕业论文提纲范例1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor ofbilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodicmemory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantictransfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how。