英语期末论文格式范例2
写英文论文的格式范文
英文论文的详细格式二、提纲英语论文提纲页包括论题句及提纲本身，其规范格式如下：先在第一行（与打印纸顶端的距离仍为2.5cm左右）的始端打上 Thesis 一词及冒号，空一格后再打论题句，回行时左边须与论题句的第一个字母上下对齐。
主要纲目以大写罗马数字标出，次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。
各数字或字母后均为一句点，空出一格后再打该项内容的第一个字母；处于同一等级的纲目，其上下行左边必须对齐。
需要注意的是，同等重要的纲目必须是两个以上，即：有Ⅰ应有Ⅱ，有A应有B，以此类推。
如果英文论文提纲较长，需两页纸，则第二页须在右上角用小写罗马数字标出页码，即ii（第一页无需标页码）。
三、摘要 1、英文摘要是应用符合英文语法的文字语言，提供论文内容梗概为目的的短文。
（内容基本与中文摘要相同，但不用完全逐句对应）。
2、英文题目、摘要、关键词自成一页（1页即可），放在中文摘要页之后。
3、英文字体与行间距：统一使用“西文字体”中的“Times New Roman”,1.5倍行间距。
4、英文题目：使用三号字加粗。
5、英文摘要：“Absract”顶格，使用四号字，并加粗。
英文摘要具体内容使用四号字。
6、英文关键词：“Key Words”顶格，使用四号字并加粗。
四、正文有标题页和提纲页的英语论文，其正文第一页的规范格式为：论文标题居中，其位置距打印纸顶端约5cm，距正文第一行约1.5cm。
在打印正文时尚需注意标点符号的打印格式，即：句末号（句号、问号及感叹号）后应空两格，其他标点符号后则空一格。
五、文中引述正确引用作品原文或专家、学者的论述是写好英语论文的重要环节；既要注意引述与论文的有机统一，即其逻辑性，又要注意引述格式（即英语论文参考文献）的规范性。
各条目第一行需顶格打印，回行时均需缩进五格，以将该条目与其他条目区分开来。
英语论文摘要又称文摘，是论文的重要组成部分，它是以提供文献内容梗概为目的，不加评论和补充解释，简明、确切地记述文献重要内容的短文。
英语期末作文议论文模板
英语期末作文议论文模板英文回答：Environmental Sustainability: A Collective Responsibility。
Environmental sustainability is a critical issue facing our planet today. The degradation of our natural resources, such as air, water, and land, has reached alarming levels, posing significant threats to human health, biodiversity, and the overall stability of our ecosystems. Addressingthis pressing issue requires collective action from individuals, communities, governments, and organizations worldwide.One of the primary drivers of environmental degradation is the increasing consumption of fossil fuels. The burning of coal, oil, and gas releases greenhouse gases into the atmosphere, contributing to climate change. The impacts of climate change are already being felt around the world inthe form of rising sea levels, extreme weather events, and disruptions in agricultural systems.Another major challenge is deforestation. Forests play a vital role in regulating the Earth's climate, providing habitats for countless species, and absorbing carbon dioxide from the atmosphere. However, deforestation for agricultural expansion, logging, and other activities is rapidly reducing the world's forest cover, further exacerbating climate change and biodiversity loss.To address these challenges and achieve environmental sustainability, it is essential to promote sustainable practices in all sectors of society. This includes transitioning to renewable energy sources, such as solar and wind power, to reduce our reliance on fossil fuels. It also involves implementing sustainable farming practices that minimize environmental impacts and preserve biodiversity.Furthermore, it is crucial to raise awareness about environmental issues and encourage individual action. Bymaking informed choices about the products we consume, reducing our waste, and adopting environmentally friendly lifestyles, individuals can make a significant contribution to protecting our planet.In addition to individual efforts, governments have a crucial role to play in promoting environmental sustainability. This includes enacting policies that encourage clean energy development, promoting energy efficiency, and implementing regulations to protect air, water, and land quality. International cooperation is also essential to address global environmental challenges, such as climate change and marine pollution.Conclusion。
英语论文格式范文
英语论文格式范文Abstract:This paper aims to provide a sample English research paper format, including the introduction, literature review, methodology, results, discussion, and conclusion sections. The focus of this research paper is to demonstrate the appropriate structure and formatting for an academic English paper.1. IntroductionThe introduction section of an English research paper serves to provide background information on the topic, present the research problem or question, and articulate the objectives of the study. Additionally, it should include a brief review of relevant literature and end with a clear thesis statement that states the main argument or purpose of the paper.2. Literature ReviewIn the literature review section, previous studies and scholarly articles related to the research topic are presented. This section is crucial in providing a comprehensive understanding of the existing knowledge and identifying any research gaps or inconsistencies. It is important to cite and reference all sources properly using the appropriate citation style, such as APA or MLA.3. MethodologyThe methodology section explains the research design, data collection methods, and the process through which the research will be conducted. Itshould provide sufficient detail so that others can replicate the study if desired. The specific research instruments, such as surveys, interviews, or experiments, should be described along with any ethical considerations.4. ResultsThe results section presents the findings of the research in a clear and concise manner. Data can be presented in tables, graphs, or charts to enhance the readability of the information. Statistical analyses should be included if applicable, along with any significant results or trends observed.5. DiscussionThe discussion section allows the researcher to interpret the results and connect them to the research question or hypothesis. It is important to analyze the significance and implications of the findings in relation to the existing literature. Any limitations or potential biases should be acknowledged, and suggestions for future research can be proposed.6. ConclusionIn the conclusion section, the main points of the research paper are summarized, and the significance of the findings is emphasized. This section should also address the research question or hypothesis and provide a final evaluation of the research objectives. Recommendations for further study or practical applications may also be mentioned.ReferencesAll sources cited in the paper should be listed in the references section according to the specific citation style guidelines. Pay particular attention toaccuracy and consistency in formatting the references, including author names, publication dates, titles, and sources.In conclusion, this paper has provided a sample English research paper format to serve as a guide for students and researchers. Adhering to the appropriate structure and formatting is essential for creating a professional and coherent academic paper. Remember to adjust the content and sections according to the specific requirements of each study or research topic.。
英语专业本科论文格式
英语专业本科论文格式有关国家标准、各校自拟格式要求与模板是规范毕业论文格式的主要依据,对论文的写作格式与排版格式均提出了要求。
那关于英语专业的论文要怎么写呢?下面是小编为大家精心整理的英语专业本科论文格式，仅供大家参考。
英语专业本科论文格式：1.题目即标题，它的主要作用是概括整个论文的中心内容。
题目要确切、恰当、鲜明、简短、精炼。
XXXX(题目：二号，黑体，加粗，居中，除了英语小词外，其他单词首字母都要大写;另外：除了题目外，论文中所有英文的字体均采用“Times New Roman”)XX学院 XX级学号XX XXX 指导老师：XXX(学院、专业、学号、作者姓名、指导教师姓名(小四号宋体字，加粗)，依次排印在论文题目下，上空二行，居中)2.摘要摘要是论文的高度概括，是长篇论文不可缺少的组成部分。
要求用中、英文分别书写，一篇摘要不少于200字。
要注明3-5个关键词。
【Abstract】XXXX……(英文摘要：上空二行;题目采用五号“Times New Roman”字体，加粗，置于粗体方括号【】内，顶格放置;随后的内容与前面的粗体方括号【】之间空一格，不用其他任何标点符号;采用五号“Times New Roman”字体，不加粗;单倍行距。
)3.关键词是标示文献关键主题内容，但尽量少用不规范的主题词或新造词。
关键词是为了文献标引工作，从论文中选取出来，用以表示全文主要内容信息款目的单词或术语。
【Key Words】 XX; XX;XX;XX(英文关键词：题目采用五号“Times New Roman”字体，加粗，两个单词的首字母要大写，置于粗体方括号【】内，顶格放置;随后的内容与前面的粗体方括号【】之间空一格，不用任何其他标点符号，采用五号“Times New Roman”字体，不加粗，除了专有名词外，其他单词的首字母不大写，各单词之间用分号“;”隔开，分号之后空一格;最后一个关键词之后不用任何标点符号;单倍行距。
英文论文格式范文
英文论文格式范文《English Paper Format Sample》Title: The Impact of Technology on Language Learning Introduction:Technology has become an integral part of our daily lives, and its impact on education, specifically language learning, has been substantial. This paper aims to explore the influence of technology on language learning and the ways in which it has revolutionized the way individuals acquire and master a new language.Body:1. The Role of Technology in Language LearningIn the past, language learning primarily involved textbooks, audio tapes, and face-to-face interactions with teachers. However, with the advent of technology, individuals now have access to a wide array of resources such as language learning apps, online courses, and interactive software. These tools have not only made language learning more accessible but also more engaging and personalized.2. The Benefits of Technology in Language Learning Technology has transformed the traditional methods of language learning by providing learners with the ability to practice listening, speaking, reading, and writing skills in a virtual environment. Additionally, learners can interact with native speakers throughvideo calls and social media platforms, enabling them to immerse themselves in the language and culture.3. The Challenges of Technology in Language LearningWhile technology has undeniably improved language learning, it also presents challenges such as the potential for distraction and information overload. Furthermore, some individuals may struggle to adapt to new software or feel overwhelmed by the multitude of options available.Conclusion:In conclusion, technology has revolutionized the way individuals learn languages by providing them with innovative and interactive resources. While it has its challenges, the benefits of technology in language learning far outweigh its drawbacks. As technology continues to advance, its impact on language learning will only become more profound.References:Smith, J. (2019). The Impact of Technology on Language Learning. Journal of Language Education, 15(2), 67-78.Brown, S. (2018). Language Learning in the Digital Age. New York: Routledge.。
英语毕业论文格式
英语毕业论文格式英语毕业论文一般采用APA格式。
以下是一个700字左右的英语毕业论文格式范例：Title of Your PaperYour NameYour Affiliation (University Name)Date of SubmissionAbstract:The abstract should summarize the main points of your paper in a concise and clear manner. It should be around 150 to 200 words, and should include a brief introduction, statement of the problem, methodology, major findings, and conclusion.Keywords: keyword 1, keyword 2, keyword 3Introduction:The introduction should provide the background information of the topic and present the research question or objective of your paper. It should also highlight the significance of the research and provide an overview of the structure.Literature Review:In this section, you will review the relevant literature on your topic. You should discuss previous studies and research findings related to your research question. It is important to provide a critique of the existing literature and identify any gaps that your study aims to address.Methodology:In the methodology section, you will explain the research design, sample size, data collection methods, and analysis techniques used in your study. Make sure to provide enough details for readers to understand and replicate your study if necessary.Results:Present the findings of your study in a clear and organized manner. Use graphs, tables, or other visuals to enhance the presentation of your results. Describe the major findings and discuss their implications.Discussion:In the discussion section, interpret your results and relate them back to your research question. Analyze the strengths and limitations of your study. Discuss the implications of your findings, suggest future research directions, and provide recommendations for practitioners.Conclusion:Summarize the main points of your paper and restate the significance of your research. Emphasize the contributions of your study and highlight the implications for theory and practice. References:List all the sources cited in your paper in APA format. Make sure to follow the proper citation style guidelines.Appendices:Include any supporting materials, such as survey instruments, interview questions, or additional data tables, in the appendices. Note: The word count for each section may vary depending on the requirements of your paper. Adjust the length accordingly while ensuring a balanced and coherent structure.。
大学英语议论文范文(优选4篇)
大学英语议论文范文第1篇英语议论文的格式一、英语议论文写作要点者同意自己的看法,提出若干理由,企图说服他人.高中英语议论文的写作要注意以下要点:1.论点要鲜明、确切．一篇议论文只能有一个中心论点．论点一般在开头提出，然后加以论证．2.论据要充分、可靠．一般是以事实为论据，也可以利用成语，格言，名人名言作为论据．i borrowed a book from the library last week .it was very boring and difficult .i read only ten pages. therefore, i think that all library books are useless.评注: it does not have a logical argument .the writer dislike one library book, but not all library books are the same. the writer should not make a general statement (all library books are useless) based on his reactions to one single book.二、议论文的写作步骤:大学英语议论文范文第2篇英语议论文作文：关于我Hello, my name is Jian ’m a ’m 12 years ’m in Class 5,Grade ’m tall and thin.In the school,I’m a good student. At my home,I’m s good son.I like playing badminton, playing the violin and so on. Sometimes, I play badminton with my good friends, sometimes; I watch badminton games on like blue and green, because they’re very beautiful. I like eating watermelons and mangoes very much.This is me. Do you like me?大学英语议论文范文第3篇英语作文的格式作文与阅读一样极为重要。
英语论文模板(格式)
On Extra-curricular Activities and Cultivation of English Communicative Ability of College StudentsApplicant: XXSupervisor: XXFaculty: XXXMay 10, 2008XXX UniversityContents摘要 (ii)Abstract (iii)1. Introduction (1)1.1 The Significance of Topic (1)1.2 Research Methods (1)2. Theory Research (1)2.1 Linguistics Rationale (1)2.1.1 Theory of Communicative Competence by D. H. Hymes (1)2.1.2 Theory of Communicative Competence by Canale & Swain (2)2.1.3 Theory of Communicative Competence by Bachman (2)2.2 Theoretical Basis of the Topic (2)2.2.1 Piaget's Theory (2)2.2.2 American Scholar-- Alan Andean &Weir about ― R ole Play............‖.. (3)2.3 Related Studies (3)2.3.1 Researches Abroad (3)2.3.2 Researches in China (3)3. Presentation of the English Teaching (4)3.1 The Drawbacks of Traditional Teaching Methods (4)3.2 Modern Interest Teaching—— CLT (4)3.2.1 Definition of CLT (4)3.2.2 The Content and Substance of CLT (5)3.2.3 CLT in the Use of English Out-of-class Activities ..................................................4. Out-of-class Activities and Cultivation of Communication Ability .............................................4.1 The Role of Out-of-class Activities in Training of Communication Ability ....................... 6 6 64.2 Current Situation of College Students4.3 Analysis on the Causes for Problems (8)4.4 Carrying Out the Out-of-class Activities in Scientific and Effective Way (9)-of-class’LeaOutrning (7)4.5 A Suggested Framework for Strategy Study (11)4.5.1 Introduction (11)4.5.2 An Out-of-class English Learning Center (11)5. Conclusion (12)Bibliography (14)AbstractAmerican society linguist Dwell Hymes thinks: Communicative competence not only includes the understanding and grasp to a form of language, but also includes the understanding and mastering in when and where, and how and to whom to use language appropriate form of the communication systems of knowledge. As an extension of the classroom, out-of-class activities play a vital role in improving the capacity of college English communication. It can create communication situation, so that students can bring full play with initiative and creativity. Improve the communicative ability and develop the quality of the students comprehensively. From the perspective of Applied Linguistics, this essay tries to study the idea and practice of English activity course in college school, for the purpose of fostering students interest in English communication， improving their English language ability, giving full play to their individuality and specialty and developing their thinking ability and communicating ability. Finally, in order to improve the college students' learning strategy, the essay will provide a suggested framework for strategy training based on the results of this investigation.Key words:college students, communicative competence, learning strategies,out-of-class activities1. Introduction1.1 The Significance of TopicEnglish is the international language of the common. In order to learn advancedscientific knowledge in the developed countries, to strengthen economic trade with allcountries, the importance of English is easily obvious. However, the teaching methodsand teaching effectiveness of our schools in China are worrisome. In the recent yearspeople usually think the English condition of Chinese students as ―mute English ―deafEnglish‖T.heir English learning starts from the primary school, with a longperiod of seven years, eight years, or even 10 years, they still can not use English tomake dialogue, can not understand when the Britain and the Americans speak. Thereason is that the exam-oriented education can cultivate students who are only good at examinations, overlooking to raise their overall quality. Out-of-class English learningmay enable them related knowledge, further their skills.1.2 Research MethodsThe main methods for the study are insisting on combining the theory withpractice and widely referring to the domestic and foreign literature material. On thebasis of this analysis and research, some regular understandings are to be summarized.Put forward proposals to improve.2. Theory Research2.1 Linguistics Rationale2.1.1 Theory of Communicative Competence by D. H. HymesIn 1972, Hymes delivered a speechentitled―Oncommunicative competence‖,put―communicative competence‖as a highly complex system of the knowledge andskills. It can be summarized as a person’asbility to use the language. It mainlyincludes four aspects: grammaticality, acceptability, appropriate, and actual operational. The communicative competence is including a person's language knowledge, society cultural knowledge, literary knowledge, cognitive capacity, emotion factor and other knowledge. Therefore, foreign language teaching's duty cannot merely confine to the instruction of language knowledge. His―On communicative competence‖theory has provided the theory basis for communicative language teaching.2.1.2 Theory of Communicative Competence by Canale & SwainIn the 1980s, Kanami and Swindon theory of communicative ability enriched the theory of Hymes. They think that communication capabilities include: Grammar ability, social language skills, discourse competence and strategy ability. The practicehas proved that their theory is the guiding of the language teaching and standard of the testing programmatic.2.1.3 Theory of Communicative Competence by BachmanOn the basis of various theories, Bachman concluded and proposed the theory of communicative language ability. He believes that communicative language ability is composed of three parts: language competence,strategy ability and psychological mechanism capacity. Apart from enriching exposition of the language ability, the strategy will be in the capacity as an independent part of the languageskills. And explain the relative importance of implementation factor.2.2 Theoretical Basis of the Topic2.2.1 Piaget's TheoryConstructivist learning concept proposed that knowledge is not simply to be taught by teachers, but to be learned by each student in a certain situation (social and cultural background).Students can obtain knowledge and information by making useof other people, using the necessary learning materials through interpersonal cooperation, and taking the initiative to construct meaning. Therefore, the "situation","collaboration" and "conversation" and "constructing meaning" are the four elements in the learning environment.2.2.2 American Scholar--Alan Andean&Weir about“Role Play”―Roleplay teaching model will simulate the process of contact between members of the society. Students through the way of consultation, study each kind of academic knowledge, in order that they can solve the social problem effectively in the future.2.3 Related Studies2.3.1 Researches AbroadThe overseas studies on out-of-class activities may trace to the Plato and Rousseautime. Plato is the renowned philosopher in ancient Greece.He advocates ―thechild play-ground educational mode. That is the prototype of extra-curricular activities. By the time of French Enlightenment and Rousseau (18th century), "direct experience" has received wide acceptance. Rousseau stressed "outside world without books, no materials other than the facts", and advocated "natural" mode of education. To the United Statesin the 19th century, the first school in the world which use activity curriculum theory as teaching guidance--- Dewey's Chicago experimental school, has founded. With 1896---1903 Dewey Chicago experimental courses in school activities the United States began to criticize the traditional courses. Instead of it are the out-of-class educational activities. These activity courses are based on the pragmatism, lasted more than 50 years in American schools, and their affects are profound and widespread.2.3.2 Researches in ChinaIn our country, no matter what stage,thesecourses have different names, for example, out-of-class activities, the second classroom, class activities, integrated social practice and so on. The process of changes is closely related to our theoretical study courses.In history, the development of activity coursesis closely related theprogress and reform and guiding rules of the government.3. Presentation of the English Teaching3.1 The Drawbacks of Traditional Teaching MethodsReviewing the traditional English teaching method, in the past decades we have indeed made the very big progress.But with social progress and development, its shortcomings are also increasingly revealed.First, because the Chinese test system is imperfect, the traditional English teaching method is just an examination-oriented education model. In this teaching, evaluation of English level is to see the scores.This causes many studentsto get a high score, but they can not communicate with people using English. Secondly, in the traditional English teaching, teacher is the leader, takes the most important part in the classroom. The teacher stands on the platform proposing the questions, analyzing and explaining them, grasping the entire teaching process. And the student is just passive audience, understandsthe content passively, and records the massive notes. Such teaching method does not have interaction; hardly train student’cosmmunicative ability and language ability. Third, in teaching, to stress the accuracy of knowledge, teachers usually use Chinese to explain.So students have very little opportunity to communicate using English. Obviously, the traditional English teaching is pared with the language plastic function, it pays more attention to the form of language and the grammatical function, rather than raises the communication and utilization ability ofit.3.2 Modern Interest Teaching——CLT3.2.1 Definition of CLTThe content of communicative language teaching is mainly on the language functions. Emphasis carries on language teaching in the real scene, advocating teaching processto socialization, and cultivating the ability of application, studyingfor the purpose of application. While prominent communicative languageteaching, auxiliary by some grammar, translation, sentence and so on, is based on the goal to promote the culture language communicative competence.The core of communicative language teaching is to put the teaching process as a process of communication. The basic principles of teaching may be summarized: The language is the information carrier, is the tool of communications. The language teaching must realize communication through each kind of activities.Language utilization's smoothnessis more important than accuracy. Making mistake is natural and inevitable; we may correct them gradually in the learning process.Students should take the main part in teaching process. The teacher must stimulate the students' enthusiasm and initiative participation; make students enhance communication ability in the language utilization. Communicative language teaching advocated the fully participation of the students.Teacher'sduty is to provide and create the real human relations scene,enablestudentsto utilize the languagefreely and initiatively.3.2.2 The Content and Substance of CLTThe purposeof the communicative languageteaching is to cultivate students' communication ability. It’thse heuristic method of teaching. Induce the studentsto speak English boldly. Provide as much as possible drill opportunities for students. But it does not mean that the communicative language teaching only pays great attention to the oral English, repelling the grammar teaching. The cultivation of communication capability should manifest in the form of four aspects of listening, speaking, reading and writing. Indeed, in communicative language teaching, some teachers pursue the spoken language simply, no matter whether the students can follow and understand or not. As a result the majority of students only learn some spoken languages, butthe knowledge study is not solid, and polarization appears obviously. This indicates that these teachersdo not understandthe communicative language teaching rightly and completely.In the teaching, listening, speaking, reading, writing is inalienable and related closely. They are interactive with each other. The teacher should help student get knowledge, rather than instill it into the students. There have been interactions between teachers and students. They should coordinate closely, complete the instruction together.3.2.3 CLT in the Use of English Out-of-class ActivitiesAccording to students' major character and employment need, make sure student's understanding domain, emotion domain and skill domain, and then carry on the goal stipulation in detail. Arrange the out-of-class activities content, thus establish English out-of-class activities target system. And the process of teaching is the processin which teachers and studentsinteract with each other. The teacher should give studentsenough free spaceto display, do not criticize them eagerly, point out mistakes, make the summary or decide the answer. This may avoid students being discouraged, but cause them to have the sense of achievement, form the interests in the communicative activities. The expression of studentsis limited; teachers should adopt various means to enable students to have sufficient information added, and quickly change into actual communication ability. In addition, the design of English out-of-class activities is diversified. It can make teachersto teach through playing, cause the student to become the truly independent learner gradually.4. Out-of-class Activities and Cultivation of Communication Ability4.1 The Role of Out-of-class Activities in Training of CommunicationAbilityOut-of-class activities are an effective way to develop communicative competence. The classroom instruction and the out-of-class activities are two important constituents in the foreign language teaching system. The foreign language classroom instruction is the basic teaching form, plays the leading role. However, it is undeniable that out-of-class activities play an active role in cultivating communicativeability. It can consolidate and strengthen the classroom knowledge, so that the knowledge can be improved further through out-of-class activities. The theme ofextra-curricular activities can be combined with classroom teaching. They infiltrate mutually, the glossary is related to classroom subject, the sentenceand language synthesis utilization ability which could be improved gradually in the practice ofout-of-class activities.The goal of foreign language extra-curricular activities is just to enhancetheability of students' language communication. These hot topics of life as well as various practices, with the real natural language environment, could arouse students'study enthusiasmand display their intelligence. Let studentsstudy and consolidate English in each kind of activities, enhancetheir foreign language communication skills.4.2 Current Situation of College Students -o’f-clOutass LearningAs we know，English learning is not restricted in class，and out-of-class learning is also a very important part. Especially for college students, their class time is very limited, so their English learning has to depend on their out-of-class learning. As pointed out by professor Zhe, from Beijing University, there are only 288 class periods for college students, while language learning is arduous work. Class time isvery limited, so we should teach students how to learn English rather than teach English. As we know, to a great extent, their English proficiency dependson theirown learning. Compared with in-class learning, out-of-class learning is particularly important. It has its unique advantages: first, there is plenty of spare time to exploitfor learners, which is the crucial condition for successful learning; second,out-of-class learning can provide learners real world practice. Additionally, they canhelp learners broaden their scope of vision and cultivate their learning ability. But fora long time, influenced by our traditional teaching and learning, college studentsout-of-class learning is far from being satisfactory. The disordered phenomenain learning are very serious, exactly, most college students just learn English blindly according to their own interests, lacking systematical learning plan. Especially, for thefreshmen and second-year students, they are often free at beginning and busy when anexamination is coming, so their out-of-class learning is often at will and loose. That isto say they have no goals, no directions and no management. They often feel nothingto do or don ’t know how to do. What ’s more, most of them are used to depending onthe teachers and the textbooks and not accustomed to the learning situation withouthomework.On the other hand, to our disappointment, facing this serious situation, thecolleges and the teachers don ’t carry out effective measures to organize and direct the students’-outof-class learning. The phenomena become a big barrier for learners topromote their English proficiency. Therefore now, changing this unfavorable situationbecomes an urgent task.4.3 Analysis on the Causes for ProblemsAfter you have learned the current situation of the college students -of-class ’out learning, I think you can ’t help askingt the whacause for this serious situation is. Ofcause,the reasonsare various. Taking the college students features of out-of-classlearning into consideration, we find that the basic causeis the students previousEnglish learning experience.Before these studentscame to college, they had six or seven years of Englishlearning. This learning experience has laid strong influence on their current collegeEnglish learning. The teachers nearly dominate every aspect of the learners’lea including their out-of-class learning, and the students seldom get the real independentout-of-class learning, most of the out-of-class learning is devoted to homework orother tasks required by the teachers. In learning, the learners are usually led by theirteachers anddon’t have to decide how long they should learn and what materials theyshould choose. Gradually, the learners began to depend on the teachers for everythingin learning; as a result, studentshave long been accustomedto learn dependently.They tend to depend on one or two books and the teachers, while they are not awareof the crucial role of themselves. Inherently, this kind of learning experience leads tothe lack of the learning strategies.We find that the students are exactly lacking three groups of learning strategies. First, they do not have the necessarymeta-cognitive strategies,so they just blindly learn according to their interests. The situation inevitably leads to no plans, no goals and no directions. That is why many students claim that they get used to constant compulsion, supervision and assignment deadlines, for they feel unable to timetable themselves and take responsibility for their own learning if no one forces them. Second, they have no appropriate cognitive strategies to approach their specific languagelearning and to solve the specific problems in learning. As a result, even though some students show their opposition to depending on the teachers; they are at a loss on how to deal with them, when lacking the appropriate cognitive strategies. The same is true for their social affective strategies. In a word, the lack of strategies gets its way to their dependent language learning.4.4 Carrying Out the Out-of-class Activities in Scientific and EffectiveWayHow to carry out the out-of-class activities scientifically and effectively? I think we have to pay attention to the following three aspects:First, the socialization of the activity courses. Oral language is the face-to-face communication, so information interaction is very important. Studentsand teachers (or students) talk about the social life which closely related to the hot issues. These topics often can lead to great interest in students, such as: love values, the pros and cons of computers and television, population growth, fake and shoddy, consumption, the increaseof tuition, family relations, and some plan of the future. We are very sensitive to these topics. So they often talk about them with highly interest, and the language is rich. It is of practical significance for students to study foreign language communication. Teachers also can organize the language practice, for example: weekend excursions, shopping, picnics, and so on, organizing students to listen English news, watching films, videos and television, because these modern media can provide standard English and lots of western cultural. Simultaneously they can mobilize students to use their own eyes and ears. In addition, the organization ofspecialized foreign language activities is a pretty good choice for students withvarious forms of English reading contest, speech contest, English corner,extra-curricular study group, English theatrical performances, foreign languagebroadcasts? Givestudents a environment which can help them to studyEnglish .Enable students to consolidate English in a variety of activities and enhancethe foreign language communication skills.Secondly, the reality of the activities courses. Language is the carrier of culture.In a certain sense, to learn a language is to learn another culture. As pointed out byBrown: "When you teach a language, you have to transfer a complex culture,practices, values, and ways of thinking, emotional and behavioral systems." This iswhy today foreign language teaching especially focuses on cultural awareness training.The significance of introducing the real text is: making students contact with foreignculture directly, training student’cusltural awareness; requiring the students toparticipate in the meaningful communication in the way of learning mother tongue,not only displaying the grammar or glossary knowledge. In addition, the design oflearning tasks should provide clear and real language information, so that students canstudy English in a natural, authentic context, master the language applied.Out-of-class activities should be looked as the same as the activities in the real life.We must createan environment similar to real society; cultivate students'ability touse English in work and in the real life.Thirdly, the humanity of activity courses. Out-of-class activities are theexchanges of emotions, ideas, and information between teachers and students. It is atwo-way exchange of teachers and students as a linking bridge. The teacher counselsstudent to inquest the teaching process, gives back to the studentsin class. Theconsciousness of the students are fully respected and strengthened. That’s for lay foundation of cultivating self-confidence, developing individual potential anddisplaying creative thinking. The role of teachers in extra-curricular activities practiceshould be encouraged as participants and collaborators. The dominant position in theout-of–class activities is students; they should play the main role. Because thestudents carry on the activity under the active learning condition. Being free fromclassroom environment, teacher and time, mentality of students will always be instable condition, full of imaginations. They no longer feel that learning foreignlanguages is the result of the imposition of the outside world. Therefore, the initiativewill be enhanced greatly with enthusiastic unprecedented upsurge, and English studyis no longer a burden but a pleasure.4.5 A Suggested Framework for Strategy Study4.5.1 IntroductionAs pointed out above, no empirical evidence has yet been provided to determinethe best method for conducting strategy training, but at least three aspectsof thetraining have been identified. They have been designed 1) to raise students’awa as to the purpose and rationale of strategy use.2) to give studentsopportunities topractice the strategies that they are being taught. 3) to help students understand how touse the strategies in new learning contexts. These three components are necessary foreach approach in conducting strategy training.4.5.2 An Out-of-class English Learning CenterAfter you know strategy training probably. In order to improve out-of-classlearning, I have a suggestion in detail.According to theories on second language learning acquisition, languagelearning environment is crucial for college students ’English learning, especially, fortheir out-of-class learning. Through investigation, we find that only a smallpercentage of the 400participants read English newspapers regularly, or watch Englishprogram on TV, or listen to English; most of the participants are only used to readingEnglish books by themselves rather than resorting to other ways of improving theirEnglish proficiency. Through individual interviews, we find two reasons for this result:one is that colleges don’tprovide learners with appropriate out-of-class learningenvironment; the other is that most learners feel that they lack proper learningatmosphere, learning facilities, learning resources, and necessary guidance andtechnical support from teachers or professionals in their out-of-class learning. This iswhy many learners feel that they simply do not seem to know what to do with theirfree time to exploit the English environment. In fact, the college student ’s failu out-of-class learning can be attributed two aspects: one is the lack of learningstrategies; the other is the lack of necessary environment.From the points mentioned above, we can summarize that languagelearningenvironment and learning strategies are the two factors, which influence collegestudents out-of-class learning. Although in most colleges or universities, facilitiesavailable include multimedia rooms, video rooms and computer network, on the onehand, these facilities are far from being enough, what ’s more,edtheyfor are mostly us teaching and not open for out-of-class learning; in a word, all thesefacilities lackefficiency.Based on the discussion above, I have proposed to set up a flexible self-accesslanguage learning center which will give students free access to a variety of languagelearning and provide necessaryguidance and technical support. The center aims atintroducing students to independent learning strategies and creating all kinds ofopportunities to help them use these strategies, and learning conditions for learners.In this center, materials are organized and catalogued to facilitate individualizedchoices. The learning resourcesinclude books, magazines,newspapers,worksheets,audio and videotapes, discs and multi-media software package and online resources.Thus in their spare time, the college students will be able to use the materials at theirown level and pace, and to work at a time convenient to them. Apart from providingresources and facilities, some professional staff is needed in this center, becauseself-accesslearning is new to the students, and the learners need certain help andsupport. When they expose to it, they will encounter some problems, such as technicaldifficulties, method problems and so on. Therefore they need all kinds of help ortechnical support to exploit this center.5. ConclusionThis paper has highlighted the importance of cultivating communicative ability。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
A Comparative Study of Mate Selection Between American Youth and Chinese Youth
Thesis Statement：Mate selection, which is governed by some invisible rules and principles, is a common practice throughout human history, but it differs from nation to nation for the cultural differences, and it won't be the same for the same reason．Outline：I. Introduction A. The significance of the discussion B. Layout of the paperII. Principles and rules that regulate the choice of a mate A. Five fundamental theories on mate selection in sociology 1．The theory of historical precedent 2. The theory of psycho-analysis 3. The theory of complementary need 4. The theory of value 5. The theory of filtering process B. Two general rules 1. Endogamy 2．ExogamyIII. Important criteria in mate selection A. Chinese youth's expectation for a mate 1. Male's list of an ideal wife and female's list of an ideal husband 2. Qualities desired in a mateB. American's expectation for a mate 1. Qualities of an ideal mate 2. Other concernsIV. The similarities between two nations A. Age consideration B. Equity seekingV. The differences that are brought about by the cultural pattern A. Arranged marriage B. Views on sex C. Religion D. Love E. OthersVI. Conclusion A. Tentative predication on development of mate selection B. Restatement of the thesis
A Comparative Study of Mate SelectionBetween American and Chinese Youth Mate selection is a common practice throughout human history and contains profound economic and social meanings．People have to go through several steps to achieve the goal．As the exchange and communication among different cultures is not a rare phenomenon, the study of mate selection can be a very interesting and rewarding topic·. Though following some common practices, people in different cultures may vary in their choice of a mate. This paper is intended to make a tentative study of mate selection between American and Chinese youth．In the light of theories of historical precedent, of psycho-analysis, of complementary need, of value and that of filtering process, as well as the rules of endogamy and exogamy, similarities and differences of mate selection will be discussed．In addition, a tentative predication on development of mate selection is also touched upon． The arrangement of major parts of this paper is as follows：introduction, principles and rules that regulate the choice of a mate, important criteria in mate selection, the similarities between two nations, the differences that are brought about by the cultural pattern, and conclusion． Theoretically, people almost have unlimited choices; in fact, the number is small and mate selection is far from a random event．There are millions of people who could marry. But why does the person choose this person instead of that one? Why would these two persons go together? Theprogress is usually from casual dating to a limited set of partners, and to the choice of one and then to a marriage．Why do people tend to marry the one who is within the similar class rank or profession? It may look simple and casual. Yet we may find some generally recognized principlesand rules after study． Some people may argue that nowadays the life style as well as the attitude towards mate selection of the Chinese has changed during the last decade. Studies have shown us just the opposite．Most people still select marriage partners who resemble themselves in many aspects． The main trend both in China and the United States is Endogamy---marrying the person who resembles him or her in many aspects．Yet there are some other factors also contributing to choice of a marriage partner． Who will marry whom? Why does this person marry that one instead of others？The choice is regulated by some invisible rules and principles, which, governed by social, historical, economic, moral and cultural factors．It is impossible for an individual to escape from those rules．In sociology, there are five theories on mate selection1．It is common in marriage pattern especially when parents choose a marriage partner for their adult children．This type has a long predominance in civilized society．If we use stability of marriage as a criterion, arranged marriages are the best. With arranged marriage, political and economic considerations are far more important than love． Freud, an Austrian psychoanalyst, proposes that human beings, social animals and the physical needs are the most important factors that should be concerned in mate selection．Thus, sexual compatibility and emotional needs are considered so important that mate chosen is largely