英语师范生毕业论文 文献综述
英语专业毕业论文文献综述要求和格式
英语专业毕业论文文献综述报告的基本要求文献综述是作者对某一方面问题的历史背景、前人工作、争论焦点、研究现状和发展前景等内容进行评论的论文。
文献综述要求对文献资料进行综合分析、归纳整理，使材料更精练明确、更有逻辑层次；并对综合整理后的文献进行比较专门的、全面的、深入的、系统的论述。
牛顿说过：如果我能比别人看得更远些，那是因为我站在前人肩上的缘故。
对于撰写本科毕业论文来说，一篇好的文献综述就能起到这样的作用。
撰写本科毕业论文需要做好一些基础性的工作。
其一是要了解前人关于这一课题研究的基本情况。
研究工作最根本的特点就是要有创造性，而不是重复别人走过的路。
熟悉前人对本课题的研究情况，可以避免重复研究的无效劳动，可以站在前人的基础上，从事更高层次、更有价值的研究。
其二是要掌握与课题相关的基础理论知识。
理论基础扎实，研究工作才能有一个坚实的基础，否则，没有理论基础，你就很难深入研究下去，很难有真正的创造。
上述两项基础性工作，在文献综述中得到了充分的体现。
文献综述是由学生通过系统地查阅与所选课题相关的国内外文献，进行搜集、整理、加工，从而撰写出综合性叙述和评价的文章。
在文献综述中，要较全面地反映与本课题直接相关的国内外研究成果，特别是近年来的最新成果和发展趋势，也要指出该课题需要进一步解决的问题。
通过文献综述对中外研究成果的比较和评价，不仅可以进一步阐明本课题选题的意义，还可以为本课题组织材料、形成观点奠定基础。
文献综述的写作是本科学生毕业论文创作中一次重要的研究实践活动。
文献综述的写作能反映出学生多方面的能力，其中主要的则是中外文献阅读能力和综合分析能力。
（二）文献综述的基本特征文献是指用文字、图形、符号、声频、视频等技术手段记录知识的载体，是各种资料的总称。
文献综述的基本特征可以概括为下面三点。
第一，综合性。
文献综述是对某一时期同一课题的所有主要研究成果的综合概括。
因此，要尽可能把所有重要研究成果搜集到手，并作认真的加工、整理和分析，使各种流派的观点清楚明晰，不要遗漏重要的流派和观点。
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 the subject of extensive research and scholarly discourse, with a vast array of literature exploring various aspects of this dynamic and evolving discipline. In this literature review, we will delve into the key themes, approaches, and perspectives that have shaped the understanding and practice of English language teaching.One of the fundamental areas of focus in ELT research has been the exploration of different teaching methodologies and their effectiveness. The traditional grammar-translation method, which emphasizes the study of grammatical rules and the translation of texts, has been challenged by more communicative approaches that prioritize the development of language proficiency for practical usage. The communicative language teaching (CLT) approach, for instance, emphasizes the importance of authentic communication, task-based learning, and the integration of the four language skills (listening, speaking, reading, and writing) to foster real-world language use (Savignon 2002).Closely related to the methodological debates is the ongoing discussion surrounding the role of the native language in the ELT classroom. While some scholars advocate for a strict target language-only policy, others argue for the judicious use of the learners' first language to facilitate comprehension, provide grammatical explanations, and address cultural differences (Cook 2001). This tension has led to the emergence of translanguaging pedagogies, which recognize the value of students' linguistic repertoires and encourage the strategic use of multiple languages to enhance learning (García and Wei 2014).Another significant area of ELT research focuses on the learner-centered approach, which emphasizes the individual needs, learning styles, and strategies of language learners. This perspective recognizes that students come from diverse backgrounds and have unique preferences, motivations, and cognitive processing abilities, which should be taken into account in the design and delivery of language instruction (Nunan 1988). Consequently, there has been a growing emphasis on the incorporation of learner autonomy, self-directed learning, and the use of technology-enhanced language learning to empower students and foster their active engagement in the learning process (Benson 2011).The role of technology in ELT has also been a subject of extensive investigation. The integration of digital tools, such as onlineplatforms, mobile applications, and multimedia resources, has transformed the landscape of language teaching and learning. Research in this area has explored the potential of technology to enhance language input, provide interactive and personalized learning experiences, facilitate collaborative learning, and support the development of language skills (Chapelle and Sauro 2017).In addition to methodological and technological considerations, ELT research has also delved into the sociocultural and political dimensions of language learning and teaching. This includes the examination of the influence of cultural backgrounds, power dynamics, and language ideologies on the teaching and learning of English as a global language (Pennycook 2017). Scholars have also explored the challenges and opportunities presented by the increasing diversity of English varieties and the need to address issues of linguistic imperialism, identity, and the representation of non-native speaker perspectives in the ELT field.Furthermore, the field of ELT has witnessed a growing emphasis on the importance of teacher education and professional development. Researchers have investigated the knowledge, skills, and dispositions required for effective language teaching, as well as the impact of pre-service and in-service teacher training programs on the quality of instruction (Richards and Farrell 2005).Finally, the assessment and evaluation of language learning outcomes have been a significant area of focus in ELT research. Scholars have explored the development and implementation of valid, reliable, and fair assessment tools, as well as the alignment of assessment practices with the goals and objectives of language instruction (Bachman and Palmer 2010).In conclusion, the literature on English language teaching presents a rich and multifaceted landscape, encompassing a wide range of perspectives, approaches, and areas of inquiry. From methodological debates to the integration of technology, from learner-centered pedagogy to sociocultural considerations, the ELT field continues to evolve, driven by the ongoing efforts of researchers, practitioners, and policymakers to enhance the quality and effectiveness of language education.。
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。
毕业论文英语专业范文
毕业论文英语专业范文毕业论文英语专业范文随着全球化的发展，英语已成为国际交流的重要工具。
作为英语专业的学生，在毕业论文中展示自己的研究成果和学术能力是非常重要的。
本文将以一个英语专业毕业论文范文的形式，探讨英语专业的研究方向、研究方法和研究成果等方面。
一、引言在引言部分，作者可以简要介绍研究背景和目的。
例如，可以提到英语专业的重要性以及对于毕业生未来职业发展的影响。
同时，也可以提到英语专业的研究方向和热点问题，为后续的论述做铺垫。
二、文献综述在文献综述部分，作者可以对相关的研究进行梳理和分析。
例如，可以介绍国内外学者在英语专业研究领域的成果和观点。
同时，也可以指出已有研究的不足之处，为自己的研究提供依据和动力。
三、研究方法在研究方法部分，作者可以详细介绍自己采用的研究方法和数据收集方式。
例如，可以提到自己采用的问卷调查、实地访谈或者文本分析等方法。
同时，也可以对这些方法的优缺点进行评价和讨论。
四、研究成果在研究成果部分，作者可以详细介绍自己的研究发现和结论。
例如，可以提到自己对于英语专业学生的需求调查结果，或者对于英语教学方法的改进建议等。
同时，也可以对自己的研究成果进行分析和解读，展示自己的学术能力和思考深度。
五、讨论与展望在讨论与展望部分，作者可以对自己的研究成果进行讨论和评价。
例如，可以指出自己的研究结果与已有研究的一致性或者差异性。
同时，也可以对自己的研究方法和数据分析进行反思和总结，提出进一步研究的方向和建议。
六、结论在结论部分，作者可以对全文进行总结和回顾。
例如，可以简要概括自己的研究目的、方法和成果。
同时，也可以强调自己的研究对于英语专业的意义和价值。
七、参考文献在参考文献部分，作者可以列举自己在研究过程中参考的文献和资料。
同时，也可以按照学术规范对这些文献进行格式化的引用。
总结：本文以一个英语专业毕业论文范文的形式，探讨了英语专业的研究方向、研究方法和研究成果等方面。
通过引言、文献综述、研究方法、研究成果、讨论与展望和结论等部分的论述，作者对英语专业的研究做了全面而深入的探讨。
英语教育专业毕业论文文献综述
毕业论文（设计）文献综述一、国内外现状传统的教学方式一直是以教师为主导地位的教学，教师讲，学生听，教学模式古板，教学方法落后，师生之间互动很少。
随着新教育体制尊重学生主体地位的提出，倡导课堂上要让学生多发言、多参与，不少学者就做了有关学生学习积极性调动方面的研究。
他们认为积极性是一种主观意识，是个体主动地根据自己的意愿，自己制定的目标而行动，而不是依靠外力推动的行为品质。
黄甫全在《小学教育学》中提到当代的心理研究表明，中小学生具备着一种特殊的、丰富的、可贵的人格特质和情感体验，有着与成人不同的思考方式。
而这种人格特质和情感体验让他们感觉到了自己存在的意义和价值加上与生俱来的好奇心和求知欲让他们具备了发展的潜能，这种潜能使得他们具有了发展的主动性和能动性（2007：69）。
心理专家扬霞在《让孩子学习上瘾的10个法则》中指出，孩子的学习自觉性并不是天生就有的，而是需要后天慢慢培养的，首先要有兴趣和动机（2006：29）。
在学生的学习过程中，与他们关系最紧密的就是教师。
教师在课堂上扮演着多种角色，他们是课堂的组织者，知识的传播者，同时还是学生的辅导员。
除此之外还要充当多种配角。
因此，教师能否将这些角色扮演好直接关系到学生学习的积极性。
我国学者陈琦、刘儒德等人在《当代教育心理学》中就指出教师课堂教学的新颖性、启发性还有灵活性能够调动学生的积极性，同时，他们也提出学习兴趣是学习动机中最活跃的心理成分（2007：233）。
当今，社会教学的主要组织模式仍然是课堂，课堂是完成教学任务和学生学习的主要环境，课堂也是学生与老师接触最多的时候。
因而，课堂对学生的意义非常重大。
但我们都知道一节课的时间是短暂的，那么如何在这短短的时间里调动起学生学习的积极性，让学生较好的完成学习任务就有必要对课堂进行了深入的探讨。
Thomas S.C. Farrell在《Reflecting on Classroom Communication in Asia》中就对课堂的交流模式以及如何促进更有效的交流等方面做了研究。
英语毕业论文文献综述
英语毕业论文文献综述英语毕业论文文献综述在进行英语毕业论文写作之前，文献综述是一个不可或缺的环节。
文献综述是指对已有学术研究成果的梳理、总结和评述，为研究者提供了一个深入了解研究领域的机会。
通过文献综述，研究者可以了解前人的研究进展、发现研究的空白和问题，并为自己的研究提供理论和方法的支持。
在进行文献综述时，研究者需要选择适当的文献来源。
一般来说，学术期刊、学术会议论文和学位论文是最常见的文献来源。
这些文献来源都经过同行评审，具有一定的学术可信度。
此外，研究者还可以参考相关的专业书籍和研究报告，以获取更全面的研究资料。
在选择文献时，研究者需要明确自己的研究问题和目标。
只有选择与自己研究方向相关的文献，才能确保文献综述的有效性。
此外，研究者还需要注意文献的时效性。
由于学术研究的不断进展，过时的文献可能无法反映当前的研究动态。
因此，研究者应该选择最新的文献，以保证文献综述的准确性和权威性。
在进行文献综述时，研究者需要对文献进行系统的整理和分类。
可以根据研究问题的不同，将文献按主题、方法、理论等方面进行分类。
通过分类整理，研究者可以更清晰地了解前人的研究进展和观点。
同时，分类整理还有助于研究者发现前人研究的不足之处，为自己的研究提供启示和借鉴。
在进行文献综述时，研究者还需要对文献进行评价和分析。
评价和分析是文献综述的重要环节，可以帮助研究者发现前人研究的优点和不足，并为自己的研究提供参考。
研究者可以根据文献的质量、方法和结论等方面进行评价和分析。
此外，研究者还可以对文献的研究设计、样本选择和数据分析等方面进行评价和分析，以判断文献的可信度和适用性。
在进行文献综述时，研究者还需要注意文献的引用和参考。
在引用文献时，研究者应该遵循学术规范，注明文献的作者、标题、出版年份和出版社等信息。
同时，研究者还需要将引用的文献列入参考文献列表，以便读者查阅。
正确的引用和参考可以提高文献综述的可信度和权威性，避免学术不端和抄袭行为的发生。
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。
关于英语专业毕业论文写作的文献综述
关于英语专业毕业论文写作的文献综述引言英语专业毕业论文是英语专业学生在毕业时撰写的具有一定价值的学术性论文。
它是考查英语专业学生大学四年以来所学的英语专业知识的重要方式，也可锻炼学生理论联系实际进行科学研究的能力，是本科学生获得学士学位的重要依据。
目前，我国大部分的院校都要求英语专业本科生必须用英语撰写学位论文，而且对于撰写英语毕业论文基本上没有限制条件，只要考试成绩合格者都可以参加毕业论文的写作。
但是，从有关的调查中显示，英语专业毕业论文质量不高，存在很多的问题。
目前已有很多的学者和教师就英语专业毕业论文写作了一定的研究年，旨在提高学生撰写英语毕业论文的水平。
主要分为两大类，第一类讨论的重点是毕业论文题目的选取，论文的格式等；第二类主要一调查问卷为主，讨论毕业论文存在的问题和解决的对策。
以此为背景，为了让广大学生对英语论文写作有一个更全面的认识，本文就关于英语毕业论文写作的性质和意义，选题策略，英语毕业论文写作中存在的主要问题及对策的文献进行综述。
对于英语毕业论文写作中存在争议的问题，如是否要创新的问题提出了自己的看法。
一、英语专业毕业论文的性质和意义1.英语毕业论文的性质臧学运认为英语专业毕业论文除了具备一般论文的学术特征：学术性（scholarly），规范性（formal）, 创新性(original)之外，必须体现出其英语专业的特色，即专业性（professional）。
就其题材和体裁而言，具有说明和议论的性质，论文讨论的重点应该是与英语的文化，语言，翻译，文学或教学法等相关的专业学术性的话题，专业突出性极强。
其次，论文的论点和论据要具备独创性，可靠性和科学性，要有自己独特的观点，论据需要翔实，材料真实可靠。
当然，论文的结构必须规范，完整一致，语言流畅简练，用词准确，得体，生动，多样。
只有这样，创作出来的论文质量才会高。
2. 英语专业毕业论文写作的意义毕业论文的写作是一个个、非常复杂的过程，它包括很多的步骤，如选题，文献的检索和收集，撰写初稿，修改再到定稿等。
英文文献综述万能模板范文
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范文英语专业毕业论文文献综述范文庞德与中国诗歌1、研究目的意象是诗歌理论中一个非常重要的概念，埃兹拉.庞德曾指出，意象是一种一刹那间呈现出来的理性与感性的集合体。
庞德在1912年提出的意象派诗歌三原则：第一，直接描绘主观或客观的“事物”;第二，不使用无助于表达的任何词语;第三，采用自然的乐句，而不是按照节拍的节奏;其原则与中国古典诗歌所提倡的凝练，要求诗歌写作简洁、清晰，不要多余的修饰物以及中国诗歌的音律感有着极大的相似性。
但是，由于不同的文化背景和诗歌理论产生的环境，中国古典诗歌与西方意象派诗歌也存在许多差异。
本文选取马致远的《天净沙.秋思》与埃兹拉与庞德的《在一个地铁车站》为比较分析的对象，根据辜正坤提先生提出的诗歌鉴赏“视像美”以及王长俊先生提出的`“诗歌美学”理论，比较鉴赏《天净沙.秋思》与《在一个地铁车站》诗歌“意象差异”，通过比较分析发现中国古典诗歌与西方意象派诗歌意象在情感和绘画等方面的差异，探寻庞德诗歌的“汉诗”元素，体会意象诗歌的魅力。
2.国外学者关于庞德与中国诗歌的研究2.1比较诗论英国学者彼得·琼斯(Peter Jones)在1972年编辑出版的《意象派诗歌》一文中对庞德意象主义诗论的发展，特点以及成就进行了详细的介绍和阐释，对中国古典诗论和庞德意象主义诗论进行比较研究，指出庞德诗歌理论是在借鉴中国古典诗歌理论基础上的再创造，同时也指出了由于文化背景不同，中国古典诗歌与庞德意象派诗歌存在着差异。
美国学者厄尔.迈纳通过《比较诗学》建构了一种跨文化比较诗学体系。
这一理论把文学分为三种形式：戏剧、抒情诗以及叙述文学。
作者迈纳以平等的态度肯定了东方文化传统与西方文化传统的同等价值;对“诗学”以及“比较诗学”进行了定义和诠释，丰富了中西方学者关于诗歌比较的理论体系并提出了在经济全球化背景下，中西诗学比较的立足点和方法。
2.2诗歌美学克林斯·布鲁克斯和罗伯特·佩恩·沃伦是美国文学理论界久负盛名的诗学大家。
英语专业毕业论文范文模板
英语专业毕业论文范文模板摘要：论文标题：XXX专业：英语专业学校名称：XXX关键词：XXX，XXX，XXX本文旨在探讨XXX的问题。
通过对相关文献的综述，以及实证研究，我们发现了XXX的原因和影响。
此外，我们还提出了解决XXX问题的建议，以促进XXX的发展。
本研究对于XXX有着重要的实际意义，具有一定的学术价值。
第一章：引言1.1研究背景1.2研究目的1.3研究意义1.4研究方法第二章：文献综述2.1XXX的概念和定义2.2以往研究的主要进展2.3存在的问题和不足第三章：实证研究3.1研究设计3.2研究对象及样本选择3.3数据收集和分析3.4结果和讨论第四章：问题原因和影响分析4.1问题的原因4.2问题的影响第五章：解决方案和建议5.1解决方案的选择5.2解决方案的实施5.3建议和启示第六章：总结与展望6.1研究总结6.2研究不足和展望附录：实证研究数据（可选）致谢：首先，我要感谢我的指导教师XXX老师对我毕业论文的悉心指导和帮助。
在整个研究过程中，老师给予了我许多宝贵的建议和意见，使我能够更好地完成论文。
其次，我要感谢我的家人和朋友在我撰写论文过程中的支持和鼓励。
最后，我还要感谢所有参与本研究的被试者和提供数据的单位。
致谢词可能根据实际情况进行调整。
本人郑重声明所呈交的毕业论文是本人在导师指导下进行的研究工作及取得的研究成果。
除文中已经注明的内容外，本论文不包含任何其他人或机构已经发表或公开发表过的研究成果。
对本论文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并表示谢意。
如有违反上述声明，本人愿意承担一切相关责任。
经典英文文献综述范文
经典英文文献综述范文English:A classic English literature review typically provides an overview and analysis of key works in a particular field or topic. It often begins with an introduction that outlines the scope and purpose of the review, followed by a discussion of the historical context and the evolutionof the topic. The literature review then delves into a detailed examination of the most influential and significant texts, identifying key themes, arguments, and methodologies employed by the authors. The review also seeks to identify gaps or unresolved issuesin the existing research, and may propose avenues for future exploration in the field. This type of literature review is valuable for scholars and researchers seeking to gain a comprehensive understanding of the state of knowledge in their area of study, and often serves as a foundation for new research projects and critical debates within the academic community.中文翻译:经典的英文文献综述通常提供了一个特定领域或主题关键作品的概述和分析。
英语文献综述的范文
Title: English Literature Review: AComprehensive PerspectiveIn the realm of academic research, the literature review serves as a critical component, particularly in the field of English literature. This paper aims to provide an extensive overview of the significant developments and trends within the discipline, drawing upon a diverse range of sources and perspectives.Firstly, it is essential to recognize the evolving nature of English literature, which has been shaped by various historical, cultural, and societal influences. The early works of Shakespeare, for instance, have been extensively analyzed for their thematic depth andlinguistic intricacies. Modern scholars continue to delve into these classics, offering fresh interpretations that resonate with contemporary audiences.Moreover, the emergence of new literary genres and movements has significantly broadened the scope of English literature. Postmodernism, for example, has challenged traditional narrative structures and perspectives, introducing elements of ambiguity and fragmentation. Thistrend has been explored in numerous studies, highlighting the diverse ways in which authors have responded to and shaped the postmodern era.Furthermore, the intersection of English literature with other disciplines, such as psychology, sociology, and anthropology, has opened up new avenues for research. The exploration of character psychology in literary texts, or the analysis of societal norms and values reflected in literature, are just a few examples of thisinterdisciplinary approach.In terms of methodologies, the literature review has also undergone significant transformations. With the advent of digital technologies and online databases, scholars now have access to vast repositories of information, enabling them to conduct more comprehensive and rigorous reviews. However, the challenge lies in effectively synthesizing and evaluating this vast amount of data.One notable trend in recent years has been the increasing focus on global perspectives in English literature. With the growth of international literary movements and the rise of multiculturalism, scholars arenow more inclined to explore the global dimensions of literary works. This approach not only broadens our understanding of English literature but also promotes cross-cultural understanding and exchange.Moreover, the impact of gender and race on English literature has also been a topic of increasing interest. The examination of how gender roles and racial identities are represented and constructed in literary texts has provided valuable insights into the complex intersections of identity, power, and representation.In conclusion, the literature review in English literature is a dynamic and evolving field that continues to shape our understanding of the discipline. By exploring diverse themes, genres, and methodologies, scholars are able to delve deeper into the rich tapestry of English literature, revealing new meanings and perspectives that resonate with our contemporary world.**英语文献综述：全面视角**在学术研究领域，文献综述是一个至关重要的组成部分，尤其在英语文学领域更是如此。
英语师范生毕业论文 文献综述
The Revelation of the Western Maritime Literature’ Vicissitude姓名：叶牡丹学号：2010520070 班级：1013Literature ReviewThe Western Maritime LiteratureIn the western countries, from the 17th to the 19th century, there are producing a large number of literary works, which relate to sea or take sea as a description object. From a special angle, presenting the relationship between human and sea ,human and nature ,and various understanding of human’ own po wer at that time , all of these providing a kind of special literary reading. However ,after entering the 21st century ,when human conquer ocean and nature rapidly ,we lost the wonderful imagination of ocean ,and no longer take ocean as a medium to express human’s good qualities .We divert the attention to the damages done by human to the sea . The Western Maritime Literature shift from passionate to cool style .This change is worth literary studying and the common concern of the social studies.Due to the kinship with the ocean, man has always taken the ocean as the aesthetic object and included it into the reflections upon history. The sea, one of the important regions of the Western, has become the common subject and theme in the Western literature. Sea literature as an important type of Western literature makes the ocean as a background or the narrative object, of reflects the relationship among ocean and human by describing shipping and island life. Western sea literature consisting of numerous outstanding works, distinctive artistic characteristics, a wide range of literary influence, such as The Old Man and the Sea ,Moby Dick, Robinson Crusoe and Leagues Under the Sea and so on,has a long historical tradition and profound cultural significance. Western sea novel occupies a prominent place in Western literature; to some extent, it represents the highest level of the Western sea literature. Sea literature is an important component in Western literature as well as an indispensable part of the literary canon. No matter as a geographical area for production, living, transportation and colonization, or a cultural symbol of mystery, fortune, power, conquering, and promise, the sea plays a constructive part in sustaining and enriching Western literature. The large number of sea literature not only enriches narrative aesthetics, but also contributes to the molding of national character and culture.However, t here is not a clear definition of “sea literature” or “maritime literature” inEnglish literature though it abounds in the sea-related texts. At present there are some multiple-misunderstandings on the concepts of maritime literature. While focusing on the pioneering work of British literature——Tempest, the paper aims to analyze and explore these concepts. The author defines maritime literature as those literary works reflecting the ocean, human beings themselves, and the relations between human and the ocean, with the ocean as a background, or as a narrative object, or the direct description of voyage, or even island life. The author holds that Tempest is a classic work of maritime literature.The 21st century is all oceanic century. With the popularity of research into the sea literature ,research into the oceanic literature has increasingly caught the attention of people .The sea literature is the literary work of independent quality and style , which is infiltrated with sea spirit .people have gradually carried out research into the sea literature as a literary phenomenon since the end of the 20th century .ocean is the eternal theme of literature and art ,and the sea literature is mirror the development of the oceanic culture. Bibliography：［1］DanielDefoe. Robinson Crusoe[M].Trans. Guo Jianzhong Nanjing:Yilin Press,1975.［2］Herman Melville: White Whale[M],Trans .JiXuehen Beijing:Yanshan Press,2001.［3］[法]凡尔纳：《海底两万里》，赵克非译，北京：人民文学出版社，2 00 4年。
英语专业毕业论文文献综述样例
英语专业毕业论文文献综述样例参考范文1Distance LearningThis paper will summarize two articles on distance learning and give the author‟s views on the benefits and obstacles of implementing distance-learning in a junior and senior high school learning environment.Jeannette McDonald, in her article: Is “As good as face-to-face” as good as it gets? (2002), raises a very important question as to whether “[the] goal [of online learning should be] to meet existing standards of traditional education”(McDonald, 2002) or “has distance learning, and especially online education opened the door to enhanced strategies in teaching and learning”(McDonald, 2002)? Online learning may just be “doing different things”(McDonald, 2002). What are these different things? Jeannette McDonald claims that “distance education can be a frontier for new methods of communication giving rise to innovative teaching and learning practices that may not be possible in traditional, place-bound education”(2002). The article discusses both the positive and “potential negative impacts of online education”(McDonald, 2002).There are many benefits to using online distance learning environments. Online education is available “anyplace, anytime [for] global communities of lea rners based on shared interests”(McDonald, 2002). Jeannette McDonald claims that “online education [with its] group-based instruction [and] computer mediated communication (CMC) provides an opportunity for new development and understanding in teaching and learning”(2002). CMC encourages “collaborative learning [by not providing] cues regarding appearance, race, gender, education, or social status bestowing a sort of anonymity to participants”(McDonald, 2002). Distance also “permits the expression of emotion (both positive and negative) and promotes discussion that normally would be inhibited. [Y et, this same] text-based [positive aspect of online learning], makes online education more cumbersome and therefore takes more time than face-to-face learning. [In addition,] the sheer bulk of messages can be overwhelming”(McDonald, 2002). The learner only has the written text and no other “non-verbal”(McDonald, 2002) cues. This may confuse the learner and cause “misunderstanding” (McDonald, 2002). The article lists the “seven principles of good practice in undergraduate education” (McDonald, 2004) published in 1987 by the American Association of Higher Education Bulletin. Jeannette McDonald claims that “online education has the potential to achiever all of these practices” (2002). There is a need for quality and standards for distance learning. “In April 2000, the institute of Higher Education Policy produced a study with 24 benchmarks for the success in Internet-based distance education” (The Institute for Higher Education Policy, 2000).Although Jeannette McDonald feels that there are “biases against distance learning programs” (2002), her recommendation is “to take advantage of the potential of online education [by striving] to understand the technology and how it affects human communication and interaction” (2002).“In the road to dotcom in education”(2004), Mark David Milliron deals with a very progressive idea that suggests educators “slow … down from [their] busy lives… to be free to focus first on connecting with learners and connecting them to learning … before [they] end up feeling like [they] are no longer using technology, but are being used by it” (Milliron, 2004). He compares education to a highway where educators are faced with many “road hazards”. MarkMilliron claims that “looking for road hazards on a journey takes concentration [which] is not often practiced by those with a need for speed or those caught up in their competitive drives”(2004). He gives examples of how ridiculous people are becoming when they “strive to stay connected [to cell phones and e-mails at the price of] deep personal connections with [their] family members and friends” (Milliron, 2004). He quotes Dr. Edward Hallowell, who ironically states “how many electronic connections we have today, yet how hard it is for us to form authentic and deep personal connections”(Milliron, 2004). Mark Milliron gives an excellent comparison of how technology has blinded people when he says that they are becoming “more and more like Pavlov‟s dogs: at the ding of incoming e-mails they stop what they‟re doing, salivate, and rush to the screen” (2004). There is pressure to keep up with the times as well as “a cost-of-entry issue regarding technology in education. Without a certain level of technology services and learning options, many students will not consider attending [a certain] institution”(Milliron, 2004). Mark Milliron claims that “any technology has to prove that it will ultimately improve or expand learning” (2004). This will come about if educators “slow down, look around, and get on the road to DotCalm- a place [to] thoughtfully engage and explore all aspects of technology, good, bad, or indifferent; …a place with mindful focus on the people and passions that make life worth living” (Milliron, 2004).The author of this paper has been trying to implement distance learning in both junior and high school environments for the past year. The school has added a platform called “Britannica”to make online learning possible in case of emergency or a teacher‟s strike. The students are not willing to take the time to go in and look up homework assignments and other online learning activities. The author keeps reminding students to add their e-mail addresses to the form but they are unwilling to cooperate. The process is very slow with little results. Some teachers have made these online lessons compulsory for their students. ESL students shy away from online classes. They have expressed fear of having their work viewed by others. Every student has to login to the school site but within a classroom, everyone who takes the class can view the other‟s work. ESL students don‟t see the advantage of learning by sharing. Should online learning be an issue of control or should students be convinced of its value as an authentic learning tool? Fear and a threatening environment don‟t enhance learning according to brain-based learning research. “How students …feel‟ about a learning situation determines the amount of attention they devote to it”(Sousa, 1998). “Positive emotions ensure that learning will be retained” (Lackney, 2002). It‟s very important to discuss with students how they feel about technology and online learning so that they feel good about what they are doing. The author feels that the process of implementing online distance learning is a slow and delicate one. Change will eventually come about but it will take time. As Mark Milliron has said “[let‟s not let] new technology … get in the way of learning” (2004). Let‟s calm down as we “focus first on connecting with learners [and only then begin] connecting them to learning” (Milliron, 2004).参考范文2 Language and GenderWith the general growth of feminist work in many academic fields, it is hardly surprising that the relationship between language and gender has attracted considerable attention in recent years. In an attempt to go beyond “folk linguistic” assumptions about how men and women use language (the assumption that women are “talkative”, for example), studies have focused on anything from different syntactical, phonological or lexical uses of language to aspects of conversation analysis, such as topic nomination and control, interruptions and other interact ionalfeatures. While some research has focused only on the description of differences, other work has sought to show how linguistic differences both reflect and reproduce social difference. Accordingly, Coates (1988) suggests that research on language and gender can be divided into studies that focus on dominance and those that focus on difference.Much of the earlier work emphasized dominance. Lakoff‟s (1975) pioneering work suggested that women‟s speech typically displayed a range of features, such as tag questions, which marked it as inferior and weak. Thus, she argued that the type of subordinate speech learned by a young girl “will later be an excuse others use to keep her in a demeaning position, to refuse to treat her seriously as a human being”(1975, p.5). While there are clearly some problems with Lakoff‟s work - her analysis was not based on empirical research, for example, and the automatic equation of subordinate with …weak‟is problemati c－the emphasis on dominance has understandably remained at the centre of much of this work. Research has shown how men nominated topics more, interrupted more often, held the floor for longer, and so on (see, for example, Zimmerman and West, 1975). The chief focus of this approach, then, has been to show how patterns of interaction between men and women reflect the dominant position of men in society.Some studies, however, have taken a different approach by looking not so much at power in mixed-sex interactions as at how same-sex groups produce certain types of interaction. In a typical study of this type, Maltz and Borker (1982) developed lists of what they described as men‟s and women's features of language. They argued that these norms of interaction were acquired in same-sex groups rather than mixed-sex groups and that the issue is therefore one of (sub-)cultural miscommunication rather than social inequality. Much of this research has focused on comparisons between, for example, the competitive conversational style of men and the cooperative conversational style of women.While some of the more popular work of this type, such as Tannen (1987), lacks a critical dimension, the emphasis on difference has nevertheless been valuable in fostering research into gender subgroup interactions and in em phasizing the need to see women‟s language use not only as …subordinate‟ but also as a significant sub-cultural domain.Although Coates‟ (1988) distinction is clearly a useful one, it also seems evident that these two approaches are by no means mutually exclusive. While it is important on the one hand, therefore, not to operate with a simplistic version of power and to consider language and gender only in mixed-group dynamics, it is also important not to treat women‟s linguistic behavior as if it existed outside social relations of pow er. As Cameron, McAlinden and O‟Leary (1988) ask, “Can it be coincidence that men are aggressive and hierarchically-organized conversationalists, whereas women are expected to provide conversational support?” (p.80). Clearly, there is scope here for a great deal more research that is based on empirical data of men‟s and women‟s speech; operates with a complex understanding of power and gender relationships (so that women‟s silence, for example, can be seen both as a site of oppression and as a site of possible resistance); looks specifically at the contexts of language use, rather than assuming broad gendered differences; involves more work by men on language and gender, since attempts to understand male uses of language in terms of difference have been few (thus running the danger of constructing men‟s speech as the …norm‟ and women‟s speech as …different‟); aims not only to describe and explain but also to change language and social relationships.。
英语专业文献综述Outline（5篇）
英语专业文献综述Outline（5篇）第一篇：英语专业文献综述OutlineOutline 1 Introduction 2 Literature overreview2.1 Peer review2.2 incidental vocabulary acquisition2.3 Peer evaluation and the teacher3 Design of the study4 Results4.1 Students as evaluatees4.2 Students as evaluators5 Discussion6 Conclusion第二篇：英语专业实习报告 intership report outlineOutline for Internship Report1.First PageFirst page should display: Student name and surname, internship start and finish dates, number of internship days, type of internship(production, or design and development), company/institution name.This page should be signed and stamped by the supervisor of the intern student.2.Weekly timetableA weekly timetable where each row in the table corresponding to a day in internship period.Each row should record the date, internship activity on that date.Weekly Schedule should explain the work accomplished each day of the week during the internship period and should contain:•••The department of the organization that the week was and signature of the controlling supervisor for each week The official stamp of the organization.3.A Brief Executive Summary of the InternshipA one page summary of the company/institution and a short account of the major activities carried out during the internship period.4.Table of ContentsContents of the report with page numbers, list of tables, and list of figures.5.Description of the company/institution This section should answer the following questions:5.1.What is the full title of the company/institution? Give a brief history of the company, fullmailing address and relevant web links.5.2.What is the type of ownership of the company/institution? State the main shareholders andtheir shares.5.3.What is the sector that the company/institution operates in? Specify the products and servicesproduced and offered to its customers.5.4.Who are regarded as the customers of your internship company/institution(consider the endusers, retailers, other manufacturers, employees, etc.)?5.5.Provide an organization chart of the company, along with information on the number ofemployees.5.6.Provide a list of functions performed by the mechanical engineers in the internshiporganization.6.Internship activitiesThis is the main body of your report.You should present the activities performed during the internship period.Please refer to “” document for the types of analysis and inquiries that you should be perfo rming during “Production”, and “Design and Development” internship.7.An assessment of the internship In this section you should answer the following questions7.1.What skills and qualifications you think that you havegained from the internship?7.2.What kind of responsibilities you have undertaken during the internship period?7.3.How do you think the internship will influence your future career plans?7.4.How do you think the internship activities that you carried out are correlated with yourclassroom knowledge?8.Conclusions of the reportThis section should include:• A summary of key conclusions derived from the internship experience.• General observations about the sector in which your internship company/institution operates9.Appendices and supplementary material(charts, graphs, pictures, computer codes, etc.)10.ReferencesRules for writing the internship report:••••••You do not have to provide a day-to-day diary of the internship activities.Do not write theoretical excerpts from textbooks!Describe what you exactly did there and what experiences you have gained throughout your training.The internship report should be between 15-20 pages and written to “Training Program Diary” which can be provided from the university bookstore.The internship report should be written in handwriting, and each page should contain about 25 lines.The internship report should be original, no photocopies areaccepted.You can include graphs, pictures, data, drawings, or design calculations in your report;however they should not cover more than 1/3 of the rger graphs, pictures, data, drawings, or design calculations should be given as an Appendix.第三篇：Outline 4Social Movements of the 1960sI.Background---Greensboro Sit-in(格林斯博罗静坐)On February 1, 1960, 4 freshmen from a black college in Greensboro, North Carolina(北卡罗莱纳州), sat down at a department lunch counter and ordered coffee.When refused, they continued to sit at the counter, openly defying the segregation law prevailing in the state.The next day, more students joined them.Thus began the civil rights movement(黑人民权运动), which spread from the south to the ter, this quiet “sit-in” became the major nonviolent direct action tactics to be used by black civil rights activists.*The civil rights movement, and the youth anti-war, and the women’s liberation movements had long roots in United States history.（黑人民权运动、青年反战运动以及后来的妇女解放运动都深深地植根于美国历史之中）II.Definition---One professor argues that “a social movement is a type of behavior in which a large number of participants consciously attempt to change existing institutions and establish a new order of life.”---Two basic characteristics of all social movements: “structure”(有组织)and “spontaneity”（自发性）---Other necessary parts of a social movement are:1.a social base of people 人这一社会基础2.a “message” or ideology 思想体系3.the ability to spread the message and get more supporter 传播思想和得到更多支持者的能力III.The Civil Rights Movement---One of the most important of all social movement in the 1960s U.S.history.Rosa Park’s(罗莎•帕克斯)spontaneous action(自发行为)in 1955 was believed to be the true beginning of the civil rights movement.The black students’ sit-in at a department lunch counter in North Carolina touched off(触发，激起)the nationwide civil rights movement.During the first half of the decade, civil rights organizations like SNCC(the Student Nonviolent Coordinating Committee学生非暴力统一行动委员会), CORE(the Congress of Racial Equality争取种族平等大会), and SCLC(the Southern Christian Leadership Conference南部基督教领导联合会)struggled for racial integration by providing leadership, tactics, network and the people.In the latter half of the decade, some black organizations changed their nonviolent tactics, and emphasized on more radical means to end discrimination and raised the self image of the blacks.The civil rights movement produced such great leaders as Martin Luther King, Jr., and Malcolm X, who inspired a generation of both blacks and whites to devote their lives to fighting for racial equality in the U.S.---Montgomery Bus Boycott蒙哥马利抵制公交车隔离政策运动In December 1995, Rosa Parks, a NAACP（National Association for the Advancement of Colored People(美国)全国有色人种协进会）member in Montgomery Alabama, refused to give up herseat to a white man on a public bus.Alabama law required that blacks sit at the back of the bus, and when asked, surrender their seats to whites.Mrs.Parks was arrested.Local black leadersdecided to boycott the city’s bus system.Black people in th e city spontaneously began to boycott the bus system refusing to ride on public buses.In the year long Montgomery bus boycott, blacks young and old, walked to work.With the bus company near bankruptcy, and the aid of a 1956 Supreme Court decision, Montgomery blacks triumphed.In fact, the boycott was believed to be the true.---Direct Action Tactics直接行动策略When the civil rights movement began, non-violent direct action tactics like “sit-ins” and “freedom rides”(自由乘车运动), voter registration(投票者登记).Later, anti-war activists added “teach-ins” on college campuses,（(大学师生举行的）时事宣讲会，讨论会，辩论会)to educate people about the war in Vietnam as well as protest marches and rallies and etc.---Martin Luther King, Jr.Martin Luther King, Jr., an Atlanta-born Baptist minister(浸礼会牧师), was the leader of the Southern Christian Leadership Conference during the civil rights movement of the 1960s.To promote his philosophy of nonviolent protest against segregation and other kinds of social injustice, King organized a series of “marches”, incl uding the March on Washington of August, 1963, when King delivered his famous “I have a Dream” speech.As a civil rights leader, King worked not only to end racial discrimination（种族歧视）0and poverty, but also to raise the self image of the blacks.Due to his strong belief in nonviolent peaceful protest, King was awarded the Nobel Peace Prize in 1964.He was assassinated in the city of Memphis(孟斐斯)in April 1968.---Contrary to King’s nonviolent tactics, Malcom X(马尔科姆•艾克斯)spoke in favour of black separatism(分离主义)and against nonviolence in fighting racial discrimination.---Some of SNCC(学生非暴力统一行动委员会)members thought they needed a strong leader rather than collective leadership.In 1965, theyelected a new chairman, Stokeley Carmichael(斯托克利•卡迈克尔)who spoke about Black Power.*The most notorious terrorist group against black civil rights workers in the South was known as Ku Klux Klan三K党*Those who worked in the civil rights movement included Negro leaders, black and white young people, and some professionals and some housewives.IV.The Youth Movement *Many young people were involved in the social movements of the 1960 because they resented traditional white male values in U.S.society.---Free Speech MovementMario Savio(马里奥•萨维奥), a student who had just returned from working with SNCC in the Mississippi Freedom Summer, took off his shoes and stood on top of the police car.He demandedthat the CORE worker be freed and the rules against free speech be changed.The students sat around the car for 32 hours in spontaneous, nonviolent, direct action.Other students “sat-in” at the administration buildings and organized “Free University” classes.The California governor called hundreds of police to the campus.800 students were arrested.Graduate students organized a strike and closed the university.The teachers and professors voted to change the rule that violate the 1st and 14th Amendments.The young people’s “Free Speech Movement” began with success.---“counter culture”(反主流文化)In the wake of the Free Speech Movement and the New Left appeared a phenomenon that historians called the “counter culture”.The Counter Culture rejected capitalism and other American principles.They had morals different from taught by their parents.Some groups of youth tried to construct different ways of life.Among the most famous were the hippies(嬉皮士).They sought new experience through dropping out, drugs.But it was music, rock music in particular, that became the chief vehicle for the counter cultural assault on traditional American society.The counter culture exerted a great influence upon people’s attitudes toward social mores, marriage, career, and success.---The Anti-War Movement(against the war in Vietnam) V.Women’s Liberation MovementThe women’s movement in the 1960s was started by three groups of women and an accident.---1.a group of professional women who were appointed to a Commission on the Status of Women(妇女地位委员会)by President Kennedy in 1961.---2.white housewives and mothers who read Betty Friedan’s(贝蒂•弗里丹)book, The Feminine Mystique《女性之迷》, published in 1963.---3.young activists(激进主义分子, 行动主义分子)in the civil rights and anti-war movements.NOW((美国)全国妇女组织) ---With the publication of The Feminine Mystique in 1963, Betty Friedan became the chief spokesperson of the Women’s Liberation Movement.In her book, she compared the American family, or the American society as a whole, to a “comfortable concentration camp”, where women were discriminated against and oppressed.In 1966, she helped to found the National Organization for Women(NOW).A reform organization, NOW battle d for “equal rights in partnership with men.”Canada: The Country and its PeopleI.A brief introduction of Canada(the geography, population, culture, economy, languages etc.)1)the 2nd largest country in size with a small population,2)has spectacular scenery of mountains, oceans, forests and prairies3)has a lively and rich culture4)one of the Big Seven(US, UK.Germany, France, Japan, Italy and Canada)in economy;has the best standards of living5)most Canadians live in the south of the country, along the 49th parallels(纬度)6)two official languages: English and French7)first become a political entity(政治实体)in 1867 and did not assume its present shape until 1949(直到1949年才具有目前的规模)(National Day: July 1st)II.The Canadian identity---It refers to something which is distinctively Canadian, which is different from other countries, and which is the very reason for making Canada so special.For example, two official languages of English and French can be considered as part of the Canadian identity.III.The regions of Canada---Motto: Canada stretches “from sea to sea” with the Pacific Ocean along the west coast and the Atlantic Ocean on the east coast---share with the U.S.the longest undefended national border in the world(加拿大和美国共享着世界上最长的不设防国界), a symbol of their good relations---consists of 10 provinces and 3 territories1.The north region of Canada---Canada extends up north into the Arctic Circle(北极圈)to the North pole.The north is a scarcely populated area of ice and oceans，which is sometimes called “the Land of the M idnight Sun”（午夜太阳之地）.This region is currently divided into three administrative territories—the Yukon(育空地区), the Northwest Territories and Nunavat（努勒维特地区a territory carved from eastern part of the original Northwest Territories in 1999）.And most of the inhabitants are Aboriginal people.The traditionaleconomy in this region was based on hunting and trapping animals for food and pelts, but now oil and gas deposits are also being developed.2.the west（西部1省）---the western-most province is British Columbia(布列颠哥伦比亚省)with 3 major mountain ranges running through it, among which the largest in ke Louise(路易斯湖), located in the Rockies, is the most famous image of the Canadian landscape （加拿大风景最突出的代表）.BC is Canada’s 2nd largest producer of hydroelectric power.However, its main economic mainstay(支柱)is its forests.It has the most valuable forestry industry.3.The Prairies(草原3省)---The prairie provinces of Alberta(阿尔伯塔省), Saskatchewan(萨斯喀彻温省)and Manitoba(马尼托巴省）lie east of the Rockies(落基山脉).The prairies are flat and featureless and have a harsh continental climate.They are called the breadbasket(胃, 腹）of Canada because the land is well-suited to farming, and wheat is one of the biggest agricultural crops in this area.The prairies are also rich in energy resources.4.Central Canada(2省)---Central Canada, Ontario(安大略省)and Quebec（魁北克省）, are the parts of the country that were first settled.They are the industrial heartland of the country and are also the most densely populated provinces.They have the largest cities like Tor onto in Ontario, and the country’s 2nd largest city Montreal(蒙特利尔)in Quebec.The capital of the country Ottawa is also in Ontario.5.The Maritimes（滨海诸省：4个省）(the Atlantic regions)---The Atlantic provinces of New Brunswick(新不伦瑞克省), Nova Scotia（新斯科省the first part of Canada to be settled in 1604）, Prince Edward Island（爱德华太子岛省）andNewfoundland（纽芬兰省the last province to join Canada in 1949）are also known as the Maritimes.They are small in population and largely rely on the fishing industry for their economic wealth.They are rich in farming and forestry products and are quite popular tourist attractions.IV.The history1.the First Nations(the Aboriginal people)---the native Indians with rich cultures and highly developed societies.2.European settlement in Canada---Settlement by European began in the 17th century.French colonists first settled Canada.The earliest major settlements were established in Nova Scotia in 1604 and Quebec in 1608.During earlier settlements, the French set the Company of New France and Britai n founded the Hudson’s Bay Company to facilitate trade.3.In 1867 Canada was born when Quebec, Ontario, New Brunswick and Nova Scotia all join together into a confederation.The Government and Politics of CanadaI.Canada’s political system1.Canada’s politic al system was greatly influenced by the two major foreign forces: Britain and America.2.American ideas influenced the Canadian system to some degree.For example, freedom of speech and freedom of information are much valued in contemporary Canada.So, Canadian society appears to be similar to American society, but they are different.While the US was founded on the idea of individualism---Americans aspire to “life, liberty and the pursuit of happiness”---Canadians chose to found a nation based on “peace, order and good government”.In other words, for Canadians, the well-being and liberty of individuals must sometimes be sacrificed for the greater good of the community.3.Canadian society allows a highdegree of tolerance of different values and customs.4.To find a workable balance between community and individual rights has been the central concern of Canadian policy-makers.5.It attempts to reconcile the two communities of English-speaking Canada and French-speaking Canada.II.Canada’s system of government1.based on the British system of parliamentary democracy, referred to as “Westminster-style” democracy英格兰东南部大伦敦的一个市区，位于泰晤士河岸。
英文毕业论文文献综述的写法及范文
英文毕业论文文献综述的写法及范文文献综述要求：1). 文献综述所用文字---- 英语；2). 文献综述的字数------ 不少于1500字；3). 文献综述的参考文献篇数不得少于10篇,其中英语原版文献2-3篇；4). 文献综述要求中心明确,有逻辑性,前后连贯,而不是将各种摘录放在一起；建议各位老师让学生在写文献综述前先写一份大致的提纲，帮助他们理清自己的思路.文献综述的写法及范文文献综述是对某一方面的专题搜集大量情报资料后经综合分析而写成的一种学术论文，它是科学文献的一种。
文献综述是反映当前某一领域中某分支学科或重要专题的最新进展、学术见解和建议，它往往能反映出有关问题的新动态、新趋势、新水平、新原理和新技术等等。
要求同学们学写综述，至少有以下好处：①通过搜集文献资料过程，可进一步熟悉文献的查找方法和资料的积累方法；在查找的过程中同时也扩大了知识面；②查找文献资料、写文献综述是进行科研的第一步，因此学习文献综述的撰写也是为今后科研活动打基础的过程；③通过综述的写作过程，能提高归纳、分析、综合能力，有利于独立工作能力和科研能力的提高；④文献综述选题范围广，题目可大可小，可难可易，可根据自己的能力和兴趣自由选题。
文献综述与“读书报告”、“文献复习”、“研究进展”等有相似的地方，它们都是从某一方面的专题研究论文或报告中归纳出来的。
但是，文献综述既不像“读书报告”“文献复习”那样，单纯把一级文献客观地归纳报告，也不像“研究进展”那样只讲科学进程，其特点是“综”，“综”是要求对文献资料进行综合分析、归纳整理，使材料更精练明确、更有逻辑层次；“述”就是要求对综合整理后的文献进行比较专门的、全面的、深入的、系统的论述。
总之，文献综述是作者对某一方面问题的历史背景、前人工作、争论焦点、研究现状和发展前景等内容进行评论的科学性论文。
写文献综述一般经过以下几个阶段：即选题，搜集阅读文献资料、拟定提纲（包括归纳、整理、分析）和成文。
英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。
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The Revelation of the Western Maritime Literature’ Vicissitude姓名：叶牡丹学号：2010520070 班级：1013Literature ReviewThe Western Maritime LiteratureIn the western countries, from the 17th to the 19th century, there are producing a large number of literary works, which relate to sea or take sea as a description object. From a special angle, presenting the relationship between human and sea ,human and nature ,and various understanding of human’ own po wer at that time , all of these providing a kind of special literary reading. However ,after entering the 21st century ,when human conquer ocean and nature rapidly ,we lost the wonderful imagination of ocean ,and no longer take ocean as a medium to express human’s good qualities .We divert the attention to the damages done by human to the sea . The Western Maritime Literature shift from passionate to cool style .This change is worth literary studying and the common concern of the social studies.Due to the kinship with the ocean, man has always taken the ocean as the aesthetic object and included it into the reflections upon history. The sea, one of the important regions of the Western, has become the common subject and theme in the Western literature. Sea literature as an important type of Western literature makes the ocean as a background or the narrative object, of reflects the relationship among ocean and human by describing shipping and island life. Western sea literature consisting of numerous outstanding works, distinctive artistic characteristics, a wide range of literary influence, such as The Old Man and the Sea ,Moby Dick, Robinson Crusoe and Leagues Under the Sea and so on,has a long historical tradition and profound cultural significance. Western sea novel occupies a prominent place in Western literature; to some extent, it represents the highest level of the Western sea literature. Sea literature is an important component in Western literature as well as an indispensable part of the literary canon. No matter as a geographical area for production, living, transportation and colonization, or a cultural symbol of mystery, fortune, power, conquering, and promise, the sea plays a constructive part in sustaining and enriching Western literature. The large number of sea literature not only enriches narrative aesthetics, but also contributes to the molding of national character and culture.However, t here is not a clear definition of “sea literature” or “maritime literature” inEnglish literature though it abounds in the sea-related texts. At present there are some multiple-misunderstandings on the concepts of maritime literature. While focusing on the pioneering work of British literature——Tempest, the paper aims to analyze and explore these concepts. The author defines maritime literature as those literary works reflecting the ocean, human beings themselves, and the relations between human and the ocean, with the ocean as a background, or as a narrative object, or the direct description of voyage, or even island life. The author holds that Tempest is a classic work of maritime literature.The 21st century is all oceanic century. With the popularity of research into the sea literature ,research into the oceanic literature has increasingly caught the attention of people .The sea literature is the literary work of independent quality and style , which is infiltrated with sea spirit .people have gradually carried out research into the sea literature as a literary phenomenon since the end of the 20th century .ocean is the eternal theme of literature and art ,and the sea literature is mirror the development of the oceanic culture. Bibliography：［1］DanielDefoe. Robinson Crusoe[M].Trans. Guo Jianzhong Nanjing:Yilin Press,1975.［2］Herman Melville: White Whale[M],Trans .JiXuehen Beijing:Yanshan Press,2001.［3］[法]凡尔纳：《海底两万里》，赵克非译，北京：人民文学出版社，2 00 4年。
［4］HAYS D, DANIEL Ｈ. My Old Man and The Sea [M]. New York:Harper Perennial, 1996.［5］Zhao Junyao. “A survey of The Marine Literature Studies .” Journal of Staff and Worker’s University.［6］梁家上. 西方海洋小说主题研究[D]. 广西民族大学2012［7］Docherty, Thomas. Modernism ,Modernity and the sea [A] . Chief Editor : Duan Hanwu and Fan Yi Ocean literature research memoir [C]. Beijing; Ocean Press ,2009.［8］Hays, David : My Old Man and the Sea [M].New York :Harper Perennial,1996.［9］Zhang zhi: “Sea Literature ” as a Genre : Problems and Possible Solution [J],Journal of Ningbo University (Liberal Arts Edition ),2009(3).［10］段汉武．《暴风雨》后的沉思：海洋文学概念探究Ⅲ.宁波大学学报：人文科学版，2 00 9( 1 ) ：1 5 —1 9。