英语专业毕业论文 提纲(2020年整理).pdf
关于英语专业毕业论文提纲选题文档2篇
关于英语专业毕业论文提纲选题文档2篇On the document of topic selection of English Major's thesis outline编订：JinTai College关于英语专业毕业论文提纲选题文档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：关于英语专业毕业论文提纲选题文档2、篇章2：英语专业毕业论文提纲规范篇章1:关于英语专业毕业论文提纲选题文档英语专业本科生毕业论文选题可以在三个大的方向中进行，即英语文学，语言学和翻译学。
各个大方向中又可以选择小的方向，具体解释如下：1.英语文学：选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。
在进行国别文学研究选题时，一般选取英国文学或美国文学中的某一经典作家（如海明威），某一经典作品（如《双城记》），某一写作手法（如象征手法的运用）或某一文学思潮（如浪漫主义运动）作深入研究。
但在选择作家或作品时最好选择在文学史上作为经典的作家或作品。
有个别流行作家或作品极富盛名，容易引起学生的兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象。
在不可避免上述情况时，应该尽可能地挖掘作品内在的深刻含义，不能流于肤浅的分析。
文学批评理论的选题一般不太适合英语专业本科生，因为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批评理论的比较。
关于英语专业毕业论文大纲
关于英语专业毕业论文大纲--------------------------------------------精品文档 Word可编辑值得收藏------------------------------------------------关于英语专业毕业论文大纲一、目的和意义英语专业的毕业论文写作是完成本科教学计划、实现本科培养目标的重要阶段;是对学生的英语实践技能、英语语言知识、经贸英语知识以及其他相关学科知识、全面素质、研究与创新能力进行检验考核的重要手段;是学生学士学位资格认证的重要依据;是衡量、评估英语专业教学质量与水平的重要内容之一。
二、选题原则毕业论文选题应从本专业培养目标的要求出发，结合学科发展的动态和研究现状，尽可能使其具有发展与创新的空间，从而有利于巩固和拓宽学生的知识面，有利于对学生进行科研能力基本训练以及独立工作能力的培养。
毕业论文属于研究性论文，讲求一定的学术性，但其要求与目的有别于刊于学术杂志的学术论文，因而为确保学生在教学计划规定的时间内，在教师指导下完成所要求的工作，选题应遵循如下基本原则:1、选题须符合教学大纲的基本要求和人才培养的基本规格，须体现专业训练的基本内容，须与所学的专业知识相衔接。
1 ----------------------------------------------------精品文档值得收藏----------------------------------------------------------- --------------------------------------------精品文档 Word可编辑值得收藏------------------------------------------------2、选题须充分考虑学生的语言能力、知识构成和专业兴趣。
3、选题的类型应多种多样，力求有益于学生综合运用多学科的理论知识与技能，有利于培养学生独立工作的能力。
英语毕业论文的提纲样本
原科结业论文的大目要领样例之阳早格格创做A Contextual Study of Black English目要：对于齐文举止综合性的归纳，波及到钻研背景、钻研手段、钻研要领、钻研创造等；沉面搁正在钻研创造上.闭键词汇：3-5个.Outline结业论文由以下几部分组成：1 Introduction（绪论）绪论：原部分对于论文完齐上给予简朴介绍，波及以下圆里：指出钻研手段 (Research aim) ，并把钻研手段细化为2、3个钻研问题(research questions).指出用何种表里框架（theoretical framework）有何钻研意思（Significance of the present study），要领论（methodology目前钻研属于定性仍旧定量，有何简曲要领），语料支集（data collection，语料由那边，使用何种要领支集到的，为何用那些语料），论文的结构（organization of the dissertation）2 Literature Review（文件综述）文件综述：原部分主要介绍往常的相闭钻研，要有报告也有评论，沉面指出往日钻研存留的缺累，大概者不办理的问题（让人明黑原钻研的需要性）.如：以“A Contextual Study of Black English”(“乌人英语的语境论钻研”)为题，原论文文件综述要盘绕着海内中有闭乌人英语的钻研情景去写.然而是，不要写成1.海内的钻研2.海中的钻研，果为科研不分海内中，要有寰球视角.而是根据分歧的视角去写.2.1 谈话教路径下的钻研2.2 人类教路径下的钻研2.3 文化教路径下的钻研3 Theoretical Framework（表里框架）表里框架：原部分指出原钻研所依据的表里前提，要对于该表里有个综合的介绍，沉面搁正在您要用的表里上，比圆：语境大概语域等.如：3.1 Introduction to the Systemic-Functional Linguistics3.2 The Three Metafunctions3.3 The Concept of Context3.3 The Concept of Register4 Discussion/ Case Study（计划大概个案钻研）计划：用上述表里框架对于所支集的语料举止计划，办理您所提出的所有钻研问题，并归纳有何钻研创造.根据简曲情况，如果真质较多，不妨写成二节.不妨把“Discussio n”写成“Case Study”(个案分解).5 Conclusion（论断）论断：最先对于齐文有个小结；而后回瞅您正在原钻研中的创造、曲交证明您的钻研手段是可已经真止，所有的钻研问题是可已经回问领会；指出原钻研存留的缺累、对于将去相闭钻研的开示等.。
英语专业毕业论文大纲
英语专业毕业论文大纲英语专业毕业论文大纲引言：在英语专业的学习过程中，毕业论文是一项重要的任务。
它不仅要求学生运用所学的知识和技能，还需要他们展示独立思考和研究的能力。
本文将探讨英语专业毕业论文的大纲，包括选择适当的主题、确定研究方法、撰写论文结构以及参考文献的引用等方面。
一、选择适当的主题1.1 主题的选择原则在选择主题时，应考虑以下几个因素：兴趣、研究价值、可行性和可获得的资源。
兴趣是最基本的因素，只有对主题感兴趣，才能保持持续的研究动力。
研究价值是指主题对学术界或实际应用的贡献，应选择有研究价值的主题。
可行性是指能够在规定的时间和资源范围内完成研究，应选择可行的主题。
最后，要考虑可获得的资源，包括文献、数据和专家的支持等。
1.2 主题的具体选择主题的具体选择应结合自己的兴趣和专业特长。
可以选择一些热门的研究领域，如跨文化交际、语言教育或文学研究等。
也可以选择一些新兴的研究领域，如语料库语言学、社交媒体语言学等。
此外，还可以选择一些与实际应用相关的主题，如商务英语、翻译研究等。
二、确定研究方法2.1 研究方法的选择研究方法的选择应根据研究的目的和主题来确定。
常用的研究方法包括实证研究、文献综述、案例研究和问卷调查等。
实证研究是通过实际观察和实验来验证假设或推断的方法；文献综述是通过对已有文献进行综合分析和总结来回答研究问题；案例研究是通过对具体案例的深入研究来揭示一般规律；问卷调查是通过设计问卷并对受访者进行调查来收集数据。
2.2 数据的收集和分析根据研究方法的选择，需要采集相应的数据，并进行分析。
数据的收集可以通过实地调研、访谈、问卷调查、文献查阅等方式进行。
数据的分析可以采用定性分析和定量分析两种方法。
定性分析是通过对数据进行分类、整理和归纳来获取结论；定量分析是通过数学和统计方法对数据进行计算和分析来获取结论。
三、撰写论文结构3.1 论文的结构论文的结构一般包括引言、文献综述、研究方法、研究结果、讨论和结论等部分。
英语专业毕业论文提纲
英语专业毕业论文提纲英语专业毕业论文提纲篇一：英语专业毕业论文提纲文学批评理论的选题一般不太适合英语专业本科生，因为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批评理论的比较。
比较文学研究就是将两个以上的作家或作品进行比较。
这两个作品或作家可以是同一国别的(如雪莱与拜伦的诗歌比较 )，也可以是不同国别的(如《牡丹亭》与《罗密欧与朱丽叶》)普通语言学的研究就是对于英语语言的任何一个方面的研究，如对一种词性、或一种时态、或拼写、语调等等方面的研究(如一般现在时及其交际功能 )。
应用语言学包括教学法的研究和其它一些新兴的应用语言学分支的研究。
师范专业或本身从事教师职业的学生选择教学法方向的较多。
在这个方向选题，也要避免过大范围的选题，而应对一个具体问题进行研究，最重要的是要结合教学实践或实验。
这个方向的好的选题有：个性与英语教学，方言对英语学习的影响等。
翻译学：翻译学的'选题一般可以在两个方向上进行：翻译理论以及翻译活动。
对翻译理论的研究就是探讨某一种翻译理论等等。
相比之下，对翻译活动的研究更多一些，这些选题可以是对一种语言现象的翻译、或一种修辞格的翻译的研究(如汉语成语的英译 )。
应该注意的是，在对翻译活动作研究时，往往需要某种翻译理论支撑，总结规律，并对这一活动作出评价，要避免仅仅时例子的罗列。
学位论文包括前置、主体、附录等三个部分。
英文封面：由论文英文题目、解释、作者、指导老师姓名和职称、时间组成。
主体部分主题部分包括引言(Introduction)、正文(Body)、结论(Conclusion)、参考文献(Bibliography)。
主体部分必须由另页右页开始。
引言：主要说明研究工作的目的、涉及范围、相关领域的前人研究成果和知识空白、研究设想、研究方法等方面的概述、理论意义和实用价值等。
英文毕业论文提纲
英文毕业论文提纲英文毕业论文提纲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。
提供了英文毕业论文的提纲，一起来看看吧！英语专业论文大纲写范例一：题目：英文个人陈述中的`态度资源分析ContentsChapter 1 Introduction1.1 Research Background1.2 Significance of the Study1.3 Research Goals and Questions1.4 Data Collection and Methodology1.5 Analysis Procedures1.6 Organization of the ThesisChapter 2 Literature Review2.1 Introduction to Appraisal Theory2.2 Studies on Appraisal Theory2.2.1 Studies on Appraisal Theory Abroad2.2.2 Studies on Appraisal Theory at Home2.3 Studies on Personal Statements2.3.1 Introduction to Personal Statement2.4 SummaryChapter 3 Theoretical Framework3.1 An Overview of Attitude System3.2 Affect Resources3.3 Judgment Resources3.3.1 Social Esteem3.3.2 Social Sanction3.4 Appreciation Resources3.5 Interactions of Affect, Judgment and Appreciation3.6 Borders of Affect, Judgment and Appreciation3.7 SummaryAppendix 1: Papers Published during Graduate StudiesAppendix 2: Some Samples of the StudyReferencesAcknowledgements英语专业论文大纲范例二：题目：归化异化视角下对汉语俗语翻译的比较分析研究-以《三国演义》两个英译本为例CONTENTSChapter One Introduction1.1 Background1.2 Purpose of the Study1.3 Significance and Innovations1.4 Structure of the ThesisChapter Two Literature Review2.1 Domestication and Foreignization2.1.1 Foreignization and Domestication Abroad2.1.2 Foreignization and Domestication in China2.2 Chinese Common Sayings2.2.2 Researches on Chinese Common Saying Abroad2.3 Researches on the English Translation Versions of San Guo Yan Yi2.3.1 San Guo Yan Yi and Its English Translations2.3.2 Previous Study on English Translation Versions of San Guo Yan YiChapter Three Methodology3.1 Research Questions3.2 Data Collection3.3 Research MethodologyForeignization for Moss Roberts and C.H. Brewitt-TaylorChapter Four ConclusionBIBLIOGRAPHYACKNOWLEDGEMENTS。
英语专业毕业论文提纲
专业论文：英语专业毕业论文提纲一、摘要（此处留空）二、引言1. 研究背景（此处留空）2. 研究目的与意义（此处留空）3. 研究方法（此处留空）4. 论文结构安排（此处留空）三、文献综述1. 国内外研究现状（此处留空）2. 研究空白与不足（此处留空）3. 研究内容与目标（此处留空）四、研究方法与数据来源1. 研究方法（此处留空）2. 数据来源（此处留空）3. 数据处理与分析方法（此处留空）五、实证研究1. 研究对象与样本选择（此处留空）2. 研究结果与分析（此处留空）3. 研究结论（此处留空）六、讨论与启示1. 研究结论的讨论（此处留空）2. 对英语专业教学的启示（此处留空）3. 对英语专业人才培养的启示（此处留空）七、结论（此处留空）2. 研究局限与展望（此处留空）（此处留空）九、附录（此处留空）一、摘要二、引言1. 研究背景近年来，我国英语教育取得了显著成果，英语专业毕业生人数逐年增加。
然而，随着就业市场的变化，英语专业毕业生面临着就业压力。
本研究的背景是分析英语专业毕业生的就业现状，为高校英语专业人才培养提供有益借鉴。
2. 研究目的与意义本研究旨在：（1）分析英语专业毕业生的就业现状，了解其就业领域、行业分布及薪资水平等。
（2）探讨影响英语专业毕业生就业的因素，为高校英语专业人才培养提供依据。
（3）提出提高英语专业毕业生就业竞争力的对策建议。
3. 研究方法本研究采用文献研究法、问卷调查法、统计分析法等方法，对英语专业毕业生的就业现状进行分析。
4. 论文结构安排三、文献综述1. 国内外研究现状（1）英语专业毕业生的就业现状分析。
（2）影响英语专业毕业生就业的因素探讨。
（3）英语专业人才培养模式的优化。
2. 研究空白与不足（1）研究视角较为单一，缺乏对就业现状的全面分析。
（2）研究方法较为传统，缺乏创新。
（3）研究结论对高校英语专业人才培养的指导意义不足。
3. 研究内容与目标（1）分析英语专业毕业生的就业现状。
英语专业毕业论文提纲
英语专业毕业论文提纲英语专业毕业论文提纲英语专业毕业论文提纲篇1Acknowledgements 4-6Contents 6-10List of Figures 10-12List of Tables 12-20Abstract 20-22摘要 23-25Chapter 1 Introduction 25-321.1 Purpose of the study and research questions 28-291.2 Significance of the study 29-301.3 Organization of the study 30-311.4 A note on terminology 31-32Chapter 2 Literature review 32-512.1 T/TP and coherence in English writing 32-352.1.1 Defining coherence 32-332.1.2 T/TP as means to realize coherence 33-352.2 T/TP in EFL/ESL writing 35-422.2.1 T/TP and coherence in EFL/ESL writing 35-372.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-422.3 T/TP in English research articles by EFL/ESL scholars 42-442.4 The factors that influence T/TP in EFL/ESL writing 44-472.5 Training in T/TP 47-492.6 Summary 49-51Chapter 3 Theoretical background 51-703.1 Systemic Functional Grammar 51-553.1.1 Five dimensions of language as a semiotic system 51-533.1.2 Three metafunctions of language as a functional system 53-543.1.3 Three lines of meaning from metafunctions 54-553.2 Theme and thematic progression 55-703.2.1 Theme 56-623.2.2 Thematic progression 62-70Chapter 4 Research Design 70-884.1 The participants and the educational context 70-734.1.1 Background of the participants and the participating school 704.1.2 The allocation of participants to the training 70-714.1.3 The sample sizes 71-724.1.4 The pilot study 72-734.2 The interventional procedures 73-744.3 The questionnaire 74-754.4 The training 75-804.4.1 Considerations behind the training 75-764.4.2 The training material 76-794.4.3 The role of the researcher as the trainer 79-804.5 Data analysis 80-864.5.1 Analysis of the writing 80-864.5.2 Analysis of the questionnaire 864.6 Ethical considerations 86-884.6.1 Informed consent 86-874.6.2 Anonymity 874.6.3 Harm 87-88Chapter 5 Results and analysis of pre-training writing 88-1155.1 Comparison of Themes in EEL pre-training writing andCEL pre-writing 88-1025.1.1 Topical,textual and interpersonal Themes 88-915.1.2 Topical Themes:marked and unmarked Themes 91-955.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-1005.1.4 Interpersonal Themes 100-1025.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-1105.2.1 Linear,constant,summative and split progressions 102-1075.2.2 Back,contextual and new Themes 107-1105.3 Summary 110-115Chapter 6 Results and analysis of post-training writing 115-1376.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-1296.1.1 Topical,textual and interpersonal Themes 115-1176.1.2 Topical Themes:marked and unmarked Themes 117-1216.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-1266.1.4 Interpersonal Themes 126-1296.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-1326.2.1 Linear,constant,summative and split progressions 129-1316.2.2 Back,contextual and new Themes 131-1326.3 Summary 132-137Chapter 7 Results and analysis of pre- and post- training writing 137-1557.1 Comparison of Themes in pre- and post- training writing 137-1477.1.1 Topical,textual and interpersonal Themes 137-1397.1.2 Topical Themes:marked and unmarked Themes 139-1427.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-1457.1.4 Interpersonal Themes 145-1477.2 Comparison of thematic progression in pre- and post- training writing 147-1507.2.1 Linear,constant,summative and split progressions 147-1497.2.2 Back,contextual and new Themes 149-1507.3 Summary 150-155Chapter 8 Results and analysis of the questionnaire 155-1658.1 Findings from closed questions 155-1608.1.1 EEL participants general attitude to training on T/TP 155-1578.1.2 EEL participants perception of the usefulness of the training on T/TP 157-1588.1.3 EEL participants perception of the learnability of T/TP 158-1598.1.4 EEL participants perception of the applicability of T/TP in writing 159-1608.2 Findings from open questions 160-1648.2.1 The changes that occurred 161-1628.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-1638.2.3 The reasons for the perceived difficulty in learning 1638.2.4 EEL participants suggestions for future training 163-1648.3 Summary 164-165Chapter 9 Discussion 165-1959.1 Findings with regard to research questions 165-1879.1.1 Chinese college students use of T/TP in pre-training writing 165-1729.1.2 Chinese college students use of T/TP in post-training writing 172-1819.1.3 Effects of the training on T/TP in Chinese college students English writing 181-1879.2 Positioning the study within the literature 187-1909.2.1 T/TP in Chinese college students English writing 187-1899.2.2 Effects of training on Chinese college students use of T/TP 189-1909.3 Implications 190-1949.3.1 Pedagogical implication 190-1939.3.2 Methodological implication 193-1949.4 Limitations 194-195Chapter 10 Conclusion 195-20010.1 Summary 195-19710.2 Putting everything together 197-19910.3 Suggestions for future work 199-200Notes 200-202References 202-214Appendix 1: Plan for the interventional procedures 214-215 Appendix 2: The post-training questionnaire 215-217Appendix 3: Training material 217-229Appendix 4: Teachers guide to the training 229-237Appendix 5: Consent form for EEL group 237-238Appendix 6: Consent form for CEL group 238-239Appendix 7: Consent form for NS group 239英语专业毕业论文提纲篇2中文摘要 3-4ABSTRACT 4Chapter One Introduction 7-101.1 Motivation of the present study 7-81.2 Significance of this study 81.3 Composition of this thesis 8-10Chapter Two Literature Review 10-192.1 Language production 10-142.1.1 L1 Production 10-112.1.2 L2 Production 11-122.1.3 Dimensions of language production 12-142.2 Theories on oral output 14-152.2.1 Skehan’s dual-model system 142.2.2 Swain’s Output Hypothesis 14-152.3 Task Repetition 15-172.3.1 Task 15-162.3.2 Task repetition 16-172.4 Relevant studies on effects of task repetition on L2 oral output 17-19CHARPTER THREE THE CURRENT STUDY 19-253.1 Research justification and questions 193.2 Hypothesis 19-203.3 Methods 20-253.3.1 Participants 20-213.3.2 Material 213.3.3 Research design 21-233.3.4 Measures 23-25Chapter Four Results and Discussion 25-414.1 Results and Analysis 25-344.1.1 Quantitative analysis 25-274.1.2 Qualitative analysis 27-344.2 Discussion 34-414.2.1 Fluency 34-364.2.2 Complexity 36-384.2.3 Accuracy 38-394.2.4 interlanguage development path of learner L 39-41Chapter Five Conclusions 41-445.1 Conclusion and implication 41-435.2 Limitations and recommendations 43-44Acknowledgements 44-45References 45-49Appendixes 49-54A. Instructions of the experiment 49-50B. The same-content task 50-51C. The different-content task 51-52D. Sample of oral pre-task 52-53E. Sample of oral post-task 53-54F. Sample of writing repetition task 54英语专业毕业论文提纲篇3Abstract 3-4摘要 5-8List of Abbreviations 8-9Chapter One Introduction 9-131.1 Research Background 9-111.2 Necessity and Objectives of the Study 11-121.3 Thesis Organization 12-13Chapter Two Literature Review 13-272.1 Defining Explicit Linguistic Knowledge (ELK) and ImplicitLinguistic Knowledge (ILK) 13-162.2 Relationship Between Explicit and Implicit Knowledge 16-19。
本科英语专业毕业论文提纲
本科英语专业毕业论文提纲本科英语专业毕业论文提纲提纲，是一种概括地叙述纲目、要点的'公文。
它不把全文的所有内容写出来，只把那些主要内容，提纲挈领式地写出来。
下面是小编为你带来的本科英语专业毕业论文提纲，欢迎阅读。
ACKNOWLEDGEMENTS 5-6摘要 6-8Abstract 8-9Contents 10-12Chapter I Introduction 12-171.1 Background of the research 12-131.2 Significance of the research 13-141.3 Organization of the thesis 14-17Chapter II Literature Review 17-272.1 The Research on Task-Based Language Teaching at home and abroad 17-212.1.1 The Research on Task-Based Language Teaching abroad 17-182.1.2 The Research on Task-Based Language Teaching in China 18-202.1.3 Comments 20-212.2 Previous research on senior English reading teaching 21-272.2.1 Previous research on senior English reading teaching abroad 21-232.2.2 Previous research on senior English reading teaching at home 23-252.2.3 Comments 25-27Chapter III Task-Based Language Teaching 27-423.1 Definition of Task-based Language Teaching 273.2 Principles of Task-based Language Teaching 27-293.3 Theories of Task-based Language Teaching 29-323.3.1 Constructivism 29-303.3.2 Interactive language teaching 303.3.3 Communicative language teaching 30-313.3.4 Second Language Acquisition Theory 31-323.3.5 Structuralism 323.4 Task 32-373.4.1 Definition of task 32-343.4.2 Types of task 34-353.4.3 Principles in designing task 35-363.4.4 The Steps to Design a Task 36-373.5 English reading 37-403.5.1 Definition of English reading 373.5.2 English reading ability 37-383.5.3 Models of English reading 38-403.6 Task-based senior English reading 40-42Chapter IV Research Design 42-574.1 Research hypotheses 424.2 Research subjects 42-434.3 Research purpose 434.4 Research methods 43-564.4.1 Questionnaires 43-444.4.2 Tests 444.4.3 Classroom experiment 44-474.4.4 Asample lesson for the Experimental Class 47-564.5 Research procedure 56-57Chapter V Results and Discussion 57-655.1 Results and discussion of the information fromquestionnaires 57-605.1.1 Results and discussion of the information from pre-questionnaire 57-585.1.2 Results and discussion of the information from post-questionnaire 58-605.1.3 Comparison 605.2 Results and discussion of the information from tests 60-635.2.1 Results and discussion of the information from pre-test 60-615.2.2 Results and discussion of the information from post-test 61-625.2.3 Comparison 62-635.3 Discussion of the classroom experiment 63-65Chapter VI Findings and Suggestions 65-706.1 Major findings 65-676.2 Suggestions 67-70Chapter VII Conclusion 70-737.1 Limitations 70-717.2 Conclusion 71-73Bibliography 73-77Appendix I 77-78Appendix II 78-79Appendix III 79-84Appendix IV 84-90Appendix V 90-91Appendix VI 91扩展资料：Chapter 1 Gatsby's American Dream and Its Distortion1.1 What is the American Dream1.2 Gatsby's American Dream in Different PhasesChapter 2 Disillusionment of Gatsby's Distorted Dream2.1 Gatsby's Efforts in Achieving His American Dream2.2 Gatsby's DisillusionmentChapter 3 New Interpretation of Gatsby's American Dream3.1 The External Factors of the Disillusionment3.1.1 The Hierarchy System3.1.2 The Jazz Age3.2 The Internal Factors of the Disillusionment3.3 The Essential Factor of the Disillusionment3.4 Some Hypotheses3.5 The American Dream in the Present Age。
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。
英语专业文学论文提纲
英语专业文学论文提纲英语专业文学论文提纲英语毕业论文提纲范文一：contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideolog ies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel,selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the same conduct (10)4.1 beat s of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语毕业论文提纲范文二：摘要：The thesis statement should be as specific as possible. By writing a specific thesis statement, you focus on your subject and give yourself and your reader a clearer idea of what will follow in the body of the essay.your plan, and later in your essay, follow a logical order. The rule for writing is this: use your common sense and plan ahead. Do not leave the order of your paragraphs to chance.How many types of order can be used in thesis writing?What are they?Ordering the Paragraphs within the EssayThe types of order often used in single paragraphs— time order, space order, and order of climax— can sometimes be used to arrange paragraphs within an essay. Essays about subjects that can be broken into stages,with each step discussed in one paragraph, should be arranged according to time. Space order is used occasionally in descriptive essays.A writer who wishes to save the most important or convincing paragraph for last would use order of climax. Or he or she might wish to reverse this order and put the most important paragraph first.Very often, however, the writer simply arranges paragraphs in whatever order makes sense in that particular essay.Expanding the One-paragraph PlanAn essay is like an expanded paragraph.For this reason, any plan for developing a paragraph can also be used to develop an entire essay.It is up to the careful writer to choose the pattern that is best suited to his or her purpose and to the kind of essay required.Linking Paragraphs within the BodyJust as the sentence within a paragraph should flow smoothly, so the paragraphs within an essay should be clearly linked one to the next. As you write your essay,do not make illogical jumps from one paragraph to another. Instead, guide your reader. Link the first sentence of each new paragraph to the thesis statement or to the paragraph before.Here are four ways to link paragraphs:Linking Paragraphs within the BodyRepeat key words or ideas from the thesis statement.Refer to words or ideas from preceding paragraph. Link the first sentence of a new paragraph to the paragraph before, especially by referring to words or ideas near the end of that paragraph.Use transitional expressionsUse transitional sentencesUse all four methods of linking paragraphs as you write your essay.ChecklistNarrow the topic to one that you can discuss fully and well in an essay.Write a clear statement.Brainstorm ideas to support your statement.Choose some main ideas to support the thesis statement.Write a topic sentence that expresses each idea.Decide on a logical order in which to present the paragraphs in the body.Plan the body of each paragraph, using paragraph development.Write the first draft of your essay, linking paragraphs clearly to each other.Check for unity, logic, and coherence; revise and rewrite as necessary.Proofread for errors in grammar, sentence, structure, spelling, and mechanics.Three Types of Common Errors:Language/Ideas/FormatConsideration: How many kinds of specific errors you are likely to make in your writing? How to avoid them?。
英语教学毕业论文提纲
英语教学毕业论⽂提纲有关英语教学毕业论⽂提纲模板精选3篇 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 5.1 Conclusions 51-53 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 6.1 Present findings 56 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。
英语专业的论文提纲
英语专业的论文提纲Chapter One Introduction1.1 Purpose of the Paper1.2 Theoretical Framework1.3 Methodology and Data Collection1.4 Significance of the Paper1.5 Outline of the PaperChapter Two Literature Review2.0 Introduction2.1 Chinese Sentence Components and English Predicate 2.2 On the Translation of Chinese Finite Verbs2.3 On the Two English Versions of HLM.2.3.1 The Reference Versions of HLM2.3.2 Acceptability2.4 SummaryChapter Three An Operational Norm on the Selection of English Predicates in CE Translation3.0 Introduction3.1 Chinese Predicates as the Sources3.1.1 Chinese Oneverb Sentences3.1.2 Chinese Multiverbal Sentence3.1.2.1 Pivot Constructions3.1.2.2 Serial Verbal Constructions3.1.2.3 Constructions with Subjectpredicate Phrases 3.2 Empty Categories as the Sources3.3 Chinese Adverbials as the Sources3.4 SummaryChapter Four The Textuallinguistic Norm on the Translation of Chinese Verbs in CE Translation4.0 Introduction4.1 Similarities between the Yangs Version and Hawkes,Version in English Counterparts of Chinese Verbs in CE Translation4.1.1 Verb 〔Verbal Phrase〕4.1.2 Empty Categories4.1.3 Nonfinite Verb 〔Verbal Phrase〕4.1.3.1 Participle4.1.3.2 Infinitive 〔Phrase〕4.1.4 Preposition 〔Prepositional Phrase〕4.1.5 Noun4.1.6 Adverb4.1.7 Adjective4.1.8 Auxiliary4.2 Discrepancies between the Yangs Version and HawkesVersion in English Counterparts of Chinese Verbs4.2.1 Verb4.2.2 Preposition4.2.3 Noun4.2.4 Adjectives4.2.5 Empty Categories4.2.5.1 Empty Categories in the Yangs,Version4.2.5.2 Addition in Hawkess Version4.3 SummaryChapter Five Constraints on the Selection of English Predicate in CE Translation5.0 Introduction5.1 Constraints from the Initial Norm5.2 Constrains from the Preliminary Norms5.3 Constrains from the Textuallinguistic Norms5.3.1 From the Perspective of Discourse Theme5.3.2 From the Perspective of Syntax5.3.2.1 Chinese Sentence with Overt Subject5.3.2.1.1 Same Subject between the Two English Versions of HLM655.3.2.1.2 Different Subjects between the Two English Versions of HLM. 665.3.2.2 Chinese Sentence with Covert Subject5.3.2.2.1 Same Subject between the Two English Versions of HLM5.3.2.2.2 Different Subjects between the Two English Versions of HLM.685.3.3 From the Perspective of Word5.3.3.1 Motion + Path5.3.3.2 Motion + Coevent5.4 SummaryChapter Six Conclusions6.1 Findings6.2 Limitations and SuggestionsThis conclusionBased on the third chapter of HLMmd its two English versions, this thesis explores howto select English predicates in CE translation through the comparison between the originaltext, the Yangs5 version and Hawkes,version with Toxirys threephase methodology. Thisstudy finds out that, on the selection of English predicates, the translators have adopted thefollowing three norms. The initial norm is to subject to the target culture: previous studieshave proved that compared with the Yangs, Hawkess version, complying with thisnorm,ismore popular among TRs. The preliminary norm is to subject themselves to the translationpolicy in their own translational context. Though the two translators have chosen the same ST,they are in different translational contexts and have different translation purposes: Hawkes,considering the contradiction between the westerners curiosity about China and Chineseliterature and the deficiency of translated Chinese literature in the Western World, determinesto fill up this blank and provide a window for the TRs to get a glimpse of China; whereas, theYangs are appointed by the Foreign Language Press to fulfill the mission of spreading theChinese literature to the west. Different translation purposes cause different translationstrategies, which,in turn, lead to discrepancies in the acceptability of the TT. In China, theYangs version is unsurpassable, but at abroad, the Hawkess version is in the toprankingamong the English versions of HLM. As for the operational norm, it has been concluded thatthe higher syntactic status the English predicate occupies, the higher information value itconveys, which determines that normally the selected English predicate will be incorrespondence with the original syntactic component which also enjoys a higher syntacticstatus as well as possesses a higher information valueand that finding is also reflected in thefollowing way: the element loaded with the information about the result of an event in the ST,for example, the Chinese verb indicating the result of an event, is normally rendered into anelement with a higher syntactic status in the TT, such as, the English mainclause predicateverbs. Apart from that, the selection of English predicates will also be constrained by thediscourse theme of ST, English subjects and different lexicalization levels between Chineseand English.All in all, this research attempts to shed light on the study of translation process andbring about inspiration to translation teaching and practice.。
英语专业论文提纲模板
英语专业论文提纲模板英语专业学生主要学习英语语言、文学，英美等英语国家历史、政治、经济、外交、社会文化等方面根本理论和根本知识，让同学们掌握一定的科研方法，具有从事翻译、研究、教学、管理工作的业务水平及较好的素质与能力。
题目：《对外汉语教学中的文化导入研究》第一节国外语言文化教学研究回忆第二节国内语言文化教学研究回忆第一节语言文化教学的理论根底一、文化的定义二、文化与语言的关系(一)语言是文化的载体(二)文化是语言的深层机制三、对外汉语教学与文化(一)语言教学与文化教学(二)对汉语教学中的文化因素(三)语言课中的文化导入第二节对外汉语教学中文化导入的教学模式一、以构造主义语言学理论为根底的比照分析教学法二、以系统功能语言学理论为根底的任务型教学法三、以建构主义认识论为根底的体验式教学法第一节对外汉语教学中的文化导入原那么第二节对外汉语教学中的文化导入内容第一节比照分析导入法一、词汇比照教学的文化因素导入二、语法比照教学的文化因素导入三、语用比照教学的文化因素导入第二节任务穿插讲解法第三节体验式文化习得法第一节教师的知识根底与文化素养第二节教师的教学能力与定期培训对外汉语教学在我国外语教学中已经有了几十年的历史，它并不是一个新兴的学科，如果把它看作专门独立的学科来算，这门学科也已经有二十多年的历史了。
而对外汉语教学中的文化导入研究正是对我国对外汉语教学学科内容、教学体系和教学方法的丰富与补充。
研究紧扣当今二语教学界关注的热门课题，即如何在进展第二语言教学的过程中将语言教学与文化教学严密结合，从而有条不紊地实现有系统，有目的，有效率的语言文化教学。
本篇论文正是在其它学者对语言教学与文化教学研究的根底之上，对对外汉语教学中的文化导入等相关细节问题作了进一步的研究与阐释，参照国内外学者的教学理论模式并结合自己的相关教学经历讨论了在对外汉语教学过程中的一些详细文化导入的原那么、内容与方法。
目前我国对外汉语教学界已经普遍认识到教学中文化因素对语言习得的重要影响，并对此进展了广泛、积极、深入的探讨与理论研究，现已明确提出对外汉语教学必须要导入相关的文化因素。
英语毕业论文大纲
英语毕业论文大纲外语毕业论文大纲毕业论文英语毕业论文大纲1、总纲毕业论文，是大学预科教学的最后1个环节。
是对整个大学阶段回顾学习的剖析与总结，是学生综合灵活性的体现，也是对学生的1次语言及相关科学研究的1次基本训练，因此，要求学生以高度认真负责的对待此项工作。
做好毕业论文的指导工作是整个大学教学和教育的和必要内容，也是理论教学的重要主要组成部分。
每1位教师都要以高度的社会责任感和敬业精神投入到此项工作中去，指导学生学生家长顺利完成毕业论文任务。
2、毕业论文的阶段及要求（1）准备：自由选择高中学生可以自由选择研究范围（语言、文学、文化、社会问题、应用英语、经济、贸易、科技、社会生活等），但推算出要在教师的指导下让对研究对象进行资料的收集整理和分析来确定毕业论文题目。
（2）撰写提纲：学生在指导教师的指导下分析和研究所采集的图表基础上，撰写毕业论文提纲。
同时也要求每1位指导教师在学生成形毕业论文提纲前1定要与每位被指导的学生进行研讨讨论，毕业论文提纲应尽量做到适度全面缜密，理顺所要专论内容，避免以后反复修改。
（3）第1稿：要求学生必须严格按照指导教师审定后的毕业论文提纲严格实施写作, 不可自行其是，随意更换主题。
第1稿完成以后，指导教师主要检查学生是否按照既定的提纲和思想在写作，对症下药问题及时纠正。
如学生实施不认真的态度，引导指导教职员工应对其提出严肃的批评教育，拒不接受者，指导教师有权所提相应的处理意见，或交学院毕业论文处理过程工作小组处理。
如果指导教师不怎么认真指导，随意放学生过关，以后专责期出现的问题由该教师本人负责。
（5）第3稿：要求学生在文风、文章格式、修辞等方面有所提高。
指导教师要对第3稿成功进行全面的审阅，并提出修改意见，以定稿打印时所有的错误和疏漏都得到更正，错误率控制在规定范围内。
同时，教师还要提醒学生在打印前再校对，以保证尽可能地将正确的版本打印符合实际上去。
（6）毕业论文答辩：毕业论文的答辩是毕业论文工作的最后阶段，指示要求学生未加充分的准备和重视。
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Outline
Introduction
Chapter I The Definition, Forms and Functions of Chinese Reduplication
1.1 The Definition of Reduplication
1.2 The Forms of Chinese Reduplicative Words
1.3 The Functions of Chinese Reduplication
Chapter II Changes in Meanings and Features of Chinese Reduplication.
2.1 Changes in Meanings of Chinese Reduplication
2.2 Changes in Features of Chinese Reduplication
Chapter III Methods to Translate Chinese Reduplication
3.1 Methods to Adding the Meaning of Reduplication
3.2 Methods to Strengthen or Lessen the Tone of Reduplication. Conclusion
汉语版本如下：
提纲
引言
1．意象与动物意象
1.1 意象的形成
1.2 海明威作品中三种典型类别
2．人物性格的象征与暗示
2.1 《老人与海》中的狮子意象
2.2 《太阳照常升起》中的斗牛意象
3. 小说人物的精神寄托
3.1 《雨中猫》的猫的意象
3.2 《白象似的群山》中的白象意象4．主人公人生追求的目标
4.1 《老人与海》中的马林鱼的意象 4.2 ……
结论。