英语论文提纲怎么写模板

英语论文提纲怎么写模板

英语论文提纲 格式

英语论文的论文提纲应该怎样编写呢?让我们看看建议以及论文的提纲范文吧!

Acknowledgements 4-5

Abstract 5

摘要 6-9

Chapter One Introduction 9-16

1.1 Introduction 9

1.2 Background of the Study 9-12

1.3 Purpose of the Study 12-13

1.4 Significance of the Research 13-14

1.5 Thesis Structure 14-16

Chapter Two Literature Review 16-25

2.1 Introduction 16

2.2 Theoretical Background of Communicative Language Teaching 16-19

2.2.1 Concept of Communicative Competence 16-17

2.2.2 Hymes'Idea on Communicative Competence 17-18

2.2.3 Canale and Swain's Theory 18-19

2.3 Overview of Communicative Language Teaching 19-22

2.3.1 Development of Communicative Language Teaching in China 19-20

2.3.2 Features of Communicative Language Teaching 20-22

2.4 Relationship between Language Testing and Language Teaching 22

2.5 Summary 22-25

Chapter Three Analysis of IELTS Speaking Test and Questionnaire 25-36

3.1 Introduction 25

3.2 Analysis of IELTS Speaking Test 25-28

3.2.1 Structure of IELTS Speaking Test 25-27

3.2.2 Communicative Approach Embodied in IELTS Speaking Test 27-28

3.3 The Questionnaire 28-34

3.3.1 Design 28-29

3.3.2 Participants 29-32

3.3.3 Methods 32

3.3.4 General Results 32-34

3.4 Summary 34-36

Chapter Four Findings and Discussion 36-54

4.1 Introduction 36

4.2 Chinese Candidates'Performance in IELTS Speaking Test 36-38

4.3 IELTS Candidates'Attitude towards Oral English Teaching 38-43

4.4 Explanations for the Situation 43-45

4.5 Implications for College Oral English Teaching 45-52

4.5.1 Teaching Goal 46-47

4.5.2 Teaching Content 47-48

4.5.3 Teaching Methods 48-51

4.5.4 Make Use of Modern Teaching Equipment 51

4.5.5 Establish an Extracurricular Supervision System 51-52

4.5.6 Improve Oral English Testing and Evaluation 52

4.6 Summary 52-54

Chapter Five Conclusion 54-57

5.1 Summary of the Findings 54-55

5.2 Limitations and Suggestion for Further Study 55-57

Appendix Questionnaire 57-58

Bibliography 58-62

首先英语论文提纲页应当包括论题句和提纲本身。

其次英语论文的格式规范是怎样的:

第一、要在第一行，也就是在与打印纸顶端的距离约为2.5cm处，第一行的始端打上“Thesis”一词以及冒号,然后空一格后再打上论题句,接着回行时要注意左边要和论题句的第一个字母保持上下对齐，否则就会出问题(至少你也希望自己长得标致吧，那么那样不标致的论文你看得应该也不顺眼吧)。

第二、论文的主要纲目要用大写的.罗马数字标出，而次要纲目就要依次用大写英文字母、阿拉伯数字以及小写英文字母标出。这里要注意的是各数字或者字母后面都要是一个句点,然后空出一格再打上这一项内容的第一个字母;对于处于同一等级的纲目,一定要注意它的上下行左边都必须保持对齐。另外，同等重要的纲目要在两个以上，也就是说有A应有B，有Ⅰ应有Ⅱ类似这样的。

最后，需要说明的是要是英文论文的提纲比较长的话，那就要用上两页纸，而且第二页应该在右上角用上小写罗马数字标出其页码来，即是ii，这里要注意的是那第一页就可以不用标页码了。

英语专业论文提纲样本

英语专业论文提纲范文样本

下面是我整理的英语专业论文提纲范文样本，希望对大家有所帮助。

Class XXX Number XXX Name XXX

Abstract: Nida， a famous translator， says， "For truly successful translation， it is much more important to familiarize two cultures than master two languages， because words are assigned meanings in its particular cultures."(Background information) This is to say， translation is closely related with not only languages but also cultures. Studies of the cultural distinction in idiom translation are still relatively weak in the field of translation in China. Exclusive research on the translation of Chinese and English idioms is still incomplete. In the last twenty years， idiom translation has mostly emphasized the level of inter-lingual communication， but cultural differences were rarely involved in it.(Identify problem) This thesis analyses the cultural differences in Chinese and English idioms， then studies English-Chinese\Chinese-English idiom translation methods(Research subject) from the angle of culture(Method) and points out some warnings concerning idiom translation: pay attention to context and choose the right version in line with the style and meaning of the original passage(Results); culture is a whole way of life， when new culture emerges， new idioms also appear， therefore idiom translation should develop with the time.(Conclusion)

Key Words: idioms; culture; translation

论英汉文化背景下的习语翻译

摘要: 著名翻译学家奈达指出:“对于真正成功的翻译而言，熟悉两种文化甚至比掌握两种语言更为重要，

因为词语只有在其作用的文化背景下才有意义。”也就是说，翻译不仅与语言有关也和文化有关。习语翻译中对文化差异的研究在中国的翻译领域中仍然较弱，专门对中英习语翻译的研究还不很完善。近20年来，习语翻译大多强调语际的交流，而很少涉及文化差异。本文通过分析中英习语的文化差异，进而从文化角度研究中英习语翻译方法，并指出中英习语翻译要注意的问题:联系上下文，选择与原文风格，意思相符的`翻译;文化是一种生活方式，文化在变化，出现新的习语，习语翻译要与时俱进。

关键词： 习语;文化;翻译

1. Introduction

Idioms universally exist in every language. An Idiom is a word or an expression

that cannot be literally translated from the source language into the target language because its idiomatic meaning cannot be understood by literally defining its component parts.(Background) In a broad sense， idioms contain set phrases， proverbs， colloquialisms， slangs， maxims， allusions， etc. (YinLi， 2007:9) In Chinese， they also include enigmatic folk similes. Newmark， a British translation theorist， in his work A Textbook of Translation， said， "I define as culture the way of life and his manifestation that are peculiar to a community that uses a peculiar language as its means of expression. "(Previous research) English Idioms derives from English cultures and daily life. In real context， idioms explain themselves: nine times out of ten they carry their own explanations. If we are unaware of these， we will find ourselves in a state of confusion since we will assign literal meaning to them. The Chinese Idioms， especially the four-character idioms， have their own unique origins which are closely correlative to the Chinese history and cultures. In view of the difficulties in understanding idioms， we should pay due attention and efforts to understand their cultures and customs. This thesis is designed to dig into the cultural differences between Chinese and English and then elaborates on the translation theories applied to idioms. (Subject + Method)

2. A Comparison Between English and Chinese Idioms

2.1 The Cultural Differences Between English and Chinese Idioms 2.1.1 Geographical Conditions

The formation of culture is closely related with natural geographical conditions. A specific geographical environment produces a specific culture， which also leads to a particular expression.

Great Britain covers islands including the Northern one-sixth of the island of

Ireland between the North Atlantic Ocean and the North Sea， northwest of France. It has a moist climate with much rainfall. Rivers and lakes are numerous. No wonder that fishery is thriving and most important in Britain. Accordingly， idioms concerning fish and navigation constitute a great part in English idioms. (LiYuping， 2008:20)(Theory/Results of previous research)

For example， "like a fish out of water". If you feel like fish out of water， you feel awkward and uncomfortable because you are in an unusual and unfamiliar situation. Fish in the air 缘木求鱼 An odd fish 怪人 Miss the boat 错过机会

Trim the sails to the wind 顺势前进

A small leak will sink a great ship 小洞不补要沉大船 (Examples)

On the other hand， China is located in the Asian Continent and reputed as an agricultural country with a large population of peasants. It is not surprising to find many idioms relevant to farming， such as "骨瘦如柴，对牛弹琴， 众人拾柴火焰高，竹篮打水一场空......". Chinese people also have a mysterious and awe feeling for sea， so they have idioms like "海角天涯，海枯石烂，海阔天空，海底捞针，海市蜃楼......". (Analysis)

2.1.2 History

2.2 The Similarities Between English and Chinese Idioms

2.2.1 Colours

2.2.2 Numbers

3. Methods of Idiom Translation

Translation is far more than a science. It is also a skill， and at the ultimate analysis， fully satisfactory translation is always an art. (Nida， 1982:49) Translation is considered as the cultural bridge and media between two languages. As there are wide differences in vocabulary and syntax between English and Chinese， translation is no easy job. Therefore， in order to keep the flavor of the original as well as cater for both the Chinese and English languages， translation skills should be reasonably employed in the process of translating， such as the following translating methods:

3.1 Literal Translation

3.2 Free Translation

3.3 Translation with Notes

3.4 Replacement with Similar Idioms

3.5 The Translation of Corresponding Idioms with the Same Meaning

3.6 A Combination of Literal and Free Translation

4. Some Warnings Concerning Idiom Translation

5. Conclusion

One of the major characteristics identifying us as human is our ability to use language. Language plays a very important role in people’s daily life; it enables people communicate with each other and understand others' feelings. Language has close relations with culture. It is impossible to separate language from culture. As the essence of language， idioms also have close relations with culture. The contents of them range from society， history， psychology to customs and other various social phenomena. So， in the process of translation， translators should pay more attention to the cultural factors， in doing this， he can dig up the implicit meanings. (Conclusion of research) Only the cultural factors are concerned， translators can have a satisfactory translation. Besides， people should get acquaintances with the cultural background when using idioms to avoid embarrassment in communication. (Suggestions)

References

[*] 作者. 书名(英语的斜体). (出版地：)出版社，年份：参考内容页码 [*] 作者. 文章名(英语的斜体). 刊物名称. (出版地：)出版社，年份

[1] Li Mei. Mother tongue and translation. Shanhai: Shanhai Foreign Language Education Press，2008

[2] Li Qingming. A Comparison of the Cultures between the Chinese and English Language. Xi'an: Northwest University of technology Press， 2007

[3] Nida Eugene. The theory and Practice of Translation. Leiden: E. J. Brill， 1982

[4] Nida Eugene. Language， Culture， and Translating. Shanhai: Shanhai Foreign Language Education Press， 1993

[5] Susan Bassnett， Andre Lefevere. Translation， History， Culture. Shanghai: Shanhai Foreign Language Education Press， 1987

[6] Luo Shiping. A Research on English Idioms. Shanhai: Shanhai Foreign Language Education Press， 2006

[7] Li Yuping. English Idioms and their Cultural Origin. Tianjin: Nankai University Press， 2008

[8] Yin Li. English-Chinese Idioms and Folk Culture. Beijing: Bejing university Press， 2007

[9] Zhang Yajun. A Kaleidoscope of Chinese Culture. Beijing: Sinolingua， 2008\

[10] 李云(Li Yun).《新编大学翻译教程》. 北京：世界知识出版社， 2007 [11] 马爱英(Ma Aiying).《中英文化翻译》. 北京：科学出版社， 2006

英语毕业论文提纲

英语毕业论文提纲模板

紧张又充实的`大学生活即将结束，毕业前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，毕业论文应该怎么写才好呢？以下是我整理的英语毕业论文提纲模板，希望能够帮助到大家。

Acknowledgements 4-6

Contents 6-10

List of Figures 10-12

List of Tables 12-20

Abstract 20-22

摘要 23-25

Chapter 1 Introduction 25-32

1.1 Purpose of the study and research questions 28-29

1.2 Significance of the study 29-30

1.3 Organization of the study 30-31

1.4 A note on terminology 31-32

Chapter 2 Literature review 32-51

2.1 T/TP and coherence in English writing 32-35

2.1.1 Defining coherence 32-33

2.1.2 T/TP as means to realize coherence 33-35

2.2 T/TP in EFL/ESL writing 35-42

2.2.1 T/TP and coherence in EFL/ESL writing 35-37

2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42

2.3 T/TP in English research articles by EFL/ESL scholars 42-44

2.4 The factors that influence T/TP in EFL/ESL writing 44-47

2.5 Training in T/TP 47-49

2.6 Summary 49-51

Chapter 3 Theoretical background 51-70

3.1 Systemic Functional Grammar 51-55

3.1.1 Five dimensions of language as a semiotic system 51-53

3.1.2 Three metafunctions of language as a functional system 53-54

3.1.3 Three lines of meaning from metafunctions 54-55

3.2 Theme and thematic progression 55-70

3.2.1 Theme 56-62

3.2.2 Thematic progression 62-70

Chapter 4 Research Design 70-88

4.1 The participants and the educational context 70-73

4.1.1 Background of the participants and the participating school 70

4.1.2 The allocation of participants to the training 70-71

4.1.3 The sample sizes 71-72

4.1.4 The pilot study 72-73

4.2 The interventional procedures 73-74

4.3 The questionnaire 74-75

4.4 The training 75-80

4.4.1 Considerations behind the training 75-76

4.4.2 The training material 76-79

4.4.3 The role of the researcher as the trainer 79-80

4.5 Data analysis 80-86

4.5.1 Analysis of the writing 80-86

4.5.2 Analysis of the questionnaire 86

4.6 Ethical considerations 86-88

4.6.1 Informed consent 86-87

4.6.2 Anonymity 87

4.6.3 Harm 87-88

Chapter 5 Results and analysis of pre-training writing 88-115

5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102

5.1.1 Topical,textual and interpersonal Themes 88-91

5.1.2 Topical Themes:marked and unmarked Themes 91-95

5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100

5.1.4 Interpersonal Themes 100-102

5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110

5.2.1 Linear,constant,summative and split progressions 102-107

5.2.2 Back,contextual and new Themes 107-110

5.3 Summary 110-115

Chapter 6 Results and analysis of post-training writing 115-137

6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129

6.1.1 Topical,textual and interpersonal Themes 115-117

6.1.2 Topical Themes:marked and unmarked Themes 117-121

6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126

6.1.4 Interpersonal Themes 126-129

6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132

6.2.1 Linear,constant,summative and split progressions 129-131

6.2.2 Back,contextual and new Themes 131-132

6.3 Summary 132-137

Chapter 7 Results and analysis of pre- and post- training writing 137-155

7.1 Comparison of Themes in pre- and post- training writing 137-147

7.1.1 Topical,textual and interpersonal Themes 137-139

7.1.2 Topical Themes:marked and unmarked Themes 139-142

7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145

7.1.4 Interpersonal Themes 145-147

7.2 Comparison of thematic progression in pre- and post- training writing 147-150

7.2.1 Linear,constant,summative and split progressions 147-149

7.2.2 Back,contextual and new Themes 149-150

7.3 Summary 150-155

Chapter 8 Results and analysis of the questionnaire 155-165

8.1 Findings from closed questions 155-160

8.1.1 EEL participants' general attitude to training on T/TP 155-157

8.1.2 EEL participants' perception of the usefulness of the training on T/TP 157-158

8.1.3 EEL participants' perception of the learnability of T/TP 158-159

8.1.4 EEL participants' perception of the applicability of T/TP in writing 159-160

8.2 Findings from open questions 160-164

8.2.1 The changes that occurred 161-162

8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163

8.2.3 The reasons for the perceived difficulty in learning 163

8.2.4 EEL participants' suggestions for future training 163-164

8.3 Summary 164-165

Chapter 9 Discussion 165-195

9.1 Findings with regard to research questions 165-187

9.1.1 Chinese college students' use of T/TP in pre-training writing 165-172

9.1.2 Chinese college students' use of T/TP in post-training writing 172-181

9.1.3 Effects of the training on T/TP in Chinese college students' English writing 181-187

9.2 Positioning the study within the literature 187-190

9.2.1 T/TP in Chinese college students' English writing 187-189

9.2.2 Effects of training on Chinese college students' use of T/TP 189-190

9.3 Implications 190-194

9.3.1 Pedagogical implication 190-193

9.3.2 Methodological implication 193-194

9.4 Limitations 194-195

Chapter 10 Conclusion 195-200

10.1 Summary 195-197

10.2 Putting everything together 197-199

10.3 Suggestions for future work 199-200

Notes 200-202

References 202-214

Appendix 1: Plan for the interventional procedures 214-215

Appendix 2: The post-training questionnaire 215-217

Appendix 3: Training material 217-229

Appendix 4: Teachers' guide to the training 229-237

Appendix 5: Consent form for EEL group 237-238

Appendix 6: Consent form for CEL group 238-239

Appendix 7: Consent form for NS group 239

中文摘要 3-4

ABSTRACT 4

Chapter One Introduction 7-10

1.1 Motivation of the present study 7-8

1.2 Significance of this study 8

1.3 Composition of this thesis 8-10

Chapter Two Literature Review 10-19

2.1 Language production 10-14

2.1.1 L1 Production 10-11

2.1.2 L2 Production 11-12

2.1.3 Dimensions of language production 12-14

2.2 Theories on oral output 14-15

2.2.1 Skehan’s dual-model system 14

2.2.2 Swain’s Output Hypothesis 14-15

2.3 Task Repetition 15-17

2.3.1 Task 15-16

2.3.2 Task repetition 16-17

2.4 Relevant studies on effects of task repetition on L2 oral output 17-19

CHARPTER THREE THE CURRENT STUDY 19-25

3.1 Research justification and questions 19

3.2 Hypothesis 19-20

3.3 Methods 20-25

3.3.1 Participants 20-21

3.3.2 Material 21

3.3.3 Research design 21-23

3.3.4 Measures 23-25

Chapter Four Results and Discussion 25-41

4.1 Results and Analysis 25-34

4.1.1 Quantitative analysis 25-27

4.1.2 Qualitative analysis 27-34

4.2 Discussion 34-41

4.2.1 Fluency 34-36

4.2.2 Complexity 36-38

4.2.3 Accuracy 38-39

4.2.4 interlanguage development path of learner L 39-41

Chapter Five Conclusions 41-44

5.1 Conclusion and implication 41-43

5.2 Limitations and recommendations 43-44

Acknowledgements 44-45

References 45-49

Appendixes 49-54

A. Instructions of the experiment 49-50

B. The same-content task 50-51

C. The different-content task 51-52

D. Sample of oral pre-task 52-53

E. Sample of oral post-task 53-54

F. Sample of writing repetition task 54

Contents

Chapter 1 Introduction

1.1 Research Background

1.2 Significance of the Study

1.3 Research Goals and Questions

1.4 Data Collection and Methodology

1.5 Analysis Procedures

1.6 Organization of the Thesis

Chapter 2 Literature Review

2.1 Introduction to Appraisal Theory

2.2 Studies on Appraisal Theory

2.2.1 Studies on Appraisal Theory Abroad

2.2.2 Studies on Appraisal Theory at Home

2.3 Studies on Personal Statements

2.3.1 Introduction to Personal Statement

2.4 Summary

Chapter 3 Theoretical Framework

3.1 An Overview of Attitude System

3.2 Affect Resources

3.3 Judgment Resources

3.3.1 Social Esteem

3.3.2 Social Sanction

3.4 Appreciation Resources

3.5 Interactions of Affect, Judgment and Appreciation

3.6 Borders of Affect, Judgment and Appreciation

3.7 Summary

Appendix 1: Papers Published during Graduate Studies

Appendix 2: Some Samples of the Study

References

Acknowledgements

英语教学毕业论文提纲

英语教学毕业论文提纲模板精选3篇

论文提要是内容提纲的雏型。一般书、教学参考书都有反映全书内容的提要，以便读者一翻提要就知道书的`大概内容，下面是我为大家推荐的3篇英语教学毕业论文的提纲模板，希望大家喜欢!

英语教学毕业论文提纲模板一

Abstract 5-6

摘要 7-9

1. Introduction 9-11

1.1 Background of the Research 9

1.2 Significance of the Research 9-10

1.3 Structure of the thesis 10-11

2. Literature Review 11-19

2.1 Some Attempts to Define expert and novice teacher 11-13

2.2 An overview of studies on teaching behaviors 13-16

2.3 An overview of the characteristics of expert teachers' teaching behaviors 16

2.4 Limitations of the Previous Studies 16

2.5 Theoretical bases 16-19

3. Research Design 19-25

3.1 Subjects 19-20

3.2 Observed teaching tasks 20-21

3.3 Classification of English teachers’ teaching behaviors 21-22

3.4 Research method 22-24

3.5 Research Procedures 24-25

4. Data Analysis and Discussion 25-51

4.1 Diversity in Speech Presentation behavior 25-33

4.2 Diversity in Text Presentation 33-38

4.3 Diversity in Action Presentation (body language) 38-40

4.4 Diversity in interaction behavior 40-51

5. Conclusions and Implications 51-55

5.1 Conclusions 51-53

5.2 Pedagogical Implications 53-54

5.3 Limitations and recommendations for the Further Research 54-55

Acknowledgments 55-56

References 56-59

Appendix I Classroom observation worksheet of teaching behavior 59-61

Appendix II 唐卫海提问行为类别观察表 61-62

Appendix III 攻读硕士学位期间发表的论文 62

英语教学毕业论文提纲模板二

Abstract 3-4

摘要 5-7

Tables 7-10

1. Introduction 10-14

1.1 Research Questions 11

1.2 The purpose and significance of this research 11-12

1.3 Layout of thesis 12-14

2. Literature Review 14-24

2.1 The concept and connotation of teaching journal 15-17

2.2 The Content of teaching journal 17-20

2.3 Reflective level 20

2.4 The styles of teaching journal 20-24

ch Design 24-26

3.1 Purpose of Research 24

3.2 Subjects 24

3.3 Instruments 24-25

3.4 Procesures of research 25

3.5 Data collection 25-26

4. Results and Discussions 26-52

4.1 Results and discussions of quesionnaire 26-32

4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45

4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52

5. Methods to Improve Teachers' Reflective Ability 52-56

5.1 Problems in the process of reflection 52-53

5.2 The ways to improve teachers' reflective ability 53-56

6. Conclusion 56-58

6.1 Present findings 56

6.2 Limitations 56-57

6.3 Suggestions for future research 57-58

Acknowledgements 58-60

Bibliography 60-64

Appendix 64-65

英语教学毕业论文提纲模板三

Abstract 3-4

摘要 5-8

1. Introduction 8-12

1.1 Research background 8

1.2 Significance of the study 8-10

1.3 Organization of thesis 10-12

2. Literature Review 12-22

2.1 Language learning strategies 12-15

2.1.1 Definition of the language learning strategies 12-13

2.1.2 Classification of learning strategies 13-14

2.1.3 Studies on learning strategies 14-15

2.2 Language learning styles 15-18

2.2.1 Definition of language learning style 15

2.2.2 Classification of language learning style 15-17

2.2.3 Studies on language learning style 17-18

2.3 Learning strategies training 18-19

2.4. Review of the relationship of learning strategies and learning styles 19-22

3. Methodology 22-33

3.1 Purposes 22

3.2 Hypotheses 22

3.3 Research participants 22-23

3.4 Instruments of the research 23-24

3.4.1 Questionnaire 23

3.4.2 Observation 23-24

3.5 Procedures 24-33

3.5.1 Pre-treatment questionnaire 24-25

3.5.2 Language learning strategy training instruction 25-30

3.5.3 Post-treatment questionnaire 30-33

4. Results and Discussion 33-47

4.1 Results of the questionnaire 33-43

4.1.1 The results of the T-test in pre-treatment questionnaire 37-40

4.1.2 The results of the T-test in post-treatment questionnaire 40-43

4.2 Discussion 43-47

4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44

4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45

4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47

5. Conclusion 47-49

5.1 Major findings 47-48

5.1.1 The learning styles of the senior high students were tended to be various 47-48

5.1.2 The language learning strategy training can expand or even changethe language learning styles 48

5.2 Limitations and recommendations for further study 48-49

Acknowledgements 49-51

Bibliography 51-55

Appendix 55-61

AppendixA 关于英语学习风格的问卷调查 55-59

AppendixB 英语学习策略培训观察量表 59-60

AppendixC Listening Material 60-61

英语教学毕业论文提纲

有关英语教学毕业论文提纲模板精选3篇

英语教学毕业论文提纲模板一

Abstract 5-6

摘要 7-9

1. Introduction 9-11

1.1 Background of the Research 9

1.2 Significance of the Research 9-10

1.3 Structure of the thesis 10-11

2. Literature Review 11-19

2.1 Some Attempts to Define expert and novice teacher 11-13

2.2 An overview of studies on teaching behaviors 13-16

2.3 An overview of the characteristics of expert teachers' teaching behaviors 16

2.4 Limitations of the Previous Studies 16

2.5 Theoretical bases 16-19

3. Research Design 19-25

3.1 Subjects 19-20

3.2 Observed teaching tasks 20-21

3.3 Classification of English teachers’ teaching behaviors 21-22

3.4 Research method 22-24

3.5 Research Procedures 24-25

4. Data Analysis and Discussion 25-51

4.1 Diversity in Speech Presentation behavior 25-33

4.2 Diversity in Text Presentation 33-38

4.3 Diversity in Action Presentation (body language) 38-40

4.4 Diversity in interaction behavior 40-51

5. Conclusions and Implications 51-55

5.1 Conclusions 51-53

5.2 Pedagogical Implications 53-54

5.3 Limitations and recommendations for the Further Research 54-55

Acknowledgments 55-56

References 56-59

Appendix I Classroom observation worksheet of teaching behavior 59-61

Appendix II 唐卫海提问行为类别观察表 61-62

Appendix III 攻读硕士学位期间发表的论文 62

英语教学毕业论文提纲模板二

Abstract 3-4

摘要 5-7

Tables 7-10

1. Introduction 10-14

1.1 Research Questions 11

1.2 The purpose and significance of this research 11-12

1.3 Layout of thesis 12-14

2. Literature Review 14-24

2.1 The concept and connotation of teaching journal 15-17

2.2 The Content of teaching journal 17-20

2.3 Reflective level 20

2.4 The styles of teaching journal 20-24

ch Design 24-26

3.1 Purpose of Research 24

3.2 Subjects 24

3.3 Instruments 24-25

3.4 Procesures of research 25

3.5 Data collection 25-26

4. Results and Discussions 26-52

4.1 Results and discussions of quesionnaire 26-32

4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45

4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52

5. Methods to Improve Teachers' Reflective Ability 52-56

5.1 Problems in the process of reflection 52-53

5.2 The ways to improve teachers' reflective ability 53-56

6. Conclusion 56-58

6.1 Present findings 56

6.2 Limitations 56-57

6.3 Suggestions for future research 57-58

Acknowledgements 58-60

Bibliography 60-64

Appendix 64-65

英语教学毕业论文提纲模板三

Abstract 3-4

摘要 5-8

1. Introduction 8-12

1.1 Research background 8

1.2 Significance of the study 8-10

1.3 Organization of thesis 10-12

2. Literature Review 12-22

2.1 Language learning strategies 12-15

2.1.1 Definition of the language learning strategies 12-13

2.1.2 Classification of learning strategies 13-14

2.1.3 Studies on learning strategies 14-15

2.2 Language learning styles 15-18

2.2.1 Definition of language learning style 15

2.2.2 Classification of language learning style 15-17

2.2.3 Studies on language learning style 17-18

2.3 Learning strategies training 18-19

2.4. Review of the relationship of learning strategies and learning styles 19-22

3. Methodology 22-33

3.1 Purposes 22

3.2 Hypotheses 22

3.3 Research participants 22-23

3.4 Instruments of the research 23-24

3.4.1 Questionnaire 23

3.4.2 Observation 23-24

3.5 Procedures 24-33

3.5.1 Pre-treatment questionnaire 24-25

3.5.2 Language learning strategy training instruction 25-30

3.5.3 Post-treatment questionnaire 30-33

4. Results and Discussion 33-47

4.1 Results of the questionnaire 33-43

4.1.1 The results of the T-test in pre-treatment questionnaire 37-40

4.1.2 The results of the T-test in post-treatment questionnaire 40-43

4.2 Discussion 43-47

4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44

4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45

4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47

5. Conclusion 47-49

5.1 Major findings 47-48

5.1.1 The learning styles of the senior high students were tended to be various 47-48

5.1.2 The language learning strategy training can expand or even changethe language learning styles 48

5.2 Limitations and recommendations for further study 48-49

Acknowledgements 49-51

Bibliography 51-55

Appendix 55-61

AppendixA 关于英语学习风格的问卷调查 55-59

AppendixB 英语学习策略培训观察量表 59-60

AppendixC Listening Material 60-61