本科英语论文参考范文
英语本科毕业论文优秀范文
××大学毕业设计(论文）题目Analysis of the contextual meaning of English Word 作者张芳丹层次本科专业英语学号指导教师×年×月×日××大学成人高等教育毕业论文（设计)评审表注:此表一式二份，与学籍表一起进入学员毕业档案××大学毕业设计（论文）任务书学院学生姓名：学号：专业：英语1 设计（论文）题目及专题:Analysis of the contextual meaning of English Word2 学生设计（论文）时间：自年月日开始至年月日止3 设计(论文）所用资源和参考资料:〔1〕Nida , E 。
A . Language in Culture and Society。
New York : Harper&Row 。
1964.(the whole book）〔2〕Ogden， C. K and Richard， I。
A。
The Meaning of Meaning 〔M〕. London： Routledge and Kegan PAUL。
1923。
(the whole book) 〔3〕Saeed， J. I。
Semantics. Oxford: Blackwell。
1997。
(from page 53 to 132）〔4〕胡壮麟.语言学教程〔M〕。
北京：北京大学出版社。
2005。
6 (the whole book）〔5〕何伟。
英语语篇中的时态研究。
北京大学出版社.2008.2 （from page 50 to 193）4 设计（论文）完成的主要内容：Ⅰ．Contextual Meaning and Figures of SpeechⅡ。
Contextual Meaning and Culture5 提交设计（论文）形式（设计说明与图纸或论文等)及要求:〔1〕要求认真、独立完成毕业论文(设计）的写作〔2〕要求按照学校规定的论文（设计）格式撰写论文（设计）〔3〕要求及时同指导老师进行沟通,按步骤完成论文（设计）的写作和答辩工作。
本科英语毕业论文——现代英语词汇迅速发展的原因探究
大学本科毕业论文题目：现代英语词汇迅速发展的原因探究学生姓名：学号：院部：外国语学院专业：英语年级：指导教师姓名及职称：完成日期：On the Reasons of Rapid Development ofEnglish VocabularyA Thesis Submittedto School of Foreign Languages of Xinjiang University of Finance and Economicsin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByLi weiSupervisor：Zhao WeiliMay 23, 2008AcknowledgementsThe existence of this thesis owes much to Mrs. Zhao Weili. She has given me the most patient instructions during the busiest time she has ever had, and for the encouragements and trust she has placed on me.What’s more, I will extend my thanks to all of the leaders and teachers who have taught us during these four years in School of Foreign Languages and have supplied us with the most convenient faculties, which helps me to finish my first English thesis smoothly.In addition, I would like to thank all my enthusiastic classmates who have given me lots of advice and inspirations. Last but not least, my appreciation will go to the evaluation panel of theses that keep their close eyes to the development of our theses. Thanks a lot!摘要现代英语，尤其是现代英语词汇发展非常迅速。
英语本科毕业论文范文欣赏(共7篇)
英语本科毕业论文范文欣赏（共7篇）第一篇：美国文学作品中的女性形象研究摘要：本文以美国文学作品为研究对象，通过分析不同时期作品中的女性形象，探讨女性角色在美国社会历史背景下的变迁。
本文选取了《红字》、《嘉莉妹妹》和《飘》三部作品，分别代表19世纪、20世纪初和20世纪中叶的美国文学，旨在揭示女性在追求独立、自由和平等过程中的心路历程。
一、引言美国文学作品中，女性形象丰富多彩，她们或勇敢追求真爱，或为独立自由而奋斗。
本文将通过分析三部经典作品中的女性角色，带您领略美国文学中的女性魅力。
二、19世纪的女性形象——《红字》中的海丝特·白兰在纳撒尼尔·霍桑的《红字》中，海丝特·白兰勇敢地面对世俗的偏见，坚定地追求真爱。
她的形象代表了19世纪美国女性在封建礼教束缚下，对自由和爱情的渴望。
三、20世纪初的女性形象——《嘉莉妹妹》中的嘉莉西奥多·德莱塞的《嘉莉妹妹》描绘了一个从乡村到城市的女性奋斗史。
嘉莉在追求物质生活改善的过程中，逐渐觉醒，开始寻求精神独立。
她的形象反映了20世纪初美国女性在工业化进程中的困惑与挣扎。
英语本科毕业论文范文欣赏（共7篇）第二篇：跨文化交际中的英语语用失误分析摘要：随着全球化进程的加快，跨文化交际日益频繁。
本文聚焦于英语语用失误，分析其在跨文化交际中的表现形式及其产生的原因。
通过对具体案例的深入探讨，本文旨在为英语学习者提供有效的跨文化交际策略。
四、语用失误的定义与分类语用失误是指在交际过程中，由于语言使用不当导致交际目的未能实现的现象。
本文将语用失误分为两类：语用语言失误和社交语用失误，并分别进行阐述。
五、跨文化交际中的语用语言失误案例分析本章节通过具体案例分析，展示了英语学习者在词汇、语法和语篇层面可能出现的语用语言失误，并探讨了这些失误背后的文化差异。
六、跨文化交际中的社交语用失误案例分析社交语用失误往往涉及交际双方的社交规范和文化习俗。
英语专业本科论文《茶花女》
英语专业本科论文《茶花女》英语专业本科论文《茶花女》` An Analysis on Male-centered Consciousness in The Lady of the Camellias Acknowledgement In writing this thesis, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I needed and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would notChen Ke, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered painstaking and precious criticism. Her standards of academic excellence have made my revision an exciting and gratifying experience.without the help of those individuals and organizations hereafter mentioned with gratitude: the Foreign Language Department, the University Library and its staff. An Analysis on Male-centered Consciousness in The Lady of the Camellias Abstract The Lady of the Camellias was a masterpiece of world literature and even was presented on the stage for many times. And as we all know, The Lady of the Camellias was the first foreign novel that entered our country. It played an importantrole in modern Chinese literature. It was a tragic love story between Marguerite Gautier, a prostitute and a young bourgeois, Armand Duval. Marguerite was not only a prostitute but also a beautiful girl with pure heart. She sacrificed everything she had for love, even her own life. This essay analyzed the tragic story of The Lady of the Camellias from the prospective of male-centered consciousness. The paper is divided into four parts: the first part introduces the author, the writing background, story itself, and other basic information; the second part introduces the gender theory and male-centered consciousness which belongs to it; the third part analyzes the domination of Alexandre Dumas Fils’s male-centered consciousness on the Novel from different aspects, such as heroine’s identity, character, life experience, indication, women’s thoughts, the uneven relationship between woman and man, the author’s narrative technique; the fourth part sums up the paper and puts forward its practical significance. The tragic ending of the heroine was due to a multitude of reasons. But the main reason should be the domination of male-centered consciousness on the society and people’s thought. We should realize that the male-centered consciousness impacted not only literature works but also every aspects of people’s life. Key Words: Gendertheory; Male-centered Consciousness; The Lady of the Camellias 摘要《茶花女》是法国亚历山大·小仲马的代表作，是一部世界文学经典，曾被多次搬上舞台银幕。
大学英语议论文作文
大学英语议论文作文The Importance of Learning English in College。
English has become the most widely spoken language in the world, and it is also the language of international communication. As globalization continues to expand, the importance of English as a second language has become increasingly evident. In college, learning English is essential for students to succeed in their academic and professional lives.Firstly, English is the language of instruction in many universities around the world. In order to study abroad or attend international conferences, students must have a good command of English. Without a strong foundation in English, students may struggle to understand lectures, communicate with professors and classmates, and complete assignments. Learning English in college not only helps students to succeed academically, but it also prepares them for future careers in a globalized world.Secondly, English is the language of business and commerce. In today’s global economy, companies are looking for employees who can communicate effectively with clients and partners from different countries. English proficiency is often a requirement for many jobs, regardless of the industry. By learning English in college, students can increase their chances of finding employment and advancing their careers.Moreover, English is the language of the internet and social media. With the rise of social media platforms like Facebook, Twitter, and Instagram, English has become the dominant language of online communication. By learning English, students can access a wealth of information and connect with people from all over the world. This can broaden their horizons and help them to become more culturally aware and globally minded.In conclusion, learning English in college is essential for students to succeed academically and professionally. It is the language of instruction in many universities, thelanguage of business and commerce, and the language of the internet and social media. By mastering English, students can open up new opportunities and expand their horizons. Therefore, it is important for colleges and universities to provide high-quality English language instruction to their students.。
英语专业本科论文范文
英语专业本科论文范文A Brief Analysis of english teaching in senior high schoolAbstract: Classroom teaching is the main way for students to learn En glish. But in senior high school, a lots of probelms still exsit in t he English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing w ill be further discussed. Key words: reading writing techniqu esIntroduction: Classes should be learner-centered, with meaningful, fu nctional activities, often, classes begin by finding out what the stu dents don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teache r and textbooks will impact that information to the students. Teacher s who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning pr ocess and at the same time, draw from their environment as they devel op new understandings. The basic principle will be used in the teachi ng of reading and writing.Section One------ How to teach readingI. Why teach readingThere are many reasons why getting students to read English texts is an important p art of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their career s, for study purposes or simply for pleasure. Anything we can do to m ake reading easier for them must be a good idea.Reading texts provide good models for English writing, provide opp ortunities to study language vocabulary, grammar, punctuation, and th e way to construct sentences, paragraphs and texts. Lastly, good read ing texts can introduce interesting topics, stimulate discussion, exc ite imaginative responses and be the springboard for well-rounded, fa scinating lessons.The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experien ces in their short lives.II. What kind of reading should students do?When the teachers give reading class to students, they should noti ce a balance----a balance to be struck between real English on the on e hand and the students’ capabilities and interests on the other. Th ere is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructi ons, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, wh ile being like English, are nevertheless written or adapted especiall y for their level. Anyway, the materials to be read should be interes ting and meaningful. Teachers should become better acquainted with bo oks written specially for teenagers and dealing with their problems. III. What are the principles behind the teaching of reading?i) Permit Students To ReadNo one has learned to swim by practicing the skills of backstrokes, f lutter kicks or treading water while staying on the edge of the swimm ing pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definition s of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.ii) Encourage students to respond to the content of a reading text, n ot just to the languageOf course, it is important to study reading texts for the way they us e language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is mu ch more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the mean ing is not in the teacher, but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedl y, “Does this make sense to me?” Students should be encouraged to r eject and to be intolerant of reading materials that do not make sens e.iii) Encourage students to guess or predictReaders’ guesses or predictions are based on the cumulative infor mation and syntactic structure they have been learning as they have b een reading. Therefore, their guesses are more often than not appropr iate to the materials. Students have to realize that risk taking in r eading is appropriate; that using context to decide what words mean i s a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and s emantic sense of what they are reading.iv) Match the task to the topicOnce a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tas ks—the right kind of questions and useful puzzles, etc. Asking borin g and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imagin ative and challenging tasks. Working in groups, the English teacher a nd students take turns asking each other questions following the read ing. The teacher may ask, “ What is the significance of the characte r’s age?” These questions require inferences based on details from the reading text.Section Two------How to teach writing (Developing correctness in stud ents’ writing)“Students learn to write by writing, and they learn to write co rrectly by writing, revising, and proofreading their own work”---wit h some help or direction from the teacher when it is necessary. They do not learn to write correctly by studying about writing or doing is olated workbook exercises unrelated to their own writing. So, the mos t important technique a teacher can use to guide students toward gram matically correct writing is to let them write, let them write things related to their own experiences. There is no limit to the kinds of text the teacher can ask students to write. Teachers’ decisions, tho ugh, should based on how much language the students know, what their interests are.“Do I read a paper and ignore all punctuation, what good is that for studentsWe spend hours at night with papers---I’m not sure the students get as much from it as the time I spend on it.”These comments by senior high school English teachers discussing the process of marking student papers reflect the dissatisfaction an d frustration of many teachers over the problem of dealing with the e rrors in student writing-----the obvious mistakes in spelling, punctu ation----Traditionally, teachers have worked to correct errors in two ways: by teaching grammatically correctness through exercise in gram mar texts; by pointing out all errors when making student papers.Most students find it very dispiriting if they get a piece of wr itten work back and it is covered in red ink, underlings and crossing -out. It is a powerful visual statement of the fact that their writte n English is terrible. Of course, some pieces of written work are com pletely full of mistakes, but even in these cases, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other.Some techniques can be used in dealing with the errors in studen t papers:i) SelectivityRather than engage in intensive error-correction when responding to s tudent writing, teachers are encouraged to adopt a more moderate appr oach to error. If the teacher over-corrects the students’ mistakes, the students would be likely to focus on errors instead of ideas. Stu dents are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making pape rs, it is more helpful to select one or two kinds of errors the indiv idual student is making than to point out every error in the paper. T he teacher can identify a selected error, show an example or two on t he student paper, and either explain the correct form or direct the s tudent to a handbook for further explanation. It is always worth writ ing a comment at the end of a piece of written work -----anything fro m “Well done” to “This is a good story, but you must look again at your use of past tenses---see X grammar book page xx.”ii) Error-analysisAnother method for working with student error, one that can be especi ally fruitful for teachers, is to approach it from an analytic perspe ctive. Teachers, as error-analyst, look for patterns in the errors of an individual student, tries to discover how the mistake arrived at the mistakes by analyzing the error (Lack of knowledge about a certai n grammatical point; A careless one or a mis-learned rule?), and plan s strategies accordingly.iii) Publish Student WritingThe final basic strategy is publishing. Students need a reason for la boring over a draft until it is perfect; the urge to see oneself in p rint can be a powerful drive toward revision and proofreading.Conclusion: As teachers to the students who are in senior high sch ool, they shoul d learn to turn students’ hard work toward supporting the language strengths students already have, proving students with a feeling of success, finding materials and planning classroom experie nces will turn students on to reading and writing, the reading and wr iting will develop with much greater ease than it does at the present time.Reference:Gu Xueliang, The Basic Technical Training in English Teaching, Hangzh ou University Press, 1998.Wilga M.Rivers & Mary S. Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford Univers ity Press, 1978Smith F. Understanding Reading (2d ed), New York: Holt, Rinehart an d Winston, 1978David Freeman&Yvome S. Freeman, 龚雅芳&张连忠&李静军（编辑），英语教学基本讲座，北京师范学院出版社，1991。
英语专业毕业论文
英语专业毕业论⽂英语专业毕业论⽂（精选8篇） ⼤学⽣活要接近尾声了，毕业⽣要通过最后的毕业论⽂，毕业论⽂是⼀种有准备的检验学⽣学习成果的形式，那么应当如何写毕业论⽂呢？以下是⼩编收集整理的英语专业毕业论⽂，供⼤家参考借鉴，希望可以帮助到有需要的朋友。
英语专业毕业论⽂篇1 论⽂摘要：如何提⾼⼤学法语⼆外教学，⼀直是⾼校法语教学研究的重要问题。
本⽂试从⼤学法语⼆外教学存在的问题⼊⼿，从教学内容上分析，进⽽提出解决的⽅法。
关键词：教学⽅法;精讲多练;多媒体;法英对⽐ 21世纪是⼀个以知识经济和经济信息全球化为主要特征的时代，世界经济的⽇益全球化和⼀体化与中国对外开放进程的加速，现代社会科技、通讯、经济、⽂化的进步，使世界交往更加密切。
语⾔⼈才不再单单只是能熟练运⽤⼀门外语的专才，⽽是能同时运⽤两三门语⾔的通才。
全世界有1亿七千多万讲法语的⼈⼝，法语是联合国、国际奥委会、万国邮政等多个国际组织的唯⼀官⽅语⾔或者官⽅语⾔之⼀，能说法语将在国际交往占有优势地位，因此越来越多的⾼校开设了法语⼆外课程，研究法语作为第⼆外语教学的⼯作，也就迫在眉睫了。
⼤学法语教学针对学习对象的不同，分为法语专业教学，英语专业本科⽣与研究⽣法语⼆外必修课教学和⾮英语专业学⽣公共选修课教学。
在此⽂中仅对英语专业本科⽣法语⼆外的教学进⾏分析。
⼀、⼤学法语⼆外教学⾯临的问题 2002年《⼤学法语⼤纲》明确规定：“⼤学法语教学的⽬的是培养⼀定的阅读能⼒，初步的听、说、读、写、译的能⼒，使学⽣能以法语为⼯具，获取专业所需，为进⼀步提⾼法语⽔平打下较好的基础。
”盖房⼦最重要的是搭地基，对于法语⼆外教学，打基础就是最重要的。
学过法语的⼈都知道，法语确实是⼀门很难的语⾔。
如果给学⽣打好了扎实的基础，那么⼀切都将迎刃⽽解。
(⼀) 法语⼆外课时和内容相⽐显得过少。
每周四课时，开设四个学期，总共256课时，听、说、读、写、译各⽅⾯的内容都要涉及到，打好基础，在这么少的课时下，要达到教学⽬标⾯临不少困难。
本科英语专业英语毕业论文《简爱》中简爱性格分析
本科英语专业英语毕业论文《简爱》中简爱性格分析AbstractJane Eyre, a novel written by Charlotte Bronte, has been widely acclaimed for depicting the life of a young governess and the social and psychological challenges that she faces. Using a combination of analytical and literary methods, this paper analyzes the character traits of the protagonist, Jane Eyre, in terms of her personality, social circumstances, and relationships with other characters. The analysis reveals that Jane Eyre is an independent, intelligent, and strong-willed individual who is guided by her sense of morality and duty. Her relationship with Mr. Rochester reflects her inner conflicts and highlights her struggle for self-realization and empowerment.Keywords: Jane Eyre, character analysis, personality, social circumstances, relationships.IntroductionJane Eyre is a remarkable novel that depicts the life of an orphan girl who strives to find love, liberty, and happiness in a society that is marked by poverty, inequality, and oppression. The protagonist of the novel, Jane Eyre, is a complex and multi-dimensional character who represents the changing values and aspirations of the Victorian era. Her personality is marked by a combination of virtues and flaws that reflect her social background, educational experiences, and personal struggles. This paper analyzes the character traits of Jane Eyre in terms of her personality, social circumstances, and relationships with other characters.Personality AnalysisJane Eyre is characterized by a strong and determined personality that is based on her sense of morality, justice, and independence. She is portrayed as a highly intelligent and perceptive individual who is capable of critical thinking, articulate expression, and creative imagination. She is also resilient and resourceful, as she is able to overcome the obstacles and challenges that she faces in her life. Her moral compass is guided by her Christian values, which emphasize the importance of honesty, kindness, and compassion.Social Circumstances AnalysisJane Eyre's social circumstances are shaped by her status as an orphan and a governess, both of which place her in a vulnerable and marginalized position in the social hierarchy. She grows up in poverty and isolation, without the love and guidance of a family. Her education is marked by strict discipline and harsh treatment, which instills in her a sense of self-reliance and self-respect. As a governess, she is subjected to the arbitrary and often cruel rules of her employers, who treat her as a servant and a subordinate.Relationship AnalysisJane Eyre's relationships with other characters are central to her development and transformation throughout the novel. Her relationship with Mr. Rochester, her employer and love interest, is characterized by a complex interplay of emotions and conflicts. Despite their differences in age, social status, and personal history, they are drawn to each other by their shared sense of passion, intelligence, and wit. However, their relationship is also marked by secrets, lies, and misunderstandings that threaten to undermine their trust and love for each other. Through her interactions with Mr. Rochester, Jane Eyre discovers her own identity and learns to assert her autonomy and independence.ConclusionJane Eyre's character is a product of her social and historical context, as well as her individual experiences and aspirations. She is a complex and fascinating figure who embodies the contradictions and struggles of the Victorian era. Her personality is characterized by a strong sense of morality, intelligence, and independence, which enable her to navigate the challenges and opportunities of her life. Her relationships with other characters, particularly Mr. Rochester, are a source of growth and transformation, as well as pain and conflict. Overall, Jane Eyre is a powerful and inspiring figure who continues to captivate readers with her indomitable spirit and fierce determination to achieve her dreams.。
英语专业优秀本科毕业范文
英语专业优秀本科毕业范文English:I graduated with a bachelor's degree in English, and throughout my academic journey, I have cultivated a love and deep appreciation for literature, language, and cultural studies. My coursework has equipped me with a strong foundation in critical thinking, textual analysis, and effective written communication. I have honed my skills in close reading and interpretation of complex texts, allowing me to navigate the intricacies of various literary genres with ease. Additionally, my research projects have taught me how to conduct in-depth investigations, synthesize information, and present my findings in a coherent and organized manner. As a student of English literature, I have developed a keen eye for detail, an ability to extract underlying themes and motifs from texts, and a comprehensive understanding of literary theory. I have also learned to appreciate the cultural, historical, and social contexts surrounding different literary works, allowing me to engage critically with diverse perspectives and broaden my worldview. Overall, my experience as an English major has not only deepened my passion for literatureand language but has also equipped me with valuable skills that can be applied in a variety of professional settings.中文翻译:我获得了英语学士学位，通过整个学术之旅，我培养了对文学、语言和文化研究的热爱和深刻欣赏。
自考英语本科论文范文
自考英语本科论文范文As an English major, I have always been fascinated by the power of literature and its ability to shape our understanding of the world. Throughout my studies, I have been exposed to a wide range of literary works from various time periods and cultures, which has allowed me to explore different perspectives and gain a deeper insight into the human condition. In this essay, I would like to discuss the impact of literature on society and how it can promote understanding and empathy.Literature has the power to transcend boundaries and connect people from different backgrounds. Through reading, we are able to step into the shoes of characters who are vastly different from ourselves, allowing us to gain a better understanding of their experiences and challenges. For example, when reading a novel about the struggles of immigrants, we can develop empathy for their situation and gain a deeper appreciation for the hardships they face.Moreover, literature has the ability to challenge societal norms and provoke critical thinking. By presenting alternative viewpoints and narratives, authors can inspire readers to question the status quo and think critically about their own beliefs and values. This can lead to social change and create a more inclusive and equal society. For instance, the novel "To Kill a Mockingbird" by Harper Lee has been instrumental in promoting racial equality and challenging racial discrimination in American society.Furthermore, literature can serve as a mirror reflecting the social realities of a particular time and place. By examining the themesand issues presented in a work of literature, we can gain insights into the social, political, and cultural contexts in which it was written. This allows us to better understand the historical and cultural factors that shape our world today. For example, George Orwell's dystopian novel "1984" offers a critique of totalitarianism and serves as a warning against the dangers of an oppressive government.In addition, literature can also provide solace and comfort during difficult times. When faced with personal struggles or challenges, reading can offer an escape and provide a sense of comfort and understanding. It can remind us that we are not alone in our experiences and that others have gone through similar hardships. This can offer hope and encouragement, inspiring us to overcome our own obstacles.In conclusion, literature plays a vital role in society by promoting understanding, empathy, and critical thinking. It has the power to transcend boundaries and connect people from different backgrounds, challenge societal norms, reflect social realities, and provide solace and comfort. By engaging with literature, we can broaden our horizons, gain a deeper understanding of the world, and become more empathetic and compassionate individuals.。
本科毕业论文英语介绍模板
本科毕业论文英语介绍模板IntroductionThis paper aims to introduce the undergraduate graduation thesis, titled [Title of the Thesis], which focuses on [the main topic or objective of the thesis]. The thesis is a comprehensive study that investigates [the research problem or question] and aims to provide novel insights and contribute to the existing body of knowledge in the field of [field of study].BackgroundTo provide a context for the thesis, it is essential to discuss the background and significance of the research topic. The current state of [field of study] reveals [the existing gap in knowledge or problem] that requires further exploration and analysis. This thesis seeks to address this gap by examining [specific aspects or factors] and their impact on [related phenomenon or issue]. By doing so, it contributes to the understanding of [field of study] and offers potential solutions to relevant practical problems.Objective and Research QuestionsThe objective of this thesis is to [state the main objective or goals of the research]. To achieve this, several research questions have been formulated, which are as follows:1. [Research Question 1]: This question aims to explore [specific aspect or factor] and its implications on [related phenomenon or issue].2. [Research Question 2]: This question seeks to examine [specific aspect or factor] and its influence on [related phenomenon or issue].3. [Research Question 3]: This question investigates [specific aspect or factor] and its relationship with [related phenomenon or issue].MethodologyThe research methodology employed in this thesis follows a [quantitative/qualitative/mixed methods] approach. The [specific research design or method] was used to collect and analyze the data. The sample consisted of [describe the sample size and characteristics] and was selected based on [the specific criteria or sampling technique]. Data was collected through [specific data collection methods, such as interviews, surveys, or observations].Results and AnalysisThe findings of the research are presented and analyzed in this section. The data collected were analyzed using [appropriate statistical or thematic analysis techniques] to identify patterns, trends, and relationships between variables. The results demonstrate [the key findings, insights, or conclusions] related to the research questions and objectives.Discussion and ImplicationsThe discussion section provides an interpretation and evaluation of the results obtained from the analysis. It explores the implications of the findings in relation to the existing literature and theory in the field. The limitations of the study are also addressed, acknowledging the potential constraints and challenges faced during the research process.ConclusionIn conclusion, this undergraduate graduation thesis has investigated [the research problem or question] in the field of [field of study]. Through the use of [specific research methodology], the research questions were addressed, and specific findings were generated. The implications of the results were discussed, highlighting their significance and potential contributions to the field. This thesis serves as an important contribution to theexisting body of knowledge in [field of study], and it is hoped that it will inspire further research and practical applications in the future.。
英语本科毕业论文范文
英语本科毕业论文范文Title: The Impact of Artificial Intelligence on the Future of Work。
Abstract:The rise of artificial intelligence (AI) has sparked widespread debate about its potential impact on the future of work. This paper examines the various ways in which AI is reshaping the labor market and explores the potential implications for workers and organizations. By analyzing current trends and research findings, this paper aims to provide a comprehensive understanding of the impact of AI on the future of work and offer insights into how individuals and organizations can adapt to these changes.Introduction:Artificial intelligence (AI) has become an increasingly prominent force in the modern economy, with the potential to revolutionize the way we work. As AI technologies continue to advance, they are increasingly being integrated into a wide range of industries, from manufacturing and healthcare to finance and transportation. While the potential benefits of AI are vast, there is also growing concern about the impact of AI on the future of work. This paper seeks to explore the various ways in which AI is reshaping the labor market and consider the potential implications for workers and organizations.The Impact of AI on Job Displacement:One of the most significant concerns surrounding the rise of AI is the potential for job displacement. As AI technologies become more sophisticated, they are increasingly capable of performing tasks that were previously exclusive to human workers. This has led to fears that AI will lead to widespread unemployment and economic upheaval. While some jobs may indeed be at risk of automation, it is important to note that AI is also creating new opportunities and transforming existing roles. For example, AI has the potential to enhance productivity and efficiency, allowing workers to focus on more complex and creative tasks. Additionally, AI is creating new job opportunities in fieldssuch as data analysis, machine learning, and software development. Therefore, while job displacement is a valid concern, it is important to recognize that AI is also creating new opportunities for workers.The Impact of AI on Job Quality:In addition to job displacement, there is also concern about the impact of AI on the quality of jobs. As AI technologies continue to advance, they have the potential to change the nature of work and the skills required to succeed in the labor market. For example, AI is increasingly being used to perform routine and repetitive tasks, which has the potential to lead to a greater emphasis on non-routine and cognitive skills. This could lead to a shift in the types of jobs available and the skills required to succeed in the labor market. Additionally, there is concern that AI could lead to greater job insecurity and a decline in job quality, as workers may be required to adapt to new technologies and work in more precarious and unstable employment arrangements. Therefore, while AI has the potential to create new opportunities, it is also important to consider the potential implications for the quality of jobs and the skills required to succeed in the labor market.The Impact of AI on Organizational Dynamics:In addition to its impact on individual workers, AI is also reshaping the dynamics of organizations. As AI technologies continue to advance, they are increasingly being integrated into a wide range of organizational processes, from decision-making and customer service to supply chain management and marketing. This has the potential to transform the way organizations operate and the skills and capabilities required to succeed. For example, AI has the potential to enhance decision-making and strategic planning, allowing organizations to make more informed and data-driven decisions. Additionally, AI is creating new opportunities for organizations to automate routine tasks and streamline their operations, which has the potential to enhance productivity and efficiency. However, the integration of AI into organizational processes also raises concerns about the potential for job displacement and the need for workers to adapt to new technologies and work in more dynamic and uncertain environments. Therefore, it isimportant for organizations to consider the potential implications of AI on their operations and the skills and capabilities required to succeed in the future.Conclusion:The rise of artificial intelligence has the potential to reshape the labor market and the way we work. While there are valid concerns about the potential impact of AI on job displacement and job quality, it is important to recognize that AI is also creating new opportunities for workers and organizations. By understanding the potential implications of AI on the future of work, individuals and organizations can better prepare for these changes and adapt to the evolving labor market. Therefore, it is important for policymakers, educators, and business leaders to consider the potential implications of AI on the future of work and develop strategies to ensure that workers are equipped with the skills and capabilities required to succeed in the AI-driven economy.。
英语专业本科论文《茶花女》
英语专业本科论文《茶花女》英语专业本科论文《茶花女》` An Analysis on Male-centered Consciousness in The Lady of the Camellias Acknowledgement In writing this thesis, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I needed and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would notChen Ke, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered painstaking and precious criticism. Her standards of academic excellence have made my revision an exciting and gratifying experience.without the help of those individuals and organizations hereafter mentioned with gratitude: the Foreign Language Department, the University Library and its staff. An Analysis on Male-centered Consciousness in The Lady of the Camellias Abstract The Lady of the Camellias was a masterpiece of world literature and even was presented on the stage for many times. And as we all know, The Lady of the Camellias was the first foreign novel that entered our country. It played an importantrole in modern Chinese literature. It was a tragic love story between Marguerite Gautier, a prostitute and a young bourgeois, Armand Duval. Marguerite was not only a prostitute but also a beautiful girl with pure heart. She sacrificed everything she had for love, even her own life. This essay analyzed the tragic story of The Lady of the Camellias from the prospective of male-centered consciousness. The paper is divided into four parts: the first part introduces the author, the writing background, story itself, and other basic information; the second part introduces the gender theory and male-centered consciousness which belongs to it; the third part analyzes the domination of Alexandre Dumas Fils’s male-centered consciousness on the Novel from different aspects, such as heroine’s identity, character, life experience, indication, women’s thoughts, the uneven relationship between woman and man, the author’s narrative technique; the fourth part sums up the paper and puts forward its practical significance. The tragic ending of the heroine was due to a multitude of reasons. But the main reason should be the domination of male-centered consciousness on the society and people’s thought. We should realize that the male-centered consciousness impacted not only literature works but also every aspects of people’s life. Key Words: Gendertheory; Male-centered Consciousness; The Lady of the Camellias 摘要《茶花女》是法国亚历山大·小仲马的代表作，是一部世界文学经典，曾被多次搬上舞台银幕。
本科英语作文范文带翻译
Title: Example of Undergraduate English Composition with Translation
In the current age of globalization and intercultural communication, English has become an essential tool for people to connect with the rest of the world. For undergraduate students, the ability to write a well-structured and coherent English composition is not only a requirement for academic success, but also a crucial skill for their future career development. In this article, we will provide an example of an undergraduate English composition along with its translation, in order to assist students in understanding the structure, language use, and overall presentation of a high-quality English essay.
Additiol exchange program can significantly enhance a student's personal and professional development. The challenges of living in a new and unfamiliar environment can foster independence, resilience, and adaptability – qualities that are essential for success in the modern world. Moreover, the experiences gained from cultural exchange programs often inspire students to pursue new academic interests and career paths, as they gain a deeper appreciation for the interconnectedness of the global community.
本科生英语专业毕业论文范文
本科生英语专业毕业论文范文本科生英语论文范文范文一：英语本科毕业论文The Spirit of Revolt of Tess --Study in Tess of the D'UrbervillesThesis statement:Everyone knows that Tess’s life is a great tragedy, but she is still a courageous woman who dares to fight by all means. In order to defeat the unfortunate fate she always resists the decadent society, the traditional concept, and the hypocrisy religion.OutlineⅠ.Brief Introduction to Tess of the d'UrbervillesA. Women’s role in industrial movements during 19th century in EnglandB. A brief commentary of the novel1. the writer --Thomas hardy2. general introduction of the novelⅡ.Tess’s spirit of revolt all through her lifeA. Tess’s fight to the moribund society1. the moribund society2. Tess’s fight to the moribund societyB. Tess’s resistance to the traditional moral concept1. the traditional moral concept2. Tess’s resistance to the traditional moral conceptC. Tess’s resistance to the hypocritical religion1.the hypocritical religion in that time2. Tess’s resistance to the hypocritical religionD. Tess’s resistance to the unfort unate marriage1.Tess’s unfortunate marriage2. Tess’s resistance to the unfortunate marriageⅢ.Conclusion: In a word, Tess has shown a powerful woman's image to common people with her unyielding spirit of revolt. She, to the moribund society, traditional old morals, hypocritical religion, capitalist marriage system, has carried on the strongest revealing and criticism. Her kindhearted enlightenment, noble emotion, strong personality, and her resistance inimbuing all rooted in the hearts of the people forever, worth savoring.AbstractThis paper mainly focuses on the spirit of revolt of Tess. First of all, this paper begins with a brief introduction to the novel. Then, this paper makes a brief commentary of the novel. Moreover, it concen trates on :1 Tess’s fight to the moribund society. 2 Tess’s resistance to the traditional moral concept. 3 Tess’s resistance to the hypocritical religion. 4 Tess’sresistance to the unfortunate marriage. And at last the paper reveals thatTess is actually a character with the spirit of revolt all through her life.key of revolt,industrial movement,unfortunate fate内容提要本文研究的是小说主人公“苔丝”的“反抗精神”。
英语本科毕业论文 范文
英语本科毕业论文范文英语本科毕业论文范文随着全球化的不断发展，英语作为一种国际语言的地位日益重要。
因此，越来越多的大学生选择在英语专业进行本科学习，并完成一篇英语本科毕业论文。
本文将以范文的形式展示一篇关于英语本科毕业论文的内容，以供参考。
引言：英语作为一门语言学科，涉及广泛的研究领域，包括语法、词汇、语音、语用等。
本篇论文旨在探讨英语作为第二语言学习者的语法错误分析，并提出相应的教学策略，以提高学习者的语法水平。
第一部分：语法错误分析在第一部分中，本文将对英语作为第二语言学习者的语法错误进行分析。
通过对学习者的写作和口语中的错误进行收集和分类，可以发现学习者在语法方面的常见错误类型，如主谓一致、时态错误、冠词使用错误等。
通过对这些错误的分析，可以帮助教师更好地了解学习者的语法水平和问题所在。
第二部分：语法教学策略在第二部分中，本文将提出一些针对英语第二语言学习者的语法教学策略。
首先，教师可以根据学习者的语法错误类型设计相关的练习和活动，以帮助学习者加深对语法规则的理解和运用。
其次，教师可以引入语法规则的实际运用场景，通过真实语境的演练，培养学习者的语法意识和应用能力。
此外，教师还可以利用技术手段，如在线语法纠错工具和语法学习软件，提供个性化的语法学习支持。
第三部分：语法教学评估在第三部分中，本文将讨论语法教学的评估方法。
通过对学习者的语法错误进行评估，可以了解学习者在语法学习中的进展和问题，并及时调整教学策略。
本文将介绍一种常用的语法教学评估方法，即语法测试。
通过设计一套包含不同难度和类型题目的语法测试，可以全面地评估学习者的语法水平，并为后续的教学提供指导。
结论：通过对英语本科毕业论文的范文进行阐述，我们可以看到，语法错误分析、语法教学策略和语法教学评估是英语教育领域中的重要研究方向。
通过对学习者的语法错误进行分析，教师可以更好地了解学习者的问题所在，并采取相应的教学策略来提高学习者的语法水平。
本科毕业论文模板范文英语专业
本科毕业论文模板范文英语专业
引言
本文旨在提供一份本科毕业论文模板范文，适用于英语专业学生。
本文将从论
文结构、格式要求、参考文献引用等方面进行详细介绍，希望对即将撰写本科毕业论文的同学有所帮助。
第一章绪论
在这一章节，我们将介绍本文的研究背景、研究目的以及研究意义。
通过阐述
研究主题的重要性，引出研究问题及研究假设，为后续内容的展开奠定基础。
第二章文献综述
在本章中，我们将对相关领域的前沿研究进行梳理和总结，回顾已有文献对本
研究主题的研究情况，揭示当前研究的研究动态与趋势。
第三章研究方法
在这一章节中，我们将详细介绍本研究所采用的研究方法、研究设计以及数据
来源。
通过清晰地描述研究的方法论，确保研究的科学性和可靠性。
第四章结果分析
在本章中，我们将呈现研究结果，并对结果进行分析和讨论。
通过对研究结果
的解读，揭示研究发现所带来的启示和影响。
第五章结论与展望
最后一章将总结全文的研究内容，提出研究结论，并对未来相关领域的研究方
向进行展望。
通过对整个研究过程的回顾和展望，为学术研究提供新的思路和启示。
参考文献
在最后的部分，我们将列出本文所引用的参考文献，以供读者查阅。
以上为本科毕业论文模板范文，希望对广大同学撰写本科毕业论文有所帮助。
英语专业本科毕业论文格式标准范文
附件2A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS’ ENGLISHPRONUNCIATION—A Case in GuangdongA DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTSByJACKIE LAMSupervised byProf. Noble HofmannSOUTH CHINA NORMAL UNIVERSITY，GUANGZHOU，P。
R. CHINAJUNE, 2006ACKNOWLEDGEMENTSThe completion of this study could never have been possible without the assistance of many people related。
First and foremost，I would like to show my heartfelt gratitude to my supervisor，Professor XXX。
Knowledgeable and responsible，Prof. X provided me with valuable guidance and support in every stage of writing this thesis。
He made well—informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis.Thanks are due to Associate Professor XX，Miss YY and Miss PP, who helped me a lot in collecting data.I would like to express my great gratitude to my classmate FFF, and my dear Australian teacher KK, who have been of great help in analyzing the data. They have been very patient and responsible throughout the whole work。
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浅析不同体裁的会话是否会对英语专业学生的听力理解产生影响摘要本论文试图回答不同体裁对英语学习者的听力理解是否产生影响的问题。
本研究以广州某普通高校30名英语专业本科生为实验对象，以全国高校英语专业四级2010年考试听力理解部分的三篇会话和六则新闻为听力测试材料。
考查学习着对整体问题和局部问题的理解结果。
考查结果表明受试能更好地捕捉会话体裁的整体信息，却能获取更多新闻体裁的局部信息。
本研究认为，会话和新闻的体裁特点导致受试在整体和局部问题上的听力理解发生偏差，证实了不同体裁的确会对英语专业学生的听力理解产生影响。
因此，本文建议英语教学中，教师帮助学习这熟悉各种体裁的典型特点，以便产生更好的理解结果。
关键词英语听力理解；体裁；听力输入；新闻体裁；会话体裁Abstract In order to answer the question “Does genre of the listening input affect the listening comprehension?”, the study examined participants’ performanc e on the global questions and local questions by taking 30 English majors from a university in Guangzhou as the participants and taking 3 conversation and 6 pieces of news broadcast extracted from the listening comprehension part of TEM-4 2010 as the listening input of the test. The result showed that participants had better performance on the global questions of conversation while they had better results in answering the local questions. Therefore, this study claimed that the distinct generic characteristics of conversation and news broadcast led to the deviation of participants’ listening comprehension on the global and local questions. That was to say, genres had effect on English major’s listening comprehension. Hence, it was suggested that in English teaching, teachers should help learners to learn more knowledge about the typical generic characteristics of different genres so that learners can comprehend different genres better.Key Words English listening comprehension; genre; listening input; news; conversationCONTENTSAbstract in ChineseAbstract in English (2)1. Introduction (1)2. Literature Review (4)2.1 The Definition of Genre (4)2.2 The Genre theory (3)2.3 Previous Research on Genre and Listening Comprehension (4)3. The Study (5)3.1 Research Questions (5)3.2 Participants (5)3.3 Instruments (6)3.4 Procedures (7)3.4.1 Pre-test (7)3.4.2 Test (8)3.5 Data Collection and Results (8)3.5.1 The test questions on TEM-4 listening comprehension (8)4. Discussions and Implication (11)4.1 Discussions (11)4.2 Implication (17)5. Conclusions ....................................................................................... 错误!未定义书签。
References .. (17)1. Introduction‘Genre’ is originally a French word means ‘kind’ and ‘type’. In English, the term refers to classification of the literary works. In order to achieve certain social purpose, a genre of text has its own typical and particular structure and textual feature. That is to say, the social function of the genre of a text can be reflected in the macrostructure of the text. Is it possib le that genre is among the factors that affect English learners’ listening comprehension since the listening process involves the “to p-down process”which deals with the information process of the macrostructure? Besides, according to “genre analysis theory”(秦秀白, 1997:8-15) , the typical generic characteristics of a genre of text consist of three factors include the linguistic factor, the generic factors and the register factors. And the three factors should be paid attention to when analyzing a genre of text. As each genre has its own particular generic characteristics, do the typical generic characteristics of listening input influence English learners’ listening comprehension?The main concern of this paper is to answer the question “does genre of liste ning input affect the listening comprehension?”.The rest of this thesis consists of four parts: Section Two is a related literature review; Section Three describes the methodology and result of data analysis; Section Four presents the discussions and implications; and the last section is devoted to conclusions.2. Literature Review2.1 The Definition of GenreAs the genre theory did not arouse linguistic scholars’ interest to employ this term in the field of discourse analysis until 1970’s, the definition of genre has not come to an agreement. There are two schools studying the genre theory, the ‘Swalesian School’which is represented by J M. Swales, and the ‘Australian School’ which is represented by J R. Martin (秦秀白 2000:42-46). Based on the study of many linguists, Chinese linguists made an interpretation: First, types of spoken and written discourse areclassified into different genres according to the social communicative purpose of the social intercourse. Second, the pattern of one genre is variable. Third, the social communicative purpose retrains the content and the format of the text. And the content and the format of the text are conventional, stable, repetitive and habitual. Fourth, genre is closely related to cultural background and contextual configuration. Under certain cultural context, the communicative purpose of a social intercourse is usually achieved by several conventional stages, the characteristic of one particular genre will be presented in the particular structure and the language style which are determined by its social communicative purpose. Hence to attain certain social communicative purpose, we have to construct a particular discourse in typical structure and textual configuration in order to make the relevant community understand.（梁文花、秦洪武, 2009:44-48）2.2 The Genre theoryUnder certain cultural context, in order to achieve the communicative purpose, a social intercourse is constructed in certain conventional stages and in particular language style. Hence it is necessary to focus on the macrostructure, the textual features or the rhetorical devices and the register of a genre of discourse. According to Qin Xiubai (秦秀白，1997：8-15), the analysis of a genre of discourse should be analyzed from the following three aspects. Firstly, textual analysis such as linguistic description and the communicator’s appropriate employment of language. Secondly, the analysis of the context of situation which consists of field, tenor and mode of the text. As a particular genre of discourse is produced under certain context, one would produce discourse in tactful language according to the social reality. Thirdly, the analysis of the ‘moves’ that construct the macrostructure of a genre. According to Bhatia, an application letter in English obviously is a particular genre, and in order to gain the opportunity to get the job, the candidate should constructed the letter in certain stable moves that are accepted and understood by the employee and the candidate (Bhatia 1993, qtd. in 秦秀白1997). Hence, it is known that a particular genre is constructed in certain typical ‘moves’.In this paper, Qin Xiubai’s viewpoint will be employed to analyze the test materials which contain the genres of news broadcast and conversation for it emphasizes on thewhole analysis of the text of one particular genre.2.3 Previous Research on Genre and Listening ComprehensionThere are a few studies concerning the influence of different genres on English learners’ listening comprehension. Elana Shohamy and Ofra Inbar (1991:23-40) inves tigated the effect of both texts and question types on participants’ scores of listening comprehension tests by taking 150 EFL learners who were from Hebrew as the subjects. The test material consisted of three text types, i.e. news broadcast, mini-lecture and consultative dialogue, which were of the same topic and vocabulary size but the different literary style. The consultative dialogue was oral-oriented and was characterized by simple expression, spontaneous language and many redundancies and repetitions, while the news broadcast was literature-oriented and was characterized by complex sentences, specialized language and a lack of redundancies, and the reporter did not interact with the audience (Berne, 1992: 6-7). It was found out that the degree of ora lity affected participants’ performance. The result showed the more one text contained listenable features, the better the subjects performed. That was to say, news broadcast was the most difficult to comprehend for it was literature-oriented, followed by mini-lecture and followed then by consultative dialogue. Moreover, the questions were classified into global and local type to explore how the question types affected the participants’ performance. The result showed that local questions were easier than global questions because it was more difficult to deduce and construct the whole meaning of the text than to locate the detail information in the text.The subjects of Shohamy’s experiment were Hebrew. Hebrew shares the similar language system with English, so the difference between Hebrew and English is lower than that between Chinese and English. Therefore, in order to check whether the result would be the same as Shohamy’s, this paper aims at the investigation of the effect of different genres on the listening comprehension of English majors who are from China, and the question types are global and local questions just as Shohamy’s.3. The StudyIn this study, an experimental design is used to test the effect of the genres of newsbroadcast and conversation on 30 English majors’listening comprehension. And the connection between the generic characteristics of news broadcast and conversation and the factors lead to the deviation of English majors listening comprehension will be verified. In this section, the participants, instruments, procedures and data collection and analysis will be described.3.1 Research QuestionsFrom Section Two, it is obvious that different genres have their own characteristics due to their social communicative purpose. And the research question addressed by the study is as follow:Do the participants have different performance on different generic input of the listening comprehension test?3.2 ParticipantsThe participants of this study are English majors from Grade 2009 of the School of Foreign Language, Guangzhou University. A total of 30 students are chosen to participate in the listening test because they got the scores from 60 to 65 in the pre-test, which qualifies the participants are at the same level. And as they are all at the average level, more typical mistakes can be seen in their performance, and it helps to study the research questions.3.3 InstrumentsThe pre-test material is in fact the final examination of ‘An Integrated English Course’ which is the English course for English majors of Guangzhou University. Students are asked to finish multiple choice questions of the problems include general knowledge and reading comprehension and open-ended questions of four types of problems include paraphrase, correcting errors, translation and writing in the final examination. The total score of the examination is 100, the multiple choice questions worth 40 points (1 point per multiple-choice question) and the open-ended questions such as translation and writing worth 60 points (20 points per open-ended question). The aim of the examination is to check up on English majors’ comprehensive ability of English, so it is a standard criterion to evaluate students’ English level in order to choose the participants.The test material is three conversations and six pieces of news extracted from thelistening comprehension part in TEM-4 (Test for English Major-4) in 2010. TEM-4 is of great significance to English majors because it is an examination officially accepted by China Education Min istry and the aim of it is examine English majors’ capacity for overall English skills and mastering of grammar structure and vocabulary. Participants are asked to finish the multiple choice questions of the conversation section and the news broadcast sect ion of ‘Listening Comprehension’ and there were both 10 questions in news broadcast and conversation. But only 8 of these 10 questions would be chosen as the global and local questions. And in ‘conversation’ section, participants will totally listen to 3 c onversation items and they will finish 3 or 4 questions that are based on one conversation item at each time. Then in ‘news broadcast’ section, participants will listen to total 6 news items and they will finish 1 or 2 questions that are based on one news item at each time.The global question refers to those which participants need to answer by understanding the main idea and the causation of the conversation or news items. And a global question may like ‘What is the news item about’. But as there is not a typical global question in the questions of conversation, a why-question is chosen to be the global question of conversation as participants had to deduce the answer according to their summary of the information they got. And the local question is those which participants need to answer by locating the detail information and recognizing the information of the conversation or news items, and it may like ‘How many people were rescued from the apartment building’. Hence in this paper, each 7 questions will be employed as the local questions of conversation and news broadcast and each 1 question will be employed as the global questions of conversation and news broadcast. The measurement is to count the total number of the participants’ correct answers to the lo cal and global questions.3.4 ProceduresThe test is consisted of two parts. In the first part, a pre-test is done to decide who will be the participants so that the participants are at the same level; the second part is the test about how the texts of new s broadcast and conversation affect the participants’ listening comprehension.3.4.1 Pre-testThe aim of this part is to evaluate the students’ English level to determine which onecan be the participants of the test. Because the typical mistakes are more tend to be seen in average students. And due to the practical factors, the results of English majors’ final examination were employed as the criterion to decide who would be the participants for it is authoritative. With class for the unit, all of the English majors in Grade 2009 were required to have the final examination on a particular day at the end of the term. During the final examination, the participants had to finish the exam independently and there were two teachers monitoring one class to have examination. And the duration of the examination was 2 hours. Moreover the exam papers were revised by the English teachers of Guangzhou University according to the model answer given by the teacher who set the exam papers.3.4.2 TestThe test was conducted in the form of quiz in a random ordinary classroom. The researcher firstly copied the clips of the 3 conversation items and 6 news items to a personal computer and then brought the computer to the classroom. The 30 participants were gathered and instructed to listen to the test material carefully. Before that, the participants were issued the answer sheets, and then they were required to go over the questions on the answer sheets first. After that, the researcher played the clips of the test material one by one. All of the clips were played once only. And after each clip was played, one minute was given to participants to answer a series of questions based on the clip of conversation or news broadcast. Then the clips were played in order until the tape came to an end. And the participants finished the questions independently and were monitored by the researcher and another person. After the participants finished, they were required to hand in their answer sheets and the researcher graded the answer sheets of the participants according to the model answer from the exercise book ‘Tests with Advice on How to Prepare TEM-4’.3.5 Data Collection and Results3.5.1 The test questions on TEM-4 listening comprehensionThere were 7 local questions and 1 global question in the test material of conversation and news broadcast.Table 1 Comparison of the Accurate Rates of Global Questions of Conversation and NewsAccording to the table, the accuracy of the global question of conversation was higher. That was to say, more participants could answer the global question of conversation correctly. There was each one global question in conversation part and in news broadcast part and the global question of conversation was question number 10 and that of news broadcast was question number 27. According to the table above, there were 24 right answers of participants in conversation part while there were 21 right answers of participants in the news part. And the accurate rate of conversation was 80% while that of news broadcast was 70%, that was to say, the global question of conversation and that of news broadcast were not difficult to the participants. But generally speaking, the accurate rate of conversation was10 percent higher than that of news broadcast.Table 2 Comparison of the Overall Accurate Rates of the Local Questions of Conversation and NewsFrom the table, the accuracy of news broadcast was higher. That was to say, more participants could answer the local questions of news broadcast correctly. There were each 7 local questions in conversation part and in news part. According to table 2, there were total 117 right answers to the 7 local questions of conversation, however there were 129 right answers to the local questions of news part. In consequence, the accurate rate of news broadcast was 61%, which was 5% higher than that of conversation.Table 3 Accurate Rates of the 7 Local Questions of ConversationAccording to the table above, question number 4 had the lowest accuracy, which was 20%. Question number 5 had the second lowest accuracy, which was 30%, and question number 6 had the third lowest accuracy, which was 40%. Moreover, as mentioned in the instruments part, question number 4 to 7 were based on the second conversation, and apparently,the second conversation had the fewest right answers. That was to say, compared with other conversations, the second conversation was the most difficult to answer for the participants.Table 4 Accurate Rates of the 7 Local Questions of News BroadcastFrom the table above, question number 24 and 28 had the lowest accuracy, which were both 40%. And question number 25 and 29 had the second lowest accuracy, which were both 50%. Besides, as mentioned in instruments part, the second and the fifth news items were the most difficult to answer for the participants for the accuracy of them were the lowest.Table 5 The comparison of the accuracy rates of the 7 local questions of conversation and news broadcastAccording to the difficulty level of the questions, the question can be divided into three levels: easy question; medium question and difficult question. And the accuracy of an easy question is higher or equal to 90%; the accuracy of a medium one is from 41% to 89% and the accuracy of a difficult one is lower or equal to 40%. And a brief conclusion could be drawn that in conversation part, question number 4, 5 and 6 were difficult questions, question number 1 and 7 were medium questions and question number 2 and 8 were easy question. As for news part, question number 24 and 28 were difficult questions, question number 25 and 29 were medium questions and question number 21, 26 and 30 were easy questions.4. Discussion and Implication4.1 DiscussionIt is reasonable to come to the conclusion that the participants can understand the global type of question of the conversation better because the accuracy of conversation is higher than that of news broadcast. That was to say, participants could understand the whole meaning of the text of conversation better. In general, the design of the global questions was to check up on participants’ ability to reconstruct the whole meaning of the text and to have a basic concept of the internal macrostructure of the text. So participants needed to make use of the contextual clues and their background knowledge to conclude the facts they heard and to construct the main idea of text. Hence, from the text of the global question of the conversation, the information participants needed was delivered in order of the event because it was repeated to A speaker Mary by B speaker James for it was James who received the call from the manager and he had to repeat the whole thing to Mary. So what participants heard was an organized part of the text and participants didn’t need to reconstruct but to get the answer directly. As for the accuracy of the news global question was lower was because actually participants were not familiar with the topic of the news item as it was about the political policy of foreign country. Besides, they had not a clear idea about ‘genre’ and didn’t pay attention to the information in the specific location of the news.A conclusion can be reached that the participants can acquire the detail information of conversation better because the accuracy of the local questions of news broadcast was 5% higher than that of conversation. The design of the local questions was to check up on participants’ ability t o grasp details. So the immediate sound and meaning recognition was emphasized. For example, in question number 29, the answer to the question ‘How many people were rescued from the apartment building?’ could be found in a sentence ‘21 people have been res cued’ in the middle of the news. It is just accord with the generic characteristics of news broadcast that the useful information is plainer and more direct and can be gained directly from the text. It was the reason why participants could acquire the detail better. As for the accuracy of local questions of conversation was lower was that, for example, in question number 4, apparently the key information that participants needed was followed by the inferring information such as ‘their husbands or wives’ and‘thetransport’ disturbed the participants. They needed the information ‘I haven’t counted the numbers of delegates’, but between the key information “haven’t counted” and “the number of delegates” of the sentence above were mixed 4 sentences about other things. The generic structure of conversation resulted in the distribution of key information, and it was the main cause of the wrong answers to this local question.The factors led to the deviation of participants listening comprehension of global and local questions could be found by analyzing the text of the news and conversation that had the lowest accuracy. The difficult questions from the second conversation and question number 28 from fifth news item (question number 4 was skipped for it was analyzed above and question number 24 is also skipped for it was from the second news item with a question which had nothing to do with this study) were about to be analyzed for they were typical and had the lowest accuracy. Firstly as the second conversation was a communicative event of having phone calls, the social communicative purpose of the second conversation determined the loosely organized structure of the text. As it was spontaneous, the language was oral and nature. And the speakers changed the topic so quickly that the key information of the text was mixed with other information. Besides, the register of the text should be considered. That was to say, as the two speakers were partners from two different companies, they tended to speak in a consultative way rather than requiring the other one to do something. For example in question number 5, the question was “what does Linda want to know”, so participants would more likely to pay attention to the key phrase “want to know”. But actually Linda said ‘you’ll let me know when they are arriving, won’t you?’ but didn’t point it out she “want” directly to show their relation of equality. The relationship between them determined Linda had to express her request in a euphemistic way. This special generic characteristic of the text made participants have to guess what they really wanted to say. As regard question number six, participants were request to deduce ‘how many performances have been planned for the conference’. But the useful information “a local-style dance” and “a piano performance” were mixed with 4 sentences between them, which were about Linda’s opinion on the performance and the arrangement for the performers. So it was the particular structure of the genre of conversation led to the participants’ mista kes. Secondly, as for questionnumber 28, the fifth news item was well organized. It’s an inverted pyramid form. And as it’s a “correct-or-not” question, participants had to find out the detail information to finish the question. Although the key information from the different options was distributed in different part of the text, participants could still get each useful information point in one sentence. And the language style was plain and direct. So participants could judge the options were right or not immediately because what they heard were not question-answer sentences like conversation but the accurate news information, and speakers would not overturn what they said in the beginning so participants would not get confused. However, the main cause led to the most wrongs to this question was the language style of news. There were a lot profound words and expression to participants. For example, the word blizzard did not belong to the TEM-4 vocabulary, but it was the key word of the text. So participants spent too much time on guessing the meaning of this word, and thus missed other key information. Besides, the employment of the complex sentences also led to the participants’ mistakes.To sum up, firstly the main factor led to the deviation of participant s’ miscomprehension of conversation was the typical macrostructure and the spontaneousness of conversation text result in the key information was scattered distributed and was mixed with other redundant and invalid information. In consequence, participants were needed to deduce the answer to the questions of conversation. Besides, participants’ incorrect consideration of the register and the background context of the conversation text would also lead to the miscomprehension. Secondly, the main factor led to the deviation of participants’ misunderstanding of news broadcast was the linguistic factor of the news broadcast. As the news was pre-written in professional terms and complex sentences, so the intensive information was conveyed continuously by the reporter with fast speed. That made it too difficult for participants to understand the news just by listening to the information. What’s more, participants’ unfamiliarity with the topic and background knowledge of news broadcast was also a main factor led to the deviation of participants’ miscomprehension.The generic analyses of conversation and news broadcast are about to be made to find out the effect of the characteristics of genres on the participants’ performance. Andaccording to section two, the generic characteristics of one particular genre should be consist of three parts including linguistic features, generic features and register features. Take the second conversation and the fifth news item for example. The second conversation was a communicative event of having phone calls, the social communicative purpose of this conversation was the two speakers wanted to exchange their information. And it determined the question-answer format and the loosely organized structure of the text. Accordingly it was spontaneous, the speakers changed the topic so quickly that the key information points were mixed with other invalid information and the key information was scattered distributed in different part of the text. As for the linguistic characteristic, speakers tended to use daily expressions so it was easier for participants to comprehend. From the above discussion, it was easy to detect that the generic characteristics of conversation were none other than the factors led to participants’ deviation of listening comprehension of conversation. A conclusion can be drawn that it is exactly the typical and particular generic characteristics lead to English majors’ listening miscomprehension of conversation.Secondly, the fifth news item was an inverted pyramid news format. It was well organized and the main idea of the news was written in the very beginning, which told readers the basic element of the news. So the participants could easily find specific information for example in the very beginning or at the end of the news. And for the authority, news must be pre-written with professional terms and expressions, and employ complex and coordinate complex sentences to show its accuracy. Therefore, participants could answer the local questions of news better for its particular macrostructure. That was to say, it was the generis characteristics of news led to the result that the local questions of news broadcast were answered better. Besides, the linguistic generic characteristic is just in accord with the main factor led t o the deviation of participants’ listening comprehension. Hence we can conclude that it’s the generic characteristics of news led to the deviation of English major’s listening comprehension.From the above discussion on the research question, we can concl ude that there’s a connection between the factors led to the deviation of English major’s listening comprehension and the generic characteristics of conversation and news broadcast. The particular generic characteristics which consist。