大学专科英语专业毕业论文
大专英语毕业论文
大专英语毕业论文浅议目前语教学现状及制约因素中国入世为中国经济带来巨大契机, 也对英语人才尤其是对懂商务知识的英语人才提出了更高要求。
针对这一现象, 许多学校都在思考调整人才培养方案。
作为高职院校的商务英语教学, 我们旨在培养具有一定的英语听说读写译能力, 又具有国际商务贸易知识的复合型人才, 这也对我们的商务英语教学提出了更高的要求。
一、商务英语教学现状目前, 虽然许多学校都在积极改革教学模式, 努力跟上时代及人才培养目标要求, 但是在教学实践过程中仍然存在许多的不足:“填鸭式”、“一言堂”等传统的教学模式仍然存在; 在教材及教学方法的选定上往往不能结合学生实际, 忽视高职高专学生的自身特点; 过于生硬地照搬商务加英语的模式教学, 过于注重书本本身涉及的知识, 忽视对学生潜在商务文化意识的培养。
这些教学模式及方法往往导致较差的教学效果, 不利于培养合格乃至优秀的高职高专商务英语人才。
二、高职高专商务英语教学的制约因素1. 学生因素大部分高职高专学生的英语基础相对都比较薄弱, 本身对于英语技能的学习就比较吃力, 再加上商务贸易知识使得课程的专业化程度加深, 许多学生就会淡化对商务英语知识学习的兴趣, 尤其是五年制高职学生。
, 在很大程度上也取决于学生的自学及钻研, 透彻地了解商务贸易知识及相关的英语表达。
学生如果缺乏自主积极的学习态度, 又缺少实践锻炼的机会, 商务英语学习的困难也就加大。
2. 教师因素许多商务英语教师都是单纯的英语教师出身, 虽然具有较好的英语教学水平, 但是对于商务贸易知识却缺乏系统的深层次的掌握, 或者是仅仅局限于书面上的理解, 缺乏实践经验, 这也不利于我们培养出具有实践操作能力的商务英语人才。
同时,有些商务英语教师的教学方式也不能迎合时代和学生的要求,一味基于教材和大纲, 采取传统的教学方法, 缺乏灵活性和创新性, 这也不利于对学生科学的学习方法的培养。
三、对高职高专商务英语教学实践的思考为了提高商务英语教学的效率, 教师应该多思考怎样才能在有限的时间里帮助学生建立商务英语知识体系, 激发学生学习的主动性。
英语专业论文英语范文推荐(精选4篇)
英语专业论文英语范文推荐(精选4篇)选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。
问渠那得清如许，为有源头活水来，本文是勤劳的小编给家人们找到的英语专业论文英语范文推荐【精选4篇】，仅供参考，希望对大家有一些参考价值。
英语小论文800字篇一1．坚强的意志是成功的重要保证。
2．意志坚定的人才能完成伟大的使命，3．学生也是这样，不刻苦学习，终究不会成为有用之才There is an old saying: where there is a will, there is a way. It tells us that a strong will is the most essential quality that anyone who wants to achieve success. It can contribute a lot to one’s success.Although “All roads lead to Rome”, none of them is completely smooth. Our life is filled with obstacles which may make us feel so hopeless that we may choose to give up. At the crucial moment, strong will helps a lot. As a matter of fact, the ability to work through difficult situation and unfortunate events with strong will can make one stronger and more capable. In other words, if we want to realize life’s goal, we must keep forging ahead with strong consciousness.From what has been discussed above, we can see that the establishment of tough determination is of great importance to everyone. With a strong will, including our knowledge, we will be able to deal with any situation in our life. Whatever we do, as long as we stick to and do not give up easily, we will realize the goal at last.英语专业论文模板篇二“魅力新声”英语歌唱比赛不仅具有较高的学术含量，而且包含较浓厚的英语文化。
专科英语毕业论文
专科英语毕业论文为了加强对高校英语专业教学的宏观管理和质量监督,教育部将正式开始对全国高校英语专业本科教学水平施行标准化评估。
下面是店铺为大家整理的专科英语毕业论文，供大家参考。
专科英语毕业论文范文一：语块教学对学生听力能力影响的研究摘要：把语块教学法应用于英语教学中越来越受到重视。
听力能力是语言综合能力中至关重要的一部分。
文章旨在研究：语块教学法用于听力教学中，对学生听力能力的影响。
研究表明：将语块教学法运用于英语听力教学中，对于提高学生的听力能力和听力策略的运用是有效的。
同时，对于提高学生的综合语言能力有一定的作用。
论文关键词：短时记忆,语块教学法,听力策略,听力能力作为语言综合能力中重要的组成部分，同时也是语言输入的重要途径，听力能力越来越受到教师与学生的关注。
语块就是以整体形式储存在大脑中的一串词，可整体或稍作改动后作为预制组块供学习者提取和使用。
语块教学法作为语言教学的一种新趋势，在口语和写作方面的研究(丁严仁，戚焱，2005)以及在综合语言能力方面的研究(宋得生，2002)众多而在听力方面的研究较少。
因此，将语块教学法用于听力教学过程中，通过实验研究其对于学生听力能力影响有必要性和现实意义。
2﹑理论框架2.1短时记忆记忆一直是认知心理学和心理语言学研究的重要课题。
记忆按其持续时间的长短可分为三种不同的类型：感觉记忆(sensory store)﹑短时记忆(short—term memory)和长时记忆(long-term memory)。
短时记忆是将所接受的信息暂时储存的那部分记忆，在这同时对信息进行分析﹑理解，等到语句中的信息或内容理解了，这些信息就成为永久性记忆(长时记忆)，而语句本身则无用处，可能会逐渐从短时记忆中消失(Richards, Platt,2000:283)。
美国心理学家乔治·米勒指出，信息在记忆中以记忆单位(chunk)方式保存下来。
储存的记忆单位一般为七个左右。
高职英语教学论文3篇
高职英语教学论文3篇高职英语教学论文3篇第一篇：高职英语教学论文一、非笔试考试对高职英语教学具有积极的促进作用1.1非笔试考试的改革与教学改革相得益彰教学改革的目的是为了提高教学水平和效果，如今，包括教学内容、教学方法与手段、考试方式等内容的教学改革已经成为高职院校教学工作的重中之重，而这些方面的改革，最终需要通过考试的改革加以检验。
在高职院校的考试与评价体系改革中，非笔试考试的方式日益显示出它独具的优越性，与教学改革自然接轨，相辅相成。
1.2非笔试考试有利于促进学生英语应用能力的提高高职教育的目的在于为社会输送技能型或实用型人才，相应地，高职英语教学的教学目标是培养实用型英语人才。
考试的主要目的是检验学生对所学内容的理解程度、接受程度以及运用能力。
非笔试的考试形式要求学生现场作答，使学生成为学习的真正的主体，有利于调动学生学习的积极性、锻炼思维的独立性，有利于考查学生组织和表达问题的能力和反应能力。
通过非笔试考试的过程，使学生英语口语的表达能力得以提升，真正改变了过去的“哑巴英语”的学习状态，促进了学生英语应用能力的提高。
1.3非笔试考试有利于教师综合能力与素质的提高由于非笔试考试是以题签的形式由学生抽取后进行回答的，这就要求教师掌握所有题签的问题，它的前提就是教师要精通课本，准确掌握教材中的每一个问题，甚至对每个题签上的考题的相关内容有全面、准确的把握，具备雄厚的知识储备和丰富的教学经验，对学生在考试过程中的表现进行评价与鉴别，掌控非笔试考试的每一个环节。
1.4非笔试考试还有利于改善学风考风考风直接影响学风，而学风又对教学质量有着重要的影响。
在高职英语的考核中实行非笔试的考试方式，每一个学生都要亲自面对主考教师，虽然每个学生抽到的题签不同，试题的内容和难易程度不同，但是在非笔试的考试过程中，每个学生对问题的理解程度、表达水平将充分地展现在主考教师面前，作不了半点虚假。
平时不记笔记，不可能看其他同学的笔记，回答问题不能让其他同学代替，更不可能存在偷看抄袭等的小动作。
大学英语专业论文六篇
大学英语专业论文六篇高校英语专业论文范文1(一)职后培训短缺高校英语老师的职后培训状况不容乐观。
以笔者所在学校为例，本院共有在岗并从事高校英语课程教学的老师56人，每工作5年有1次进修经受(包括攻读学位、访学、留学，进修时间不少于1年)的老师不到10%。
35岁以下的老师除攻读学位而外，有外出进修经受的人次为1人。
教龄达20年以上的高校英语老师16人，近10年内进修过的比例为43．7%;教龄在10年至15年的老师(攻读学位除外)13人中仅2人有进修经受，笔者本人工作14年多次申请进修未果。
从课间休息时老师之间的沟通中获悉，多数高校英语老师都有外出进修的剧烈愿望，但皆因各种缘由未能如愿以偿。
主要缘由有两项:一是高校高校英语教学工作任务太重不能放人，除非攻读学位，"工作量大，教学任务繁重是阻碍高校英语老师自身进展的客观缘由'［2］;二是接受老师进修的高校少且每年可接收的老师数量有限。
其余渠道的进修培训不多，"高校英语老师培训网'只有"培训负责人和技术负责人'能申请注册，受众面比较窄。
(二)教学颇受诟病社会上多年来盛行不衰的形形的英语培训学校、辅导班，以及讨论中大量消失的"哑巴英语'和"聋子英语'等词汇使得广阔英语老师颇受诟病。
将英语辅导学校的盛行归因于学校英语教学的不力好像有几分道理。
高校生参加高校英语教学状况调查时亦做出类似反馈，将胜利归因于自身的努力，而将失败归因于高校英语老师的教学不得法［3］。
此处暂不考虑这样的归因是否合乎规律，但高校英语老师无论如何是脱不了干系的。
首先，绝大多数中学校英语老师是高等教育培育的。
其次，作为"哑巴英语'和"聋子英语'携带者的高校生们刚走出高校校门即被识破，充分说明高校英语的教学质量如何。
再者，为提高高校英语教学质量，21世纪以来，高校英语教学改革的不断推动和是否广泛推广ESP专业英语教学的争辩热点都不约而同地指向高校英语老师专业化进展的必要性和紧迫性。
英语专业毕业论文范文(1)
英语专业毕业论文范文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 im portant part 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. There is some authentic written material which beginner students can un derstand 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 toachieve a balance between being accurate and truthful on the one han d 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, t hey should 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, Hangzhou 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, 1978毕业答辩注意事项及技巧1、自己为什么选择这个课题？2、研究这个课题的意义和目的是什么？3、全文的基框架、基结构是如何安排的？4、全文的各部分之间逻辑关系如何？5、在研究课题的过程中，发现了那些不同见解？对这些不同的意见，自己是怎样逐步认识的？又是如何处理的？6、论文虽未论及，但与其较密切相关的问题还有哪些？7、还有哪些问题自己还没有搞清，在论文中论述得不够透彻？8、写作论文时立论的主要依据是什么？对以上问题应仔细想一想，必要时要用笔记整理出来，写成发言提纲，在答辩时用。
专科英语毕业论文范文
专科英语毕业论文范文专科英语毕业论文范文随着社会的不断发展和全球化的趋势，英语作为一门全球通用语言的地位越来越重要。
因此，专科英语的学习成为了大学生不可或缺的一部分。
本文将以专科英语毕业论文范文为主题，探讨专科英语毕业论文的写作方法和结构。
一、引言部分在引言部分，我们需要简要介绍专科英语毕业论文的背景和目的。
我们可以提到专科英语的重要性以及对毕业生职业发展的影响。
同时，我们还可以阐述该论文的研究目的和意义，以及所采用的研究方法。
二、文献综述在文献综述部分，我们需要对相关的文献进行综合分析和评述。
我们可以从专科英语教学的历史发展、教学方法和教材等方面进行论述。
同时，我们还可以引用一些相关研究的成果和观点，以支持我们的研究。
三、研究方法在研究方法部分，我们需要详细介绍所采用的研究方法和研究对象。
我们可以选择问卷调查、实地观察或实验等方法进行研究。
同时，我们还需要说明研究的样本大小和研究的时间范围。
四、研究结果和讨论在研究结果和讨论部分，我们需要详细呈现研究的结果并进行分析和讨论。
我们可以使用表格、图表或统计数据等形式来展示研究结果。
同时，我们还需要对结果进行解读和分析，并与相关的理论进行比较和讨论。
五、结论部分在结论部分，我们需要总结研究的主要发现和结论。
我们可以回顾研究的目的和意义，并对研究结果进行总结和评价。
同时，我们还可以提出一些建议和展望，以供后续的研究和实践参考。
六、参考文献在参考文献部分，我们需要列出所有在论文中引用的文献和资料。
我们可以按照国际通用的引用格式进行排列，并确保格式的一致性和准确性。
七、致谢部分在致谢部分，我们可以感谢所有为论文提供帮助和支持的人和机构。
我们可以感谢指导老师、同学和家人的支持和鼓励，并对他们的帮助表示衷心的感谢。
总结：通过以上的论述，我们可以看出，一篇专科英语毕业论文的写作需要有明确的结构和逻辑。
我们需要在引言部分介绍论文的背景和目的，在文献综述部分综合分析和评述相关的文献，在研究方法部分介绍研究的方法和对象，在研究结果和讨论部分详细呈现研究的结果并进行分析和讨论，在结论部分总结研究的主要发现和结论。
英语专业论文(5篇)
英语专业论文(5篇)英语专业论文(5篇)英语专业论文范文第1篇1.专业老师英语教学阅历不足，教学热忱不高。
国内大多数高校的专业英语老师始终由本专业老师担当，专业老师一般是非师范类院校毕业，虽然专业功底深厚，但英语教学技巧与水平有限，教学仅停留在专业英语课文阅读与重点句子翻译层面。
老师过分注意科研，忽视教学，没有全身心地投入教学，教学责任心不强，老师在专业英语教学上应付了事，教学质量差。
目前，专业英语老师采纳的教学方法多是传统的"一言堂、填鸭式'教学模式，缺少吸取新学问、提高学术水平的热忱和动力。
2.同学英语水平参差不齐，学习爱好不高。
国内农业院校绝大多数同学英语基础相对较差，英语水平参差不齐，英语基础差的同学学习专业英语很吃力，再加上对专业英语的重要性熟悉不够，学习爱好不高，简单产生厌倦心情。
有的同学专业词汇功底浅，很少并且很难进行外文资料的翻译和阅读，不能够准时猎取国际性的本专业的最新讨论动态。
3.教学内容设置不合理，教学形式平凡。
当前，各院校开设的园艺专业英语课程与综合性学术英语之间缺乏连接性，英语课程大多围绕专业英语词汇及文章内容的讲解，这种教学内容设置忽视了对同学专业英语技能层面和语言层面力量的综合培育。
各高校所用的教材主要有自选原版英文教材和自行选编教材两种形式，自编教材内容编排过于古板、陈旧，还有的教材内容难度偏高或者涉及的专业内容过于简洁，不能满意专业要求。
再有，各高校通常采纳传统的"填鸭式'教学模式，偏重于老师的讲解，教学内容枯燥，教学形式单一，忽视了同学的主动性和制造性，同学学习的乐观性不高，同学只是被动接受学问。
这种教学形式比较死板，同学无法参加到教学过程中，扼杀了同学的学习爱好与英语语感的培育，最终导致我国专业英语缺乏创新性的局面。
二、本项园艺专业英语教学改革特色与成效在园艺专业英语教学实践中尝试了一系列园艺专业英语教学改革并取得了肯定成效，详细改革如下。
英语专业毕业论文(纯英文)
English Major Graduation ThesisIntroductionThe aim of this thesis is to investigate the impact of technology on the teaching and learning of English as a second language. Over the past few decades, technology has greatly changed the way we live and communicate with each other. English language teaching is no exception to this trend, with technology now playing a crucial role in educational settings around the world.The purpose of this study is to identify the specific ways in which technology has impacted English language education and to evaluate the effectiveness of these new methods. The findings of this research can help educators better understand the benefits and limitations of using technology in the classroom, and can inform future developments in teaching techniques and language learning.Literature ReviewThe use of technology in education has been growing rapidly in recent years. Many studies have examined the impact of technology on language learning, and a growing body of research has focused on the use of mobile devices, such as smartphones and tablets, in language teaching.One of the key benefits of technology in language learning is flexibility. Digital materials, such as online courses, e-books, and multimedia resources, offer learners the ability to learn anytime and anywhere. In particular, mobile devices afford a high degree of flexibility, enabling learners to study on the go, outside of formal classroom settings.Another benefit of technology is the ability to provide personalized learning. With the use of online platforms and tools, educators can adapt their teaching to individual learners’ needs, providing a more effective and efficient learning experience. For example, automated language learning platforms can provide personalized feedback and support, allowing learners to work at their own pace and improve their language proficiency.However, there are also some limitations to using technology in language learning. One of the key challenges is the need for digital literacy, particularly among older learners or those with limited access to technology. In addition, the cost of implementing technology in the classroom can be a barrier, particularly for low-income students or schools.Research MethodologyTo investigate the impact of technology on English language teaching and learning, this study employs a mixed-methods research approach. This includes both qualitative and quantitative data collection and analysis.The qualitative component of the study involves semi-structured interviews with English language educators and learners, as well as classroom observations and analysis of digital materials used in teaching. The quantitative component includes a survey of English language learners, involving both open-ended and closed-ended questions.Data analysis will involve both coding of qualitative data and statistical analysis of the survey data. The study will also include a comparative analysis of the effectiveness of traditional teaching methods versus technology-enhanced teaching methods.ConclusionThe growing use of technology in education and the increasing demand for English language proficiency have made it essential to understand the impact of technology on English language teaching and learning. This study aims to provide insights into the effectiveness of technology in language education, identify the benefits and challenges of using technology, and inform future developments in language teaching techniques.The findings of this research can be used by educators and policy-makers to improve the quality and accessibility of English language education, particularly in countries where English is not the primary language. By understanding the potential of technology in language learning, educators can create more effective and efficient teaching methods that meet the needs of learners in the 21st century.。
大专毕业论文5000字 [英文毕业论文(精选多篇)]
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大专毕业论文5000字[英文毕业论文(精选多篇)]第1篇第2篇第3篇第4篇第5篇更多顶部第一篇：英文毕业论文摘要怎么写第二篇：英文毕业论文文献综述的写法及范文第三篇：英文毕业论文摘要范例第四篇：英文毕业论文格式规范(11年修订)第五篇：毕业论文英文翻译更多相关范文第一篇：英文毕业论文摘要怎么写英文毕业论文摘要怎么写我国大部分高校都要求英语专业的学生撰写毕业论文摘要，其作用是对所写论文进行简要概述，包括研究论题、方法、意义以及由此得出的结论。
通过问阅读摘要，读者可不必浏览全文便能把损论文的主旨。
内容决定形式.摘要简明扼要的特点决定其用词需要精练准确，紧扣论题。
您不妨查看一下本站提供的：毕业论文摘要格式，英文摘要的书写技巧，英文摘要的写作要求，英文论文摘要常用语句，英文论文和摘要写作的一点体会。
英语毕业论文摘要和关键词一般来说，毕业论文摘要的字数要求在100一200个单词左右。
尽管摘要的具体内容因所选专业和论题而异，但其各组成部分的撰写格式还是有一定的规律可循的。
(1)主题句。
摘要的第一句话往往开门见山，宜奔主题，提出研究目的和对象。
常用句式如下。
the purpose of this paper is...the primary goal of this research is...in this paper(article), we aim at...(2)主体句。
在概述了论题后接下来就要进一步以所涉及的研究方法、实验过程、调查或论证分析等具体内容来填充骨架。
常用的句式如下。
the method used in this is known as...the technique we have uses is referred to as...the procedure can be described as...(3)结束句。
从某种意义上说，摘要就相当于一篇微型论文，其结束句的功能也类似本论中的结论，需要阐明结果，说明应用，点明意义或引发反思。
英文论文(优秀4篇)
英文论文（优秀4篇）选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。
以下是可爱的编辑为大伙儿收集整理的英文论文（优秀4篇），希望可以帮助到有需要的朋友。
英语专业论文模板篇一很多学生忽视了毕业论文的重要性和现实意义，这是其写作质量不高的主要原因之一。
毕业论文是大学生在校期间向学校所交的较后一份书面作业。
英语专业学生在修完一般英语写作课程后，初步熟知和掌握了基本的写作要素和技巧，这时为了深化写作内容，进一步提高文字表达能力，须开始进行学术论文写作。
毕业论文写作在巩固了词的各种意义、搭配、用法、词序，句子的定义、结构、种类、用法，即写作的基本要素和技巧的同时，还能培养初步的研究、分析和总结问题的能力。
这就为学生在日后进一步从事相关学科的研究工作打下了坚实的基础。
《高等学校英语专业教学大纲》指出，“毕业论文是考察学生综合能力、评估学业成绩的一个重要方式”。
毕业论文写作的优劣、质量的高低是决定学生能否顺利毕业或可否被授予学位的重要依据。
因此大学生须重视和认真撰写毕业论文。
英语论文范文word 篇二Upon the completion of the thesis, I would like to take this opportunity toexpress my sincere gratitude to my supervisor, Professor Peng Xiaohua, who hasgiven me important guidance on the thesis. Without his help and encouragement,my thesis would have been impossible. Besides his help with my thesis,he hasalso given me much advice on the methods of doing research, which is of greatvalue to my future academic life.I am also obliged to other teachers whose lectures have broadened my scopeof vision in British and American literature and help me lay a necessaryfoundation for the writing of the thesis. I am also grateful to all the members ofthe faculty and staff in the College of Foreign Languages who have provided mewith a lot of help and guidance.Last but not least, I would like to express my gratitude to all the friends andfamily members who have offered me help. Without their help,I could not havefinished my study and this thesis.英语专业论文模板篇三分层次提出教学要求：英语系按照学校的要求把XX级学生以入学成绩为依据分了两个层次，A层次普通学科专业班级，B层次体音美专业班级。
专科英语专业毕业论文
专科英语专业毕业论文专科英语专业毕业论文随着全球化的推进和国际交流的增加，学习一门外语的重要性日益凸显。
作为一门重要的外语学科，专科英语在中国的高等教育中扮演着重要的角色。
本文将探讨专科英语专业毕业论文的重要性、写作技巧以及如何选择合适的题目。
一、专科英语专业毕业论文的重要性专科英语专业毕业论文是对学生在专业学习过程中所掌握的知识、技能和能力进行综合性评价的重要手段。
通过撰写论文，学生能够深入研究自己感兴趣的领域，并运用所学的理论知识进行实践。
论文的写作过程需要学生进行系统性的思考和研究，培养了学生的独立思考和解决问题的能力。
此外，论文的完成也是学生在专业领域内展示自己学术水平和研究能力的重要机会。
二、写作技巧1.选题选题是论文写作的第一步，也是最重要的一步。
学生应选择自己感兴趣的话题，这样能够提高写作的积极性和主动性。
同时，选题应具有一定的实际意义和研究价值，可以解决实际问题或者填补学术空白。
此外，学生还应选择一个具体而有限的研究范围，以确保论文能够在有限的篇幅内进行深入研究。
2.文献综述在撰写论文之前，学生需要进行文献综述，即对已有研究成果进行梳理和总结。
通过文献综述，学生可以了解到前人的研究方法和结论，为自己的研究提供参考。
此外，文献综述还能够帮助学生确定自己的研究目标和方法，避免重复研究。
3.研究方法在论文中，学生需要明确自己的研究方法，即如何收集和分析数据。
研究方法的选择应与研究问题相匹配，并且能够提供可靠的数据支持。
在选择研究方法时，学生可以参考前人的研究经验，也可以根据自己的实际情况进行选择。
4.结果与讨论在论文的结果与讨论部分，学生需要对自己的研究结果进行分析和解释。
学生应清晰地陈述自己的研究发现，并与前人的研究成果进行对比。
此外，学生还应对研究结果的局限性进行讨论，并提出进一步研究的建议。
三、如何选择合适的题目选择合适的题目是论文写作的关键。
学生可以从以下几个方面考虑：1.兴趣和热点学生可以选择自己感兴趣的话题，这样能够提高写作的积极性和主动性。
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。
英语语言学毕业论文（精选多篇）
英语语⾔学毕业论⽂（精选多篇）英语语⾔学毕业论⽂(精选多篇)第⼀篇：英语专业毕业论⽂：社会语⾔学the definition of sociolinguistics and its characteristic外语系06接本6班尹珊珊24号[abstract]sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations. it ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another. sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language.[key words] sociolinguisticssociolinguistics variationsocial function [content]sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. it also studies how lects differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, etc., and how creation and adherence to these rules is used to categorize individual socio-economic classes. as the usage of a language varies from place to place, and language usage varies among social classes. it is socialists that sociolinguistics studies.the study of language variation is concerned with social constraints determine language in its contextual environment. code-switching is the term given to the use of different varieties of language in different social situations. sociolinguistic differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter’s focus is on the language’s effect on the society. while the study of sociolinguistics is very broad, there are a few fundamental concepts on which most sociolinguistic inquiries depend. sociolinguistics is different from many of the other branches of linguistics in that it studies external as opposed to internal language. internal language applies to the study of language on the abstract level, or in the head, put simply. external language applies to language in social contexts, or outside the head. this distinction is important, because internal language analyses, such as syntax and semantics, operate1on the assumption that all native speakers of a language are quite homogeneous in how they process and perceive language. external language fields, such as sociolinguistics, attempt to explain why this is in fact not the case. these two approaches, while distinct, complement each other in practice.understanding language in society means that one also has to understand the social networks in which language is embedded. this may apply to the macro level of a country or a city, but also to the inter-personal level ofneighborhoods or a single family.sociolinguistics as a field distinct from dialectology was pioneered through the study of language variation in urban areas. whereas dialectology studies the geographic distribution of language variation, sociolinguistics focuses on other sources of variation, among them class. class and occupation is one of the most important linguistic markers found in society.one of the fundamental findings of sociolinguistics, which has been hard to disprove, is that class and language variety are related. as can be implied from the example below, the working class tends to speak less standard language. the lower, middle, and upper middle class will in turn speak closer to the standard. however, the upper class, even members of the upper middle class, may often speak ‘less’ standard than the middle class. this is because not only class, but class aspirations, are important. men and women, on average, tend to use slightly different language styles. these differences tend to be quantitative rather than qualitative. that is, to say that women make more minimal responses than men is akin to saying that men are taller than women. the initial identification of a women’s register was by robin lakoff in 1975, who argued that the style of language served to maintain women’s role in society. a later refinement of this argument was that gender differences in language reflected a power difference. however, both these perspective have the language style ofmen as normat ive, implying that women’s style is inferior. more recently, deborah tannen has compared gender differences in language as more similar to ‘cultural’ differences. comparing conversational goals, she argued that men have a report style,aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships. such differences are pervasive across mediums, including face-to-face conversation, written essays of primary school children, email, and even toilet graffiti. communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. one explanation for this, is that people accommodate their language towards the style of the person they are interacting with. thus, in a mixed-gender group, gender differences tend to be less pronounced. a similarly important observation is that this accommodation is usually towards the language style, not the gender of the person. that is, a polite and empathic male will tend to be accommodated to on thebasis of their being polite and empathic, rather than their being male. sociolinguistics has drawn more and more attention since it became an independent discipline in mid 1960s. but scholars from various disciplines look at sociolinguistics from different perspectives, and carry out sociolinguistic study in different ways. this paper tries to understand sociolinguistics in terms of its definitions and the scope of sociolinguisticstudy to point o ut the lack of comprehensiveness in fishman’’s view on the definition of sociolinguistics.参考⽂献：《社会语⾔学概论》戴庆厦主编商务印书馆《社会语⾔学概论》祝畹瑾编著湖南教育出版社.《语⾔学概论》杨信彰⾼等教育出版社第⼆篇：英语语⾔学论⽂题⽬英语语⾔学论⽂题⽬13论国际商务谈判中的语⾔交际技巧33成⼈世界的童话——从⽂体学⾓度解析现今童话再度流⾏的现象49论⽂化差异与英汉商标互译55浅谈英汉句⼦结构差异59诗意的美和喜剧性幽默62试论⼴告英语的语⾔特点65统觉团对英语初学者词汇学习的影响67外语学习中应该重视中介语的作⽤69新闻报道中的转述动词研究73英汉禁忌语、委婉语的对⽐研究74英汉数字习语的对⽐研究76英译汉中词序的变动78英语⼴告的语⾔特征80英语双关语汉译的可译性限度101词义演变的原因与⽅式137从汉语中英语借词的翻译看⽂化交流138从价值观转换看斯佳丽的⾓⾊特征142从礼貌准则看中英⽂化的异同146从习语看英汉民族的⽂化差异149从英语⼈名中看性别歧视157动词过程类型的选择和话语隐性态度的表达161对母语在英语写作中词汇负迁移现象的思考162对严复译作中“信”的质疑167法律英语⽤词特征分析168法律语⾔翻译与法律⽂体177副词ever的句法环境和语义特征180功能语法视⾓下的英语报纸新闻标题的功能183⼴告⼝号语的语⾔特点189国际商务⽂化之对⽐研究204汉语中双关语的翻译213基于概念隐喻的诗歌解读228论⼴告英语中的幽默265论⼴告英语的语⾔特点268论汉英谚语的语⾔特征280论清教理念与美国西进运动282论莎⼠⽐亚⼗四⾏诗中的时间300论英语⼴告中⼏种常⽤修辞格及其汉译310论尤⾦?奥尼尔的表现主义⼿法324名词化的语篇功能330诺曼时期法语对英语词汇的影响339浅谈英语虚拟语⽓的语⽤功能340浅谈英语虚拟语⽓及其语⽤功能345浅析⼆⼗世纪计算机英语词汇的构成特点346浅析汉英动物谚语中的⽂化348浅析英汉语⾔中的性别歧视现象及其根源349浅析英语禁忌语及其发展352浅析英语⽆标志被动句356浅议译者能⼒359认知语⾔学⾓度下“within” 的空间隐喻意义365商标英语汉译的原则和⽅法384体育新闻英语⽂体研究375社会语⾔学视野中的⽹络语⾔418新闻英语中的语法特点研究423颜⾊词在英汉互译中的不对应性425移就的审美价值和⽣成基础426以认知为基础的颜⾊隐喻研究428隐喻认知功能研究的新视⾓429隐喻与⼀词多义的关系438英汉被动句对⽐研究439英汉宾语类型差异的认知原因。
英语专业毕业论文范文
英语专业毕业论文范文As an English major, writing a graduation thesis is an essential part of the academic journey. It is a culmination of years of study, research, and critical thinking. In this paper, we will explore an example of an English major graduation thesis, focusing on the structure, content, and style of the paper.The first section of the thesis is the introduction, which provides an overview of the topic, the research question, and the significance of the study. It also includes a brief literature review to provide context for the research. The introduction should be engaging and informative, setting the stage for the rest of the paper.The next section is the theoretical framework, where the writer discusses the theoretical perspectives and concepts that will inform the analysis. This section demonstrates the writer's understanding of relevant theories and their application to the research topic.Following the theoretical framework is the methodology section, which outlines the research methods and procedures used in the study. This section should be detailed and transparent, allowing the reader to understand how the research was conducted and how thedata was collected and analyzed.The main body of the thesis consists of the analysis and findings. This section presents the results of the research and provides a detailed analysis of the data. The writer should use appropriate evidence to support their arguments and draw meaningful conclusions from the findings.In the conclusion, the writer summarizes the key findings and their implications. This section should also discuss the limitations of the study and suggest directions for future research. The conclusion should leave the reader with a clear understanding of the significance of the research and its contribution to the field.Throughout the thesis, the writer should maintain a clear and concise writing style, using appropriate language and terminology for the field of study. The paper should also be well-organized, with logical transitions between sections and paragraphs.In conclusion, writing a graduation thesis as an English major is a challenging but rewarding endeavor. By following a clear structure and maintaining a high standard of writing, the writer can produce athesis that demonstrates their knowledge, critical thinking, and research skills. This example serves as a guide for English major students to craft their own graduation theses, showcasing their academic achievements and contributing to the field of English studies.。
英语系毕业论文范文
论文题目：基于跨文化交际视角的英语专业学生跨文化能力培养研究摘要：关键词：跨文化交际；英语专业；跨文化能力；培养策略第一章引言1.1 研究背景1.2 研究目的与意义1.3 研究方法与论文结构第二章文献综述2.1 跨文化交际理论概述2.2 英语专业学生跨文化能力研究现状2.3 跨文化能力培养策略研究第三章英语专业学生跨文化能力现状分析3.1 英语专业学生跨文化能力现状调查3.2 英语专业学生跨文化能力存在的问题第四章跨文化能力培养策略4.1 课程设置与教学内容改革4.2 教学方法与手段创新4.3 实践教学与文化交流4.4 跨文化能力评价体系构建第五章案例分析5.1 案例一：跨文化交际课程设计5.2 案例二：跨文化实践活动组织5.3 案例三：跨文化能力评价体系实施第六章结论与建议6.1 研究结论6.2 对英语专业教学改革的建议附录：[此处可附上相关调查问卷、访谈记录等资料]摘要：关键词：跨文化交际；英语专业；跨文化能力；培养策略第一章引言1.1 研究背景随着经济全球化和文化交流的深入，跨文化交际能力在职场、学术和社会生活中扮演着越来越重要的角色。
英语专业作为培养国际交流人才的摇篮，其学生的跨文化交际能力直接关系到我国在国际舞台上的形象和竞争力。
1.2 研究目的与意义1.3 研究方法与论文结构本研究采用文献研究法、调查法和案例分析法。
论文结构分为引言、文献综述、现状分析、培养策略、案例分析、结论与建议等六个部分。
第二章文献综述2.1 跨文化交际理论概述跨文化交际理论主要包括文化差异理论、交际障碍理论、交际适应理论等。
这些理论为我们理解跨文化交际提供了重要的理论支撑。
2.2 英语专业学生跨文化能力研究现状近年来，国内外学者对英语专业学生跨文化能力的研究主要集中在跨文化交际能力的构成、培养策略等方面。
2.3 跨文化能力培养策略研究跨文化能力培养策略主要包括课程设置、教学方法、实践教学和文化交流等方面。
第三章英语专业学生跨文化能力现状分析3.1 英语专业学生跨文化能力现状调查（1）对文化差异的认识不足；（2）跨文化交际技巧缺乏；（3）跨文化交际意识薄弱。
英语专业大学毕业论文
英语专业大学毕业论文Title: The Significance of English Major's Graduation Thesis in Higher EducationIntroduction:The graduation thesis is a pivotal component of the English major's undergraduate education. It serves as a comprehensive evaluation of the student's academic abilities, research skills, and command of the English language. This article explores the significance of the English major's graduation thesis in higher education, highlighting its impact on intellectual growth, career prospects, and contribution to the field of study.1. Intellectual Growth:The completion of a graduation thesis provides English majors an opportunity to delve deeply into a specific area of interest within their field. This process fosters intellectual growth by encouraging critical thinking, independent research, and analytical skills. Engaging in extensive literature review, data collection, and analysis allows students to expand their knowledge base, develop an argumentative mindset, and enhance their overall understanding of the subject matter.2. Research Skills:The graduation thesis requires English majors to conduct extensive research, enabling them to develop and refine their research skills. Through the process of selecting a research topic, formulating research questions, and designing appropriate research methodologies, students learn to critically evaluate existing literature, organize their thoughts, and conduct effective data collection. These skills are crucial for future academic pursuits or professional careers that rely heavily on research and analysis.3. Language Proficiency:Writing the graduation thesis in English not only exhibits a student's language proficiency but also further develops their command of the language. Researching, organizing, and presenting ideas in a coherent and logical manner contributes to strengthening written communication skills. Moreover, the revision and proofreading process helps to refine grammar, punctuation, and vocabulary, leading to enhanced language abilities. This comprehensive language training will greatly benefit students when pursuing higher degrees or when applying for jobs that demand strong communication skills.4. Career Prospects:The graduation thesis plays a crucial role in shaping the career prospects of English majors. Completing a thesis demonstrates the ability to work independently, conduct research, and produce a significant piece of scholarly writing. Employers in various fields recognize the value of these skills, making English majors highly sought after in diverse job markets. The thesis serves as tangible evidence of the student's intellectual capabilities and commitment to academic excellence, significantly enhancing their competitiveness in the job market.5. Contribution to the Field:English major graduation theses contribute to the overall development and advancement of the field of study. Through their research, students often generate new insights, challenge existing theories, and propose innovative ideas. As they expand the boundaries of knowledge within the discipline, their work can serve as a foundation for future studies. By sharing their findings in academic conferences or publishing their work in respected journals, English majors actively contribute to the advancement of the field.Conclusion:The English major's graduation thesis is a vital component of higher education, fostering intellectual growth, honing researchskills, enhancing language proficiency, and establishing promising career prospects. It serves as a culmination of the student's undergraduate journey, reflecting their dedication, skills, and academic achievements. Furthermore, its contribution to the field of study cannot be overstated, as students become active participants in the pursuit of knowledge. The graduation thesis is indeed a significant milestone for English majors, shaping their academic and professional lives.。
英语专业大学毕业论文范文精选3篇(全文)
英语专业大学毕业论文范文精选3篇1中美文化比较的教学实践机制（1）中美文化比较在阅读板块中的教学实践机制。
这里笔者想起了在电影《ZG合伙人》中的一句台词，大意是：为什么你们在阅读《ZG日报（英文版）》时能理解文中的意思，但在阅读《纽约时报》时则有时很难读透文章的含义，这就是因为美国人的思维方式与我们不同。
这里所谈及的美国人思维方式似乎与中美文化比较无关，实则不然，一国国民的思想方式深受其所在GJ社会文化的影响，而思维方式的不同自然会在文章的写作中反映出来。
因此，通过中美文化比较下的教学方式，将能使学生站在美国人的习惯视角下来阅读外文，这将极大地增强他们的阅读能力与阅读参与感。
但这里也需要正视一个问题，我们教会学生站在美国人的习惯视角来看待美国人的问题，而不是改变学生的思维习惯与价值推断。
这就意味着，在实施比较文化教学时应把握好其中的度，再说没有长时间在美国生活的经历也无法形成美国人式的思维方式。
那么如何来把握好这个度呢？把握好这个度需要从比较文化元素的选择，以及对该元素的释放环节上下工夫。
（2）中美文化比较在听说板块中的教学实践机制。
不难理解，思维方式的不同也在中美各自的语言习惯上打上了烙印。
如，ZG 人较为含蓄，而美国人则较为直率。
从美国人口语所要表达的意思中还能发现，他们更习惯于直线思维和对数量参数的应用。
这些语言表达习惯的形成，不仅与他们特有的移民文化不可分离，也深受到希腊哲学的影响。
可见，在大学英语听说教学中也需要使学生从总括层面来把握美国人的思维习惯，以及对特定事物的态度。
当然，这些都离不开对中美文化比较知识的传递。
与上文的价值取向一致，我们不要试图去改变学生的思维方式。
但是否需要应该建立起学生思维的转换模式呢？笔者认为，这将影响学生在听说能力训练上的实效性。
遵循“习惯成自然”的观点，应在特定的情境下来帮助学生通过角色扮演来熟练掌握英语通常的表达习惯与交际形式。
从以上阐述中可以发现，中美文化比较的目的在于使学生明白英美人士的思维习惯，从而提升在阅读和听说训练上的成绩。
英语专业毕业论文优秀范文
英语专业毕业论文优秀范文毕业是高校大学生毕业前必须完成的教学任务,但选题工作则是管理中的首要环节。
下面是为大家的英语专业优秀范文，快一起来看看吧!摘要：本文通过分析计算机网络在商务英语中的利与弊，探讨计算机网络在商务英语教学中的作用，指出随着信息技术的发展，计算机网络的作用早已远远超出其辅助功能。
培养复合型涉外商务英语人才，应打破传统的商务英语教学模式，建立新的以学生为中心的教学模式，强调商务环境下的语言训练。
同时，学生不仅要掌握商务英语知识和技能，也要掌握计算机方面的知识和技能。
随着全球经济一体化和我国对外经贸的迅速发展，社会需要越来越多既懂英语，又懂商务的高素质复合型人才。
在培养复合型涉外商务英语人才的过程中，商务英语起到了重要作用。
通过商务英语教学，一方面，学生可以掌握国际贸易主要术语和必要的商务知识，熟悉经贸业务流程，提高听、说、读、写、译方面的基本能力;另一方面，学生还能掌握商务基本礼仪、经济、贸易等基础理论知识，提高跨文化交际能力，从而最终能够胜任用英语进行对外经贸活动的工作，成为复合型涉外商务英语人才。
商务工作的过程实质上是一种交际过程。
商务英语的教学目标是培养在国际商务环境中用英语进行沟通的能力。
传统的商务英语教学环境基本上局限在教室和课本上，给学生提供的是零商务环境，导致学生在走上工作岗位时极有可能遭遇“环境休克”，难以将所学知识应用到实际工作中去。
计算机辅助语言学习( puter - assisted languagelearning)在我国已经得到重视和应用，并使许多新的教育理念在英语教学中得以实现。
(一)计算机网络能够营造自主学习环境。
Henri Holec提出，学校应该设立两个教学目标：一是帮助学生获得语言和交际能力;二是帮助学生获得自主学习能力。
在商务英语教学过程中，计算机网络使学生能够利用多媒体课件和网络丰富的学习资源进行自学，而不受时间、地点的限制。
学生可以根据自身需求和兴趣爱好，自主选择学习内容，调控学习进度，探索学习方法，掌握与商务英语相关的经济、贸易、金融等知识，不断在自身原有经验的基础上建构其对新知识的理解并发展其认知结构。
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。
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大学专科英语专业毕业论文浅议商务英语的译翻译技巧[摘要] 随着国际贸易和国际营销等跨国商务运作的日益频繁,商务英语翻译作为一种交流手段和媒介起着至关重要的作用。
同时商务英语是一门具有专门用途的英语,形成了自身的文体特征,它要求选词恰当、精确,具有用语礼貌、表意清晰。
因此商务英语翻译必须具有一定的翻译技巧,才能在商务交流中体现它的实用效果。
商务英语是为国际商务活动这一特定的专业学科服务的专门用途英语,所涉及的专业范围很广,并具有独特的语言现象和表现内容、文体复杂。
商务英语翻译要求翻译者具备丰富的商务理论和商务实践知识,为了提高翻译质量,翻译者必须具备一定的自身条件。
第一,翻译者的汉语功底要好。
很多人往往忽视这一点,认为汉语是自己的母语,凭着自己原来的底子应付翻译中的问题,是绰绰有余的。
然而在真正的翻译过程中,为了一个词语或者一个句型,冥思苦想了半天也得不到一个满意的结果。
有时好不容易想出来了也觉得不够理想。
由此可见,汉语表达能力和对汉语理解能力的大小直接影响翻译的好坏。
下功夫学好汉语,打好汉语基础对于翻译是十分重要的。
第二,英语语言能力要强。
全面的语法知识和大量的词汇量缺一不可。
如果只有大量的词汇量,而没有较好的英语语法知识。
翻译过程中译者的理解肯定是错误百出,而且牛头不对马嘴。
因此我们要提高在英汉翻译中对于英文句子理解的准确性及汉英翻译中英文表达的准确性。
第三,知识面要广。
一、一词多义同一个词,由于语境不同,其词义可千差万别。
试看下面几个例子:1.they cannot obtain credit at all in the trade. 他们生意信誉已荡然无存。
2.they have opened the covering credit with the bank of china,london.他们已从伦敦中国银行开立了有关信用证。
以上两个句子credit 词义都有所区别。
二、词类转译词类转译是国际商务翻译中常见的译词技巧。
常见的有名词与动词、介词与动词的互相转译。
1.名词与动词的互相转译, 如:before the payment of these tariffs, the imported goods will bein the custody of the customs.交关税前, 进口货物由海关保管。
由于语法限制, 只有用名词形式,但译成汉语时,“payment”译作“交”2 . 介词与动词的互相转译在许多场合下, 介词转译成动词时, 需要依据上下文进行引申,具体地进行翻译。
如:we should advise you to get in touch with them for your requirements.建议你方与他们取得联系, 洽购所需商品。
三、词义引伸在商务英语翻译中,有时会遇到某些词在词典上难以找到贴切具体上下文词义,如生搬硬套,译文往往语意不清,甚至导致误解。
在这种情况下,需要根据上下文和逻辑关系,从该词固有基本含义出发,进一步加以引伸。
例如:the arrivals do not conform to the sample.如果将arrival这个词的词义直接放入译文,显然不能正确表达原文的意义,所以需要进一步的引申。
四、词量增减在商务英语翻译实践中,词量增减也是很重要的一个翻译技巧。
翻译过程中要根据原文上下文意思、逻辑关系以及译文语言句法特点和表达习惯,在翻译时有时增加原文字面没有出现但实际内容已包含词,或者减去原文虽有但译文语言表达用不着词。
1.增词根据具体上下文,可增加动词、形容词、名词或别词类,但在什么时候增加什么样词,才能恰到好处,而不超出一定界限,则需要在长期的翻译过程中实践和积累。
如:all cash bonus shall be subject to income tax.所有现金红利,均须缴纳所得税。
根据汉语行文习惯,增加动词2.减词减词译法可以使译文言简意赅,改变翻译中逐字翻译作造成的累赘、拖沓或不符合行文习惯,甚至产生歧义的现象。
如:on condition that you sign this receipt, i will pay the money.你在收据上签字,我就付款。
五、商务英语中的常用术语翻译商务英语翻译中包含大量的词汇,因此对于常见词汇的精确运用在翻译中很重要。
作为商务英语翻译工作者就要大量的掌握这些具有商务含义的普通词和复合词和缩略词语。
如价格常用术语fob,cif 有其特定的专业内容,又如c.w.o定货付款;b/l 提货单;l/c 信用证;c.o.d 货到付现;w.p.a 水渍险;blue chip 蓝筹股、绩优股;bad debt 呆账,等等。
总之,商务英语翻译不能拘泥于形式,在保证原文的信息量最大限度地传递到译文中的前提下,翻译者可以灵活运用译入语,已达到语义信息、风格信息和文体信息的最大程度的对等,同时商务英语翻译要遵循商务专业用语。
所以要求商务英语翻译工作者要掌握大量的专业词汇及翻译技巧。
参考文献:[1]葛平:外贸英语函电[m].上海财经大学出版社,2021[2]余富林等着:商务英语翻译[m].北京:中国商务出版社,2021[3]李平:国际经贸英语教程[m].中国国际广播出版社,1999[4]王学文:新编经贸口译教程[m].中国对外经济贸易出版社,2001[5]陈苏东陈建平:商务英语翻译[m].高等教育出版社,2021[6]王治奎:大学英汉翻译教程[m].山东大学出版社,2021[7]曾蕙兰:进出口实用英语[m].外文出版社,2021[8]冯庆华:实用翻译教程[m].上海外语教育出版社,2021浅议商务英语函电的清楚原则摘要: 撰写高水平的商务英语函电通常要遵守七个原则, 其中清楚原则是最基本的原则之一, 但国内以清楚原则为依据进行的应用研究尚不多见。
本文针对清楚原则的运用, 分别从词语与句子等方面进行了论述。
文章认为: 商务英语函电应尽量使用简单词语, 并注意代词的指代; 句子表达要求重点突出, 而且要有一定的连贯性。
商务英语函电是国际贸易的重要沟通工具。
撰写高水平的商务英语函电通常要遵守七个原则, 其中, 清楚原则是七个原则中最基本的原则之一。
在现有的商务英语函电研究成果中, 以清楚原则为依据进行的应用研究较少看到。
为此, 笔者拟探讨清楚原则在商务英语函电中的运用, 以帮助国际商务人士提高商务英语函电写作水平。
一、商务英语函电的清楚原则清楚原则包含三方面: 1 一个句子包含一个意思; 2 句子之间应有逻辑关系; 3以简单、直接的方法表达。
[1]清楚的表达, 能避免误会, 甚至贸易纠纷。
比如说, “fluctuation in theexchange rate after the date of contract signing will befor thebuyer’saccount.”[1] “fluctuation in the exchange rate”包括了汇率的上涨和跌落两种情况。
如果不表达清楚, 买卖双方就会对汇率的涨落产生纠纷。
, 商务英语函电撰写的过程中要始终贯彻清楚的原则。
上述例子若想表达“合同生效后汇率的波动由买方承担”, 原句子可改为“any i ncreaseordecrease in the exchange rate after the date of contract signingwillbe for the buyer’s account.”二、清楚原则的运用1 词语的运用1词语的准确无误当你明确了要表达的想法时, 要注意选用清晰、简单的词语, 准确无误地表达你要传达的信息。
避免用一些复杂、深奥的词汇。
有些写信人认为复杂、深奥的词汇会让信件看起来更有水平, 更重要些。
然而, 复杂的词汇会增加对方读信的难度,甚至引起理解上的误会。
通常, 商务英语函电的撰写适合采用简单易懂的词汇。
2 代词的指代注意代词指代的对象和关系代词前后的逻辑关系。
一般来说, 代词和关系代词用以修饰离它们最近的名词, 并且与所指代的名词保持人称上和数量上的一致。
但代词的不恰当运用, 会引起表达上的歧义。
试看以下的句子: they informedmessrs. smith and richardson that they would receive an answerin afewdays.[1]在这个句子中, 第二个“they”指代谁呢? 是整个句子的主语“they”还是“messrs. smith and richardson”呢? 这里就产生了歧义。
如何清楚地表达? 比如原意想表达“smith和richardson两位先生将在近期内得到答复”, 原句子可改为:“they informed messrs . smith and richardsonthat the latterwould receive an answer in a fewdays.”这样的话, “t he latter”指代“messrs. smith and richardson”, 指代清楚, 句子意思明确。
3 修饰词的位置同一修饰词在句子的不同位置, 句子意思和侧重点将完全不同。
试比较以下两个句子: ①we can supply 100 tons of theitemonly. ②we can supply only 100 tons of the item.在第一个句子中, “only”修饰“the item”, 意思是只提供这种项目, 没有其它的项目。
而在第二个句子中,“only”是修饰“100 tons”, 意思是只提供100吨, 没有更多了。
故修饰词在句子中的位置不同,其所修饰的词就不同, 意思也将有所不同, 书写商务英语函电时一定要注意这一点。
此外, 修饰词的位置应该是紧跟着或者靠近它所修饰的词语。
试比较以下两个句子: ①they bought a bicycle in a smallshop in beijing which costs $ 25.00. ②they bought a bicycle for$25.00 in a small shop in beijing. “$25.00”是修饰“bicycle”,说明这一辆自行车的价格, 应该靠近它所修饰的词语“bicycle”。
第一个句子“which costs $ 25.00”应移到“bicycle”后面。
第二个句子不用定语从句, 直接用介词“for” 带出自行车的价格“$25.00”, 修饰词位置正确, 整个句子简洁、清楚易懂。
2 句子的逻辑结构分词的逻辑主语与句子的主语要保持一致。
[4]试分析以下句子: “being an expertin inte rnational trade, i’m sure youhave experience of solving this kind of problem.”在这个句子中,句子的主语是“i”, 而分词的逻辑主语是“you”。