英语专业文献综述
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。
英语文献综述
英语文献综述前言英语文献综述是学术研究中重要的一部分，它通过对已有文献进行综合、分析、总结，为后续的研究工作提供理论依据和研究背景。
本文将会介绍英语文献综述的基本概念、写作步骤和关键要点。
什么是英语文献综述英语文献综述是对已有的英语文献进行查找、筛选、阅读、分析和总结，以确定当前研究领域的研究现状、问题和研究方向。
通过英语文献综述，研究者可以了解到当前研究领域的最新进展，避免重复已有研究，为自己的研究工作奠定基础。
英语文献综述的写作步骤1. 确定研究主题在进行英语文献综述之前，需要首先确定研究主题。
研究主题可以是一个具体的问题，也可以是一个较为广泛的研究领域。
确定研究主题的关键是要确保其具有一定的学术意义和研究价值。
2. 查找文献一旦确定研究主题，就需要开始查找相关的英语文献。
可以通过专业学术数据库、图书馆的电子资源、学术搜索引擎等途径查找已有文献。
在查找文献的过程中，要充分利用搜索关键词、筛选条件等，以确保找到与研究主题相关的文献。
3. 筛选文献在查找到一定数量的英语文献之后，需要对这些文献进行筛选。
首先，根据文献的标题和摘要等内容，初步评估其是否与研究主题相关。
然后，再进一步阅读全文，深入理解文献的研究内容和观点。
在筛选过程中，要将与研究主题不相关或质量较低的文献排除在外。
4. 阅读和分析文献筛选出符合要求的英语文献后，需要对这些文献进行阅读和分析。
在阅读文献时，要着重关注文献的研究方法、数据、结果和讨论等内容。
根据研究目的和研究问题，对文献的研究内容进行分析和比较，找出各个文献之间的共同点、差异点和研究亮点。
5. 总结和撰写在分析完所有文献之后，需要对已有文献进行总结。
可以按照时间顺序、领域分类或研究方法等方式组织综述文献。
在撰写综述时，要注意使用清晰的逻辑结构、准确的语言表达和合适的引用方式。
综述文献的结构通常包括引言、方法、结果、讨论和结论等部分。
英语文献综述的关键要点在进行英语文献综述时，需要注意以下几个关键要点：1. 着重关注最新进展在查找文献时，要注意选择最新的研究成果。
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。
英文文献综述标准范文
英文文献综述标准范文下面是店铺为大家整理的一些关于“英文文献综述标准范文”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】如何写文献综述（国内外研究现状）？
【英语专业毕业论文】如何写文献综述（国内外研究现状）？文献综述(literaturereview)在任何科研中都是主要组成部分。
我们这里讲，确定课题后，要作文献综述；这并不是说在确定课题之前就不去阅读文献。
实际上，在酝酿意合研究项目的前前后后，几乎每天都要阅读有关文献。
对于许多研究者来说恰恰是经过大量的文献浏览，才最后沉淀出一个值得研究的题目。
能够设计出一个好的科研项目，往往不是研究者个人的聪明才智，而是“站在前人的肩上”之后，“矮子也搞过巨人”的结果。
但是选定题目后的文献阅读与先前的文献浏览又有不同。
这是的阅读更有针对性、计划性、目的性，也更有批评的意识，二千要作详尽的笔记，对文章观点、出处、年代、作者、出版社的信息，都要有分类和记载.文献综述有几项重要的作用不可忽视。
第一，它让研究者纵观全局，跟上形势。
只有广泛收集和阅读相关的研究，才能对这个领域有整体的把握和深刻的了解，才能知道目前研究到何等地步。
有了这种整体把握，才能保证选题时这个领域的组成部分；也只有在这个大背景下，才能显示出自己课题的重要意义。
第二，明确研究方向。
要进行创造性的研究，必须了解前人的工作，不可照搬，避免重复。
前人的工作是我们的出发点，我们的研究是前人研究的继续和延伸，不同时代的研究项目，就像运动场上的接力赛一样。
前人的研究为我们做了铺垫，也指明了方向。
在我国，特别是前些年，由于资料匮乏，有关文献难于找到，对相关研究了解甚少，出现低水平的重复劳动，造成人力与资源的浪费。
第三，吸取他人教训，避免同类错误。
有关文献上常常记录着研究者的酸甜苦辣，其中由于某些设计或实验中的缺陷儿影响到研究质量的例子，对我们特别有用，这就是所谓的“前车之鉴”。
这是，一则失败的教训，比十则成功的故事更有启发。
设计一个好的项目不容易。
如何写文献综述？Wiersman(1989)说，写文献综述时，以下几点十分重要：1.选出与课题最相关的研究2.把这些研究的结果揉在一起，使其相关性十分明显。
关于英语教学的文献综述范文
关于英语教学的文献综述范文The field of English language teaching (ELT) has been a subject of extensive research and scholarly discourse over the years. As the global demand for English proficiency continues to rise, educators and researchers have sought to explore effective strategies, methods, and approaches to enhance the teaching and learning of this international language. This literature review aims to synthesize and analyze the key themes and findings from a selection of relevant studies and publications in the domain of ELT.One of the fundamental aspects of ELT that has received significant attention is the role of teaching methodologies and approaches. The traditional grammar-translation method, which emphasized the explicit instruction of grammatical rules and the translation of texts, has been widely criticized for its teacher-centered approach and lack of emphasis on practical language use. In response, the communicative language teaching (CLT) approach has gained widespread popularity, emphasizing the development of communicative competence through authentic, meaningful interactions and task-based activities (Savignon, 2002). Studies haveshown that the CLT approach can lead to improved fluency, confidence, and overall language proficiency among language learners (Littlewood, 2014).Closely related to the discussion of teaching approaches is the concept of learner-centered instruction. Researchers have argued that effective ELT should prioritize the needs, interests, and learning styles of individual students, rather than adhering to a one-size-fits-all approach (Nunan, 1988). The incorporation of learner-centered strategies, such as differentiated instruction, project-based learning, and the use of technology-assisted language learning, has been found to enhance student motivation, engagement, and overall language development (Tomlinson, 2014).Another important area of focus in ELT research is the role of technology in language teaching and learning. The rapid advancements in digital technologies have significantly impacted the field of ELT, opening up new possibilities for language instruction and practice. Studies have explored the integration of various technological tools, such as online language learning platforms, mobile applications, and virtual classrooms, and their potential to improve language skills, enhance learner autonomy, and provide personalized feedback (Chapelle & Sauro, 2017).The issue of language assessment has also been a subject ofextensive research in ELT. Scholars have examined the effectiveness of different assessment methods, including formative and summative assessments, as well as the use of standardized language proficiency tests, such as the TOEFL and IELTS (Fulcher & Davidson, 2007). The importance of aligning assessment practices with the desired learning outcomes and the implementation of alternative assessment strategies, such as portfolio-based assessment and performance-based tasks, have been highlighted in the literature.The cultural and linguistic diversity of language learners is another crucial factor that has been widely discussed in ELT research. Scholars have emphasized the need to incorporate culturally responsive teaching practices, which acknowledge and validate the diverse backgrounds and experiences of language learners, and promote intercultural understanding and sensitivity (Canagarajah, 2005). Additionally, the role of the learners' first language (L1) in the ELT process has been a topic of debate, with some studies suggesting that judicious use of L1 can facilitate language learning, while others advocate for a more exclusive use of the target language (Cook, 2001).Finally, the professional development of ELT practitioners has been a crucial area of concern. Researchers have highlighted the importance of ongoing teacher training, collaboration, and the integration of research-informed practices to ensure the continuous improvementof teaching quality and student learning outcomes (Richards & Farrell, 2005). The exploration of teacher beliefs, attitudes, and reflective practices has also been a significant focus in ELT literature.In conclusion, this literature review has provided a comprehensive overview of the key themes and trends in the field of English language teaching. The findings from the various studies and publications discussed here underscore the complexity and multifaceted nature of ELT, as well as the need for a dynamic and evidence-based approach to language instruction. As the field continues to evolve, future research should explore emerging pedagogical strategies, technological advancements, and the changing needs and expectations of language learners in an increasingly globalized world.。
英语专业文献综述模板及填写要求
英语专业文献综述模板及填写要求一、综述模板标题：文献综述摘要：本文综述了英语专业领域中的相关文献，主要包括研究目的、方法、结果和结论等方面的内容。
通过对已有文献的分析和总结，本文试图对该领域的研究现状进行梳理，并指出进一步研究的方向和重点。
本文旨在为学术界提供参考，促进该领域的研究进展。
关键词：英语专业、文献综述、研究现状、研究方向一、引言介绍英语专业研究领域的背景和意义，指出该领域的重要性和存在的问题。
二、研究目的明确本文的研究目的和意义，即对英语专业领域的相关文献进行综述和总结。
三、相关文献列举已有的相关文献，包括期刊论文、学术研究报告、学位论文等。
四、研究方法描述本文综述所采用的研究方法，如文献查阅、内容分析、统计分析等。
五、研究结果与讨论对已有文献进行分析和总结，总结该领域的研究现状，包括已取得的成果、存在的问题和不足之处等。
六、研究的局限性七、研究的进展和展望提出该领域进一步研究的方向和重点，为学者们提供参考和启示，推动该领域的研究进展。
八、结论总结本文综述的主要内容，强调研究的重要性和意义，呼吁学者们重视该领域的研究。
二、填写要求1.精确查找并引用相关文献，确保论述的准确和可靠性。
2.文献综述要体现对目前研究现状的理解和分析，避免一味陈述已有文献的内容。
3.对已有文献进行分析和总结时，应注重对其方法和结果的评价，有利于找出其优点和不足之处。
4.综述应注意对已有文献的研究的局限性和不足之处进行描述，避免过于绝对化的态度。
5.研究的进展和展望要有针对性和可行性，避免过于宏观和空泛的表述。
6.综述要注重逻辑性和条理性，避免内容的杂乱和重复。
总的来说，英语专业文献综述要准确、全面地总结和分析相关文献的研究现状，并提出明确的进一步研究方向和重点。
通过合理的论证和论述，为学术界提供参考，推动该领域的研究进展。
英文文献综述万能模板范文
英文文献综述万能模板范文英文回答：Introduction.A literature review is a comprehensive survey of the existing research on a particular topic. It provides a critical analysis of the literature, identifying the key themes, gaps, and areas for future research. A well-written literature review can help readers quickly and easily understand the current state of knowledge on a topic.Steps to Writing a Literature Review.1. Define your topic. The first step is to define the scope of your literature review. This includes identifying the key concepts, variables, and research questions that you will be addressing.2. Search for relevant literature. Once you havedefined your topic, you need to search for relevant literature. This can be done through a variety of sources, including academic databases, Google Scholar, and library catalogs.3. Evaluate the literature. Once you have found a bodyof literature, you need to evaluate it to determine its relevance, quality, and credibility. This involves reading the abstracts and full text of the articles and assessing their strengths and weaknesses.4. Organize your review. Once you have evaluated the literature, you need to organize it into a logical structure. This may involve grouping the articles by theme, methodology, or research question.5. Write your review. The final step is to write your literature review. This should include a clear introduction, a body that discusses the key findings of the literature, and a conclusion that summarizes your findings andidentifies areas for future research.Tips for Writing a Literature Review.Be comprehensive. Include all of the relevant literature on your topic, even if it is not supportive of your hypothesis.Be critical. Evaluate the strengths and weaknesses of the literature, and identify any gaps in the research.Be clear and concise. Write in a clear and concise style, and avoid using jargon or technical language.Proofread carefully. Make sure to proofread your literature review carefully before submitting it.中文回答：文献综述的撰写步骤。
英文文献综述怎么写范文(汇总3篇)
拆解论文结构，是一个很好的理解论文，学习论文写作，同时提高逻辑思维和表达的方法。
方法其实很简单，但凡事不能一蹴而就。
但相信勤加练习以后，你一定会觉得看论文、写论文都不再那么那么痛苦。
最后再来复习一遍步骤吧：step 1：找到自己喜欢的文献综述。
step 2：提炼框架。
提取出文献综述中的结构性语句，得到该篇文献综述的框架。
step3：填答案。
根据得到的框架来有目的地查阅文献，提取相关信息，填上答案。
得到初稿。
step4：多选几篇。
重复之前的方法，对其反复拆解、组装，最终得到完全属于自己的litera ture review。
英文文献综述怎么写范文第2篇当我们已经提炼出一篇文献综述的框架，去填每个空的答案就比较容易了。
但因为论文最注重的就是理论支撑。
我们不能随便百度到答案就填上去。
我们在文献综述中引用的一切，都需要在原文中找到依据。
但去看原文实在太累了。
所以建议的方法是：先在知乎、Quora、学术论坛或者相关好懂的文献综述，看看他们是如何引用这篇paper，评价这篇paper的。
看完之后你的心里就已经有底了。
那么我们需要做的也很简单：1. 翻到相关部分2. 关键词定位 (快速找到答案）3. 同义词替换 (降重)文献综述是一种通过对已有文献进行梳理、分析和评价的方法，以形成系统性的综合性文献报告，探讨某个问题的现状、发展趋势以及未来研究方向的方法。
那么如何写优秀的文献综述呢？下面从几个角度为大家介绍。
1.明确研究目的和问题在写文献综述之前，先要明确自己的研究目的和问题，这有助于你在文献中寻找和汇总符合研究方向的文献资料，也能避免收集到不必要的资料浪费时间。
2.合理筛选文献来源3.分类整理文献资料在文献综述的写作过程中，需要将搜集到的文献进行分类整理，例如按照时间、地区、专业领域、研究角度等进行整合，方便后续的分析和总结。
4.分析比较文献中不同观点和研究方法通过对文献的比较和分析，可以了解研究领域发展的趋势、发现未解决的问题和矛盾，并提出自己的新的解决方法，这就需要作家具有较强的综合分析能力。
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。
关于高校专业英语教学研究的文献综述
关于高校专业英语教学研究的文献综述首先，针对高校专业英语教学中存在的问题，Thomas Scovel在其著作《学习第二语言》中提出了“下意识语言学习理论”。
他认为，专业英语教学应该注重培养学生的下意识语言能力。
根据这一理论，学生不仅需要掌握语法和词汇等表面层次的语言知识，还需要通过大量的训练和接触来培养对语言的下意识掌握能力。
此外，许多学者也对高校专业英语教材的设计进行了研究。
杜连贵在他的著作《大学英语教学理论与实践研究》中提出了“任务驱动教学法”。
这种教学法将学生置于具有现实意义的任务情境中，通过实际应用和交流来培养专业英语能力。
研究结果表明，任务驱动教学法可以提高学生的语言学习效果和动机，使学生更好地应用专业英语知识。
此外，高校专业英语教学中的学生参与和互动也是研究的热点。
Wei Zhang等人在他们的研究中探讨了高校专业英语教学中学生互动的重要性。
他们的研究结果表明，学生参与和互动可以促进学生的学习效果和学习动机，增强专业英语能力的培养。
因此，高校教师应该创造积极的互动环境，鼓励学生参与到专业英语的学习中。
此外，高校专业英语教学中的评估方法也是研究的重要方向之一、Xiaoqing Ma等人的研究探讨了高校专业英语教学中评估方法的选择与设计。
他们发现，传统的考试评估方法无法全面评估学生的专业英语能力。
因此，研究者提出了一种综合评估方法，通过多种形式的评估来全面了解学生的专业英语能力。
综上所述，高校专业英语教学研究涉及到多个方面，包括教学方法、教材设计、学生参与和互动以及评估方法等。
在这些研究中，学者们提出了许多新颖的理论和方法，为高校专业英语教学提供了有益的指导。
然而，目前的研究还存在一些限制，需要进一步的深入研究和探索。
因此，未来的研究可以从更广的角度来考察高校专业英语教学，以期提高教学质量和培养学生的专业英语能力。
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.。
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。
（完整版）英语专业本科_毕业论文文献综述示例
英语专业本科毕业论文文献综述示例（英文）Literature Review— The Qu est for Meaning of Life in Mrs. Dalloway论《达罗卫夫人》对生命意义的探求ranks as one of most distinguished writers. Mrs. Dalloway (1925), To the Lighthouse(1927), and Jacob's Room (1922) are Virginia Woolf's representative novels. She1. Stream of consciousness, modernism, realismIn Mrs. Dalloway, Woolf successfully explores stream ofconsciousness. She2.PhilosophyWoolf’s aesthetic and philosophical attitude was greatly influenced by the Cambridge philosopher G. E. Moore’s theory which greatly influencedall members of3. Psychoanalysis, the relation with Sigmund FreudNicole Jouve in Virginia Woolf and psychoanalysis to psychoanalysis was in three ways:4. Poetic feature, such a s from the word of ‘plunge’Mary Hughes in The Plunge in Mrs. Dalloway and the Book to Comeillustrates Clarissa embrace the life through explaining the word“plunge”, and points out5. The theme of life and deathLiterary criticism in China mainly focuses on the writing techniques usedin the novel, but Cheng Yan-qin and Xu Hong-zhen talk about andCoercion in Virginia Woolf’s Mrs. Dalloway”, Women’s Vision in Western Literature: the empathic community.Westport: Praeger Publishers, 2005.（至少10篇以上，期中英文至少5篇）注：所谓文献综述就是根据所收集到的与论文相关的文献在文内列出若干个小标题，然后根据小标题展开综述。
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。
英语专业毕业论文文献综述
英语专业毕业论文文献综述英语专业毕业论文文献综述在英语专业的学习过程中，毕业论文是一项重要的任务。
而在撰写毕业论文之前，进行文献综述是必不可少的一步。
文献综述是对已有研究成果的梳理和总结，为后续的研究工作提供理论基础和研究方向。
本文将对英语专业毕业论文文献综述的重要性、撰写方法和注意事项进行探讨。
首先，毕业论文文献综述的重要性不可忽视。
通过对相关文献的梳理和分析，可以了解当前研究领域的研究进展和热点问题。
这有助于研究者明确自己的研究方向，避免重复研究，提高研究效率。
此外，文献综述还可以帮助研究者掌握相关理论知识，提高研究水平。
因此，在进行毕业论文研究之前，进行文献综述是必要的一步。
其次，撰写毕业论文文献综述需要掌握一定的方法。
首先，要选择合适的文献来源。
可以通过图书馆的数据库、学术期刊和学术会议等渠道获取相关文献。
其次，要对文献进行筛选和评估。
根据研究的主题和目标，选择与之相关的文献进行阅读和分析。
在阅读文献时，要注意文献的质量和可信度，避免使用低质量的文献。
最后，要将文献进行整理和总结。
可以按照时间顺序、主题分类或研究方法等方式对文献进行分类和归纳，提取出关键信息和研究成果，形成文献综述的结构。
然而，在撰写毕业论文文献综述时，也需要注意一些事项。
首先，要保持客观和中立的态度。
文献综述应该是对已有研究成果的客观评价和总结，而不是个人的主观看法。
其次，要注意文献的引用和参考格式。
在引用文献时，要遵循学术规范，使用正确的引用格式，避免抄袭和侵权问题。
此外，要注意文献的更新和补充。
由于研究领域的不断发展，新的研究成果可能会对已有文献产生影响。
因此，在撰写毕业论文期间，要及时更新和补充文献综述的内容，确保研究的全面性和准确性。
总之，英语专业毕业论文文献综述是一项重要的任务，对于后续的研究工作具有重要意义。
通过文献综述，可以了解当前研究领域的研究进展和热点问题，明确自己的研究方向，提高研究水平。
在撰写毕业论文文献综述时，需要掌握合适的方法，选择合适的文献来源，对文献进行筛选和评估，进行整理和总结。
英语文献综述 范文
英语文献综述范文English: Conducting a literature review in English requires a comprehensive understanding of the research topic, the ability to analyze and synthesize information, and critical thinking skills to evaluate different studies. The process involves systematically searching for relevant articles, reading and summarizing the key points, analyzing the findings, and identifying gaps in the existing research. A well-written literature review should provide a clear overview of the current state of knowledge on the topic, discuss different perspectives and findings, and propose future research directions. Additionally, it is essential to acknowledge and cite the sources properly to avoid plagiarism and give credit to the original authors for their work.Chinese: 进行英语文献综述需要全面了解研究主题，具备分析和综合信息的能力，以及评估不同研究的批判性思维技能。
英语文献综述格式
英语文献综述格式
英语文献综述格式通常包括以下几个部分：
1. 标题与作者：标题应该简明扼要地概括综述的主题，作者信息包括姓名和所属机构。
2. 引言：引言部分应该简要介绍综述的目的、范围、相关背景和现状，以及综述所涉及的研究问题和假设。
3. 文献来源与筛选：综述需要说明文献的来源和筛选标准。
作者需要阐述如何搜集相关文献，如何筛选文献以及筛选的标准是什么。
4. 文献综述主体：主体部分应该对已有研究进行综合评述，包括研究领域的研究现状、新水平、新动态、新技术和新发现、发展前景等内容，并进行归纳整理和评论。
可以按照时间顺序、主题或方法论等方式组织综述内容。
5. 结论：结论部分是对综述的总结，作者需要概括研究领域的主要发现，指出研究方法的优缺点，提出未来研究方向和建议。
6. 参考文献：参考文献应该列出所有引用的文献，格式要符合学术规范。
在写英语文献综述时，需要注意语言简练、表达清晰、逻辑严谨、条理分明。
同时，要避免抄袭和剽窃行为，确保文献来源的可靠性和准确性。
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Yi b i n U n i v e r s i t y
2015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 Prepositions
Based on Skopos Theory
姓名：简汝梦学号：110405034 指导老师：徐文英摘要：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
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。
凯
of
plus
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
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
:
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
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。
参考文献：
Bian-Jianhua[卞建华]. 关于翻译目的论相关问题的讨论——与克里斯蒂安·诺德教授的四次网上交流(英文)[J]. 中国翻译-2006-01:44-46.--
Dang-Fengqin[党风琴]. The Translation Strategies of English Numerical Idioms Based
Wang-Xiaoman; Zhao-Huijun[王小曼-赵慧君]. Skopos theory in translation studies [J].
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Chen, Daliang[ 陈大亮]. 针对翻译目的论的一种批判性反思——兼论文学翻译主体性的困境[J]. 西安外国语大学学报,2007,03:49-52.
Duan, Zili[段自力]. 翻译目的论介评[J]. 渝州大学学报(社会科学版),2000,02:81-84. Feng, Li[冯丽]. 谈英语介词的翻译[J]. 济南教育学院学报,2003,05:28-31.
Gu, Yulian[顾玉莲]. 轮机英语中介词的语义动化[J]. 青岛远洋船员学院学报,2011,03:66-69.
研
技大学学报(社会科学版),2009,02:64-67.
Xu, Qingqing[许庆庆]. 英语介词的分类及翻译法浅析[J]. 林区教学,2013,07:78-79. Yang, Xicun[杨喜存]. 关于英语介词翻译的几个问题[J]. 兰州石化职业技术学院学报,2000,01:5-7.。