英语专业毕业论文提纲范文(3篇)
关于英语专业毕业论文提纲优质范文.doc
英语专业毕业论文提纲范文一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(3—5条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。
二、西方的宗教传统与英语谚语的本源关联2.1对基督教的历史做一简单的概述，同时对《圣经》对基督教的核心意义与价值做一简单的说明2.1.1. 简述西方的宗教传统，或者基督教的历史2.1.2. 对基督教的基本信义做一简单的概述，从下述几个方面：(1)对基督教的只信仰一个唯一的上帝，不容许进行偶像崇拜;(2)原罪的观念与救赎的观念：涉及末世审判、救赎恩典和得救的观念(3)爱是基督教信仰的核心，核心是爱上帝，同时爱每个人归根结底，基督教是一种高级的精神性宗教，深深地浸透入了西方世界的每一个角落2.2英语谚语与基督教的关系，特别是《圣经》的英译对英语的影响(1)《圣经》历史上的英译本，主要讲钦定本的诞生和影响(譬如扩大了英语的词汇量、增强了英语的表意功能、增加了英语的表意手段等等)(2)通过一些简单的例证来说明从拉丁语翻译到英语这一过程的影响与意义(如可以举例一些特殊的词语、句式等说明，做好这一部分关键是找到好的研究资料)三、对源于《圣经》的谚语进行分析，揭示其宗教、文化内涵(选取若干源于《圣经》的谚语进行具体的、细致的分析，以揭示谚语背后的宗教内涵和英语所负载的宗教文化意义。
)1.选取15—20条有代表性的谚语进行分析，(1)简述一下选取分析对象的标准首先这些谚语必须来源于《圣经》或者有《圣经》直接引伸出来，其次这些谚语必须是应用较广，家喻户晓，且包含特定的智慧(2)对这些谚语进行分析我们的分析角度或方法是：1、要将这些谚语放到《圣经》的文本中去，也就是要将其放回到具体的语境中，在具体的故事或圣经人物的言说中领会这些谚语的内涵2、可以适当的结合这些谚语的修辞、句式结构等来分析2.对上述谚语分析之后，从若干角度进行文化内涵的总结和概括这些谚语的内在价值：道德规范、人生智慧、这些谚语的功能：宗教教化功能、规导劝慰功能、(这些价值功能关键的根据所选谚语的分析来确定，有新的发现可适当再添加)这一部分为本文的主体部分，在3500字左右附：拟订提纲的步骤与方法第一步，明确文章的大小题目。
英语教学毕业论文提纲
英语教学毕业论⽂提纲英语教学毕业论⽂提纲模板精选3篇 论⽂提要是内容提纲的雏型。
⼀般书、教学参考书都有反映全书内容的提要，以便读者⼀翻提要就知道书的`⼤概内容，下⾯是⼩编为⼤家推荐的3篇英语教学毕业论⽂的提纲模板，希望⼤家喜欢! 英语教学毕业论⽂提纲模板⼀ Abstract 5-6 摘要 7-9 1. Introduction 9-11 1.1 Background of the Research 9 1.2 Significance of the Research 9-10 1.3 Structure of the thesis 10-11 2. Literature Review 11-19 2.1 Some Attempts to Define expert and novice teacher 11-13 2.2 An overview of studies on teaching behaviors 13-16 2.3 An overview of the characteristics of expert teachers' teaching behaviors 16 2.4 Limitations of the Previous Studies 16 2.5 Theoretical bases 16-19 3. Research Design 19-25 3.1 Subjects 19-20 3.2 Observed teaching tasks 20-21 3.3 Classification of English teachers’ teaching behaviors 21-22 3.4 Research method 22-24 3.5 Research Procedures 24-25 4. Data Analysis and Discussion 25-51 4.1 Diversity in Speech Presentation behavior 25-33 4.2 Diversity in Text Presentation 33-38 4.3 Diversity in Action Presentation (body language) 38-40 4.4 Diversity in interaction behavior 40-51 5. Conclusions and Implications 51-55 5.2 Pedagogical Implications 53-54 5.3 Limitations and recommendations for the Further Research 54-55 Acknowledgments 55-56 References 56-59 Appendix I Classroom observation worksheet of teaching behavior 59-61 Appendix II 唐卫海提问⾏为类别观察表 61-62 Appendix III 攻读硕⼠学位期间发表的论⽂ 62 英语教学毕业论⽂提纲模板⼆ Abstract 3-4 摘要 5-7 Tables 7-10 1. Introduction 10-14 1.1 Research Questions 11 1.2 The purpose and significance of this research 11-12 1.3 Layout of thesis 12-14 2. Literature Review 14-24 2.1 The concept and connotation of teaching journal 15-17 2.2 The Content of teaching journal 17-20 2.3 Reflective level 20 2.4 The styles of teaching journal 20-24 3.Research Design 24-26 3.1 Purpose of Research 24 3.2 Subjects 24 3.3 Instruments 24-25 3.4 Procesures of research 25 3.5 Data collection 25-26 4. Results and Discussions 26-52 4.1 Results and discussions of quesionnaire 26-32 4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45 4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52 5. Methods to Improve Teachers' Reflective Ability 52-56 5.1 Problems in the process of reflection 52-53 5.2 The ways to improve teachers' reflective ability 53-56 6. Conclusion 56-58 6.2 Limitations 56-57 6.3 Suggestions for future research 57-58 Acknowledgements 58-60 Bibliography 60-64 Appendix 64-65 英语教学毕业论⽂提纲模板三 Abstract 3-4 摘要 5-8 1. Introduction 8-12 1.1 Research background 8 1.2 Significance of the study 8-10 1.3 Organization of thesis 10-12 2. Literature Review 12-22 2.1 Language learning strategies 12-15 2.1.1 Definition of the language learning strategies 12-13 2.1.2 Classification of learning strategies 13-14 2.1.3 Studies on learning strategies 14-15 2.2 Language learning styles 15-18 2.2.1 Definition of language learning style 15 2.2.2 Classification of language learning style 15-17 2.2.3 Studies on language learning style 17-18 2.3 Learning strategies training 18-19 2.4. Review of the relationship of learning strategies and learning styles 19-22 3. Methodology 22-33 3.1 Purposes 22 3.2 Hypotheses 22 3.3 Research participants 22-23 3.4 Instruments of the research 23-24 3.4.1 Questionnaire 23 3.4.2 Observation 23-24 3.5 Procedures 24-33 3.5.1 Pre-treatment questionnaire 24-25 3.5.2 Language learning strategy training instruction 25-30 3.5.3 Post-treatment questionnaire 30-33 4. Results and Discussion 33-47 4.1 Results of the questionnaire 33-43 4.1.1 The results of the T-test in pre-treatment questionnaire 37-40 4.1.2 The results of the T-test in post-treatment questionnaire 40-43 4.2 Discussion 43-47 4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44 4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45 4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47 5. Conclusion 47-49 5.1 Major findings 47-48 5.1.1 The learning styles of the senior high students were tended to be various 47-48 5.1.2 The language learning strategy training can expand or even changethe language learning styles 48 5.2 Limitations and recommendations for further study 48-49 Acknowledgements 49-51 Bibliography 51-55 Appendix 55-61 AppendixA 关于英语学习风格的问卷调查 55-59 AppendixB 英语学习策略培训观察量表 59-60 AppendixC Listening Material 60-61。
英语论文提纲范例大全13篇
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
大学英文毕业论文提纲--推荐范例.doc
大学英文毕业论文提纲范例1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor ofbilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodicmemory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantictransfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how。
英语专业大学毕业论文范文精选3篇(全文)
英语专业大学毕业论文范文精选3篇1中美文化比较的教学实践机制（1）中美文化比较在阅读板块中的教学实践机制。
这里笔者想起了在电影《ZG合伙人》中的一句台词，大意是：为什么你们在阅读《ZG日报（英文版）》时能理解文中的意思，但在阅读《纽约时报》时则有时很难读透文章的含义，这就是因为美国人的思维方式与我们不同。
这里所谈及的美国人思维方式似乎与中美文化比较无关，实则不然，一国国民的思想方式深受其所在GJ社会文化的影响，而思维方式的不同自然会在文章的写作中反映出来。
因此，通过中美文化比较下的教学方式，将能使学生站在美国人的习惯视角下来阅读外文，这将极大地增强他们的阅读能力与阅读参与感。
但这里也需要正视一个问题，我们教会学生站在美国人的习惯视角来看待美国人的问题，而不是改变学生的思维习惯与价值推断。
这就意味着，在实施比较文化教学时应把握好其中的度，再说没有长时间在美国生活的经历也无法形成美国人式的思维方式。
那么如何来把握好这个度呢？把握好这个度需要从比较文化元素的选择，以及对该元素的释放环节上下工夫。
（2）中美文化比较在听说板块中的教学实践机制。
不难理解，思维方式的不同也在中美各自的语言习惯上打上了烙印。
如，ZG 人较为含蓄，而美国人则较为直率。
从美国人口语所要表达的意思中还能发现，他们更习惯于直线思维和对数量参数的应用。
这些语言表达习惯的形成，不仅与他们特有的移民文化不可分离，也深受到希腊哲学的影响。
可见，在大学英语听说教学中也需要使学生从总括层面来把握美国人的思维习惯，以及对特定事物的态度。
当然，这些都离不开对中美文化比较知识的传递。
与上文的价值取向一致，我们不要试图去改变学生的思维方式。
但是否需要应该建立起学生思维的转换模式呢？笔者认为，这将影响学生在听说能力训练上的实效性。
遵循“习惯成自然”的观点，应在特定的情境下来帮助学生通过角色扮演来熟练掌握英语通常的表达习惯与交际形式。
从以上阐述中可以发现，中美文化比较的目的在于使学生明白英美人士的思维习惯，从而提升在阅读和听说训练上的成绩。
英语毕业论文的提纲范文3篇
英语毕业论文的提纲范文3篇The outline model of English graduation thesis编订：JinTai College英语毕业论文的提纲范文3篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文的提纲范文2、篇章2：毕业论文提纲范文3、篇章3：毕业论文提纲范文篇章1:英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。
下面内容由小泰为大家分享英语毕业论文的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。
【推荐】英文论文大纲范例-范文模板 (10页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。
英语专业毕业论文提纲
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 时间过得真快，⼤学⽣活即将结束，我们都知道毕业前要通过毕业论⽂，毕业论⽂是⼀种⽐较重要的`检验⼤学学习成果的形式，毕业论⽂我们应该怎么写呢？下⾯是⼩编精⼼整理的英语专业毕业论⽂提纲，欢迎⼤家借鉴与参考，希望对⼤家有所帮助。
英语专业毕业论⽂提纲篇1 Acknowledgements 4-6 Contents 6-10 List of Figures 10-12 List of Tables 12-20 Abstract 20-22 摘要 23-25 Chapter 1 Introduction 25-32 1.1 Purpose of the study and research questions 28-29 1.2 Significance of the study 29-30 1.3 Organization of the study 30-31 1.4 A note on terminology 31-32 Chapter 2 Literature review 32-51 2.1 T/TP and coherence in English writing 32-35 2.1.1 Defining coherence 32-33 2.1.2 T/TP as means to realize coherence 33-35 2.2 T/TP in EFL/ESL writing 35-42 2.2.1 T/TP and coherence in EFL/ESL writing 35-37 2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42 2.3 T/TP in English research articles by EFL/ESL scholars 42-44 2.4 The factors that influence T/TP in EFL/ESL writing 44-47 2.5 Training in T/TP 47-49 2.6 Summary 49-51 Chapter 3 Theoretical background 51-70 3.1 Systemic Functional Grammar 51-55 3.1.1 Five dimensions of language as a semiotic system 51-53 3.1.2 Three metafunctions of language as a functional system 53-54 3.1.3 Three lines of meaning from metafunctions 54-55 3.2 Theme and thematic progression 55-70 3.2.1 Theme 56-62 3.2.2 Thematic progression 62-70 Chapter 4 Research Design 70-88 4.1 The participants and the educational context 70-73 4.1.1 Background of the participants and the participating school 70 4.1.2 The allocation of participants to the training 70-71 4.1.3 The sample sizes 71-72 4.1.4 The pilot study 72-73 4.2 The interventional procedures 73-74 4.3 The questionnaire 74-75 4.4 The training 75-80 4.4.1 Considerations behind the training 75-76 4.4.2 The training material 76-79 4.4.3 The role of the researcher as the trainer 79-80 4.5 Data analysis 80-86 4.5.1 Analysis of the writing 80-86 4.5.2 Analysis of the questionnaire 86 4.6 Ethical considerations 86-88 4.6.1 Informed consent 86-87 4.6.2 Anonymity 87 4.6.3 Harm 87-88 Chapter 5 Results and analysis of pre-training writing 88-115 5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102 5.1.1 Topical,textual and interpersonal Themes 88-91 5.1.2 Topical Themes:marked and unmarked Themes 91-95 5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100 5.1.4 Interpersonal Themes 100-102 5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110 5.2.1 Linear,constant,summative and split progressions 102-107 5.2.2 Back,contextual and new Themes 107-110 5.3 Summary 110-115 Chapter 6 Results and analysis of post-training writing 115-137 6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129 6.1.1 Topical,textual and interpersonal Themes 115-117 6.1.2 Topical Themes:marked and unmarked Themes 117-121 6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126 6.1.4 Interpersonal Themes 126-129 6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132 6.2.1 Linear,constant,summative and split progressions 129-131 6.2.2 Back,contextual and new Themes 131-132 6.3 Summary 132-137 Chapter 7 Results and analysis of pre- and post- training writing 137-155 7.1 Comparison of Themes in pre- and post- training writing 137-147 7.1.1 Topical,textual and interpersonal Themes 137-139 7.1.2 Topical Themes:marked and unmarked Themes 139-142 7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145 7.1.4 Interpersonal Themes 145-147 7.2 Comparison of thematic progression in pre- and post- training writing 147-150 7.2.1 Linear,constant,summative and split progressions 147-149 7.2.2 Back,contextual and new Themes 149-150 7.3 Summary 150-155 Chapter 8 Results and analysis of the questionnaire 155-165 8.1 Findings from closed questions 155-160 8.1.1 EEL participants general attitude to training on T/TP 155-157 8.1.2 EEL participants perception of the usefulness of the training on T/TP 157-158 8.1.3 EEL participants perception of the learnability of T/TP 158-159 8.1.4 EEL participants perception of the applicability of T/TP in writing 159-160 8.2 Findings from open questions 160-164 8.2.1 The changes that occurred 161-162 8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163 8.2.3 The reasons for the perceived difficulty in learning 163 8.2.4 EEL participants suggestions for future training 163-164 8.3 Summary 164-165 Chapter 9 Discussion 165-195 9.1 Findings with regard to research questions 165-187 9.1.1 Chinese college students use of T/TP in pre-training writing 165-172 9.1.2 Chinese college students use of T/TP in post-training writing 172-181 9.1.3 Effects of the training on T/TP in Chinese college students English writing 181-187 9.2 Positioning the study within the literature 187-190 9.2.1 T/TP in Chinese college students English writing 187-189 9.2.2 Effects of training on Chinese college students use of T/TP 189-190 9.3 Implications 190-194 9.3.1 Pedagogical implication 190-193 9.3.2 Methodological implication 193-194 9.4 Limitations 194-195 Chapter 10 Conclusion 195-200 10.1 Summary 195-197 10.2 Putting everything together 197-199 10.3 Suggestions for future work 199-200 Notes 200-202 References 202-214 Appendix 1: Plan for the interventional procedures 214-215 Appendix 2: The post-training questionnaire 215-217 Appendix 3: Training material 217-229 Appendix 4: Teachers guide to the training 229-237 Appendix 5: Consent form for EEL group 237-238 Appendix 6: Consent form for CEL group 238-239 Appendix 7: Consent form for NS group 239 英语专业毕业论⽂提纲篇2 中⽂摘要 3-4 ABSTRACT 4 Chapter One Introduction 7-10 1.1 Motivation of the present study 7-8 1.2 Significance of this study 8 1.3 Composition of this thesis 8-10 Chapter Two Literature Review 10-19 2.1 Language production 10-14 2.1.1 L1 Production 10-11 2.1.2 L2 Production 11-12 2.1.3 Dimensions of language production 12-14 2.2 Theories on oral output 14-15 2.2.1 Skehan’s dual-model system 14 2.2.2 Swain’s Output Hypothesis 14-15 2.3 Task Repetition 15-17 2.3.1 Task 15-16 2.3.2 Task repetition 16-17 2.4 Relevant studies on effects of task repetition on L2 oral output 17-19 CHARPTER THREE THE CURRENT STUDY 19-25 3.1 Research justification and questions 19 3.2 Hypothesis 19-20 3.3 Methods 20-25 3.3.1 Participants 20-21 3.3.2 Material 21 3.3.3 Research design 21-23 3.3.4 Measures 23-25 Chapter Four Results and Discussion 25-41 4.1 Results and Analysis 25-34 4.1.1 Quantitative analysis 25-27 4.1.2 Qualitative analysis 27-34 4.2 Discussion 34-41 4.2.1 Fluency 34-36 4.2.2 Complexity 36-38 4.2.3 Accuracy 38-39 4.2.4 interlanguage development path of learner L 39-41 Chapter Five Conclusions 41-44 5.1 Conclusion and implication 41-43 5.2 Limitations and recommendations 43-44 Acknowledgements 44-45 References 45-49 Appendixes 49-54 A. Instructions of the experiment 49-50 B. The same-content task 50-51 C. The different-content task 51-52 D. Sample of oral pre-task 52-53 E. Sample of oral post-task 53-54 F. Sample of writing repetition task 54 英语专业毕业论⽂提纲篇3 Abstract 3-4 摘要 5-8 List of Abbreviations 8-9 Chapter One Introduction 9-13 1.1 Research Background 9-11 1.2 Necessity and Objectives of the Study 11-12 1.3 Thesis Organization 12-13 Chapter Two Literature Review 13-27 2.1 Defining Explicit Linguistic Knowledge (ELK) and Implicit Linguistic Knowledge (ILK) 13-16 2.2 Relationship Between Explicit and Implicit Knowledge 16-19。
英语毕业论文的提纲范文3篇
英语毕业论文的提纲范文3篇The outline model of English graduation thesis编订：JinTai College英语毕业论文的提纲范文3篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文的提纲范文2、篇章2：毕业论文提纲范文3、篇章3：毕业论文提纲范文篇章1:英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。
下面内容由小泰为大家分享英语毕业论文的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。
英语论文提纲
英语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。
英语论文提纲范文一：A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等;重点放在研究发现上。
关键词：3-5个。
Outline毕业论文由以下几部分组成：1 Introduction (绪论)绪论：本部分对论文整体上予以简单介绍，涉及以下方面：指出研究目的(Research aim) ，并把研究目的细化为2、3个研究问题(research questions)。
指出用何种理论框架(theoretical framework)有何研究意义(Significance of the present study)，方法论(methodology当前研究属于定性还是定量，有何具体方法)，语料收集(data collection，语料由何处，运用何种方法收集到的，为何用这些语料)，论文的结构(organization of the dissertation)2 Literature Review (文献综述)文献综述：本部分主要介绍以往的相关研究，要有陈述也有评论，重点指出以前研究存在的不足，或者没有解决的问题(让人明白本研究的必要性)。
如：以“A Contextual Study of Black English”(“黑人英语的语境论研究”)为题，本论文文献综述要围绕着国内外有关黑人英语的研究状况去写。
但是，不要写成1.国内的研究2.国外的研究，因为科研不分国内外，要有全球视角。
而是根据不同的视角去写。
2.1 语言学路径下的研究2.2 人类学路径下的研究2.3 文化学路径下的研究3 Theoretical Framework (理论框架)理论框架：本部分指出本研究所依据的理论基础，要对该理论有个概括的介绍，重点放在你要用的理论上，比如：语境或语域等。
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。
大学英文毕业论文提纲范例
第1 页/ 总共19 页大学英文毕业论文提纲范例1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 第2 页/ 总共19 页 3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension and production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research第 3 页/ 总共19 页1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and 第4 页/ 总共19 页episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension and production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negativesemantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon第 5 页/ 总共19 页 2.1.2 models of mental lexicon: a developing one 2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension 第6 页/ 总共19 页 and production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task第7 页/ 总共19 页2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension and production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory第8 页/ 总共19 页 4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: theancestor of bilingual第9 页/ 总共19 页 mental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension and production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory第10 页/ 总共19 页 4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model第11 页/ 总共19 页 3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension and production4.1.1 receptive vs. productive vocabulary: imbalanceonacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how第12 页/ 总共19 页1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition第13 页/ 总共19 页 3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension and production4.1.1 receptive vs. productive vocabulary: imbalanceonacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis第14 页/ 总共19 页2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory第15 页/ 总共19 页 3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehension and production4.1.1 receptive vs. productive vocabulary: imbalanceonacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one第16 页/ 总共19 页 2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition 3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production第17 页/ 总共19 页 4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm第18 页/ 总共19 页 2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition 3.2 psychological mechanism of l2 word acquisition 3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer第19 页/ 总共19 页4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition 4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how。
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英语专业毕业论文提纲范文（3篇）英语专业毕业论文提纲范文（3篇）论文提纲就是整篇文章的总体思路、逻辑图表和结构框架，以下为大家带来英语专业毕业论文提纲，让我们一起来看看详细内容吧~英语专业毕业论文提纲范文一Acknowledgements 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 pared 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/ESLwriting 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 sle 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-trainingwriting 88-1155.1 parison of Themes in EEL pre-training writing and CEL 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 parison 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 parison 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 parison 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 parison 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 parison 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 theapplicability 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 futuretraining 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 Englishwriting 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 214-215Appendix 2: The post-training questionnaire 215-217 Appendix 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范文二中文摘要 3-4ABSTRACT 4Chapter One Introduction 7-101.1 Motivation of the present study 7-81.2 Significance of this study 81.3 position 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 Skehans dual-model system 142.2.2 Swains 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 plexity 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 remendations 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. Sle of oral pre-task 52-53E. Sle of oral post-task 53-54F. Sle of writing repetition task 54英语专业毕业论文提纲范文三一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(35条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。