英语专业毕业论文提纲参考文档2篇
英语论文提纲格式文档2篇
英语论文提纲格式文档2篇English paper outline format document编订：JinTai College英语论文提纲格式文档2篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语论文提纲格式文档2、篇章2：大学英语论文提纲格式规范篇章1:英语论文提纲格式文档一、课题研究目的意义随着经济全球化趋势的进一步增强，英语日益成为我国对外开放和与各国进行经济文化等方面交流的重要工具，因此如何改进英语教学已成为人们街谈巷议的话题和举目关注的焦点。
我校经过三年多的实践和研究，已初步确立了小学英语活动体系的目标和模式，实践证明小学英语活动体系是必要的，可行的，普遍适应小学生身心发展规律。
近年来我国基础外语教育有了很大的发展，然而，在大力发展基础英语教育的同时。
很多教师却不同程度地忽略了儿童心理认知的特点。
综观我们的外语课堂教学，教师的教学理念与社会的要求还有较大的差距。
在传统的教学方法的影响下，教师仍占去课堂大部分时间，导致为学生成为语言知识的消极接受者。
因而从更高的层面上来反思小学英语教学，真正的把小学英语活动体系应用到日常英语教学与英语活动中去就显得尤为重要。
为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生交际运用语言的能力，实现知识、技能向能力的转化，培养学生在英语活动中生动活泼`积极主动地发展，我们提出了《小学英语活动的实效性研究》的课题研究。
二、理论依据和研究目标理论依据：活动型教学方式符合外语教学理论中的“情感过滤”假设。
有利于调节儿童的情感因素。
关于英语专业毕业论文提纲选题文档2篇
关于英语专业毕业论文提纲选题文档2篇On the document of topic selection of English Major's thesis outline编订：JinTai College关于英语专业毕业论文提纲选题文档2篇前言：论文提纲是作者构思谋篇的具体体现，便于作者有条理地安排材料、展开论证。
有了一个好的提纲，就能纲举目张，提纲挈领，掌握全篇论文的基本骨架，使论文的结构完整统一，分清层次，明确重点，周密地谋篇布局，使总论点和分论点有机地统一起来。
本文档根据毕业论文提纲内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：关于英语专业毕业论文提纲选题文档2、篇章2：英语专业毕业论文提纲规范篇章1:关于英语专业毕业论文提纲选题文档英语专业本科生毕业论文选题可以在三个大的方向中进行，即英语文学，语言学和翻译学。
各个大方向中又可以选择小的方向，具体解释如下：1.英语文学：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。
在进行国别文学研究选题时，一般选取英国文学或美国文学中的某一经典作家（如海明威），某一经典作品（如《双城记》），某一写作手法（如象征手法的运用）或某一文学思潮（如浪漫主义运动）作深入研究。
但在选择作家或作品时最好选择在文学史上作为经典的作家或作品。
有个别流行作家或作品极富盛名，容易引起学生的兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象。
在不可避免上述情况时，应该尽可能地挖掘作品内在的深刻含义，不能流于肤浅的分析。
文学批评理论的选题一般不太适合英语专业本科生，因为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批评理论的比较。
关于英语专业毕业论文提纲优质范文.doc
英语专业毕业论文提纲范文一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(3—5条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。
二、西方的宗教传统与英语谚语的本源关联2.1对基督教的历史做一简单的概述，同时对《圣经》对基督教的核心意义与价值做一简单的说明2.1.1. 简述西方的宗教传统，或者基督教的历史2.1.2. 对基督教的基本信义做一简单的概述，从下述几个方面：(1)对基督教的只信仰一个唯一的上帝，不容许进行偶像崇拜;(2)原罪的观念与救赎的观念：涉及末世审判、救赎恩典和得救的观念(3)爱是基督教信仰的核心，核心是爱上帝，同时爱每个人归根结底，基督教是一种高级的精神性宗教，深深地浸透入了西方世界的每一个角落2.2英语谚语与基督教的关系，特别是《圣经》的英译对英语的影响(1)《圣经》历史上的英译本，主要讲钦定本的诞生和影响(譬如扩大了英语的词汇量、增强了英语的表意功能、增加了英语的表意手段等等)(2)通过一些简单的例证来说明从拉丁语翻译到英语这一过程的影响与意义(如可以举例一些特殊的词语、句式等说明，做好这一部分关键是找到好的研究资料)三、对源于《圣经》的谚语进行分析，揭示其宗教、文化内涵(选取若干源于《圣经》的谚语进行具体的、细致的分析，以揭示谚语背后的宗教内涵和英语所负载的宗教文化意义。
)1.选取15—20条有代表性的谚语进行分析，(1)简述一下选取分析对象的标准首先这些谚语必须来源于《圣经》或者有《圣经》直接引伸出来，其次这些谚语必须是应用较广，家喻户晓，且包含特定的智慧(2)对这些谚语进行分析我们的分析角度或方法是：1、要将这些谚语放到《圣经》的文本中去，也就是要将其放回到具体的语境中，在具体的故事或圣经人物的言说中领会这些谚语的内涵2、可以适当的结合这些谚语的修辞、句式结构等来分析2.对上述谚语分析之后，从若干角度进行文化内涵的总结和概括这些谚语的内在价值：道德规范、人生智慧、这些谚语的功能：宗教教化功能、规导劝慰功能、(这些价值功能关键的根据所选谚语的分析来确定，有新的发现可适当再添加)这一部分为本文的主体部分，在3500字左右附：拟订提纲的步骤与方法第一步，明确文章的大小题目。
英语论文提纲范例大全13篇
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
英语毕业论文提纲模板文档2篇
英语毕业论文提纲模板文档2篇English thesis outline template document编订：JinTai College英语毕业论文提纲模板文档2篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文提纲模板文档2、篇章2：毕业论文提纲如何设计文档篇章1:英语毕业论文提纲模板文档contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideologies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel, selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)drugs (9)3.3.2 homosexual (10)4.the same conduct (10)4.1 beats of satan and angles (10)4.2 rockers conduct of the two sides (11)conclusion (13)篇章2:毕业论文提纲如何设计文档【按住Ctrl键点此返回目录】【摘要】：由于房产市场销售业绩的上升,银行的个人住房抵押贷款业务量也随之加大,这不但给银行带来了丰厚的利润,也产生了极大的风险,本文就住房抵押贷款风险进行深入探讨。
大学英文毕业论文提纲--推荐范例.doc
大学英文毕业论文提纲范例1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor ofbilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodicmemory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantictransfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how。
关于英语毕业论文提纲格式范文2篇
关于英语毕业论文提纲格式范文2篇On the model of outline of English graduation thesis编订：JinTai College关于英语毕业论文提纲格式范文2篇前言：论文提纲是作者构思谋篇的具体体现，便于作者有条理地安排材料、展开论证。
有了一个好的提纲，就能纲举目张，提纲挈领，掌握全篇论文的基本骨架，使论文的结构完整统一，分清层次，明确重点，周密地谋篇布局，使总论点和分论点有机地统一起来。
本文档根据毕业论文提纲内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：关于英语毕业论文提纲格式范文2、篇章2：建筑专业毕业论文提纲文档篇章1:关于英语毕业论文提纲格式范文1、英语文学：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。
在进行国别文学研究选题时，一般选取英国文学或美国文学中的某一经典作家（如海明威），某一经典作品（如《双城记》），某一写作手法（如象征手法的运用）或某一文学思潮（如浪漫主义运动）作深入研究。
但在选择作家或作品时最好选择在文学史上作为经典的作家或作品。
有个别流行作家或作品极富盛名，容易引起学生的兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象。
在不可避免上述情况时，应该尽可能地挖掘作品内在的深刻含义，不能流于肤浅的分析。
文学批评理论的选题一般不太适合英语专业本科生，因为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批评理论的比较。
比较文学研究就是将两个以上的作家或作品进行比较。
关于英语毕业论文提纲格式范文，这两个作品或作家可以是同一国别的（如“雪莱与拜伦的诗歌比较”），也可以是不同国别的（如《牡丹亭》与《罗密欧与朱丽叶》）2、语言学：选择语言学的毕业论文选题可以在两个大的方向进行：普通语言学和应用语言学。
英语论文提纲范文
英语论文提纲范文WTT分享给大家的英语论文提纲范文，一起来阅读学习吧！英语论文提纲范文【1】Supporting Points:1.Social working sites are harmful to firms and schools.2.Social working sites are harmful to workers.3.Social working sites are harmful to students.4.Social working sites are harmful to society.Body Paragraph: Point#1Supporting Detail &; Exles:1.Firms and schools already have wasted lots of resource.2.Some information on the SNS made negative impact on firms and schools.3.Bad environment to working and studying.Body Paragraph: Point#2Supporting Detail &; Exles:1.Bad efficiency to their working.2.Bad impact on their boss.3.Negative impact on personal mental health.Body Paragraph: Ponit#3Supporting Detail &; Exles:1.Students can’t study with undivided attention.2.Students are dependent on Inter too much.3.Students are easy to paring phenomenon.Body Paragraph: Ponit#4Supporting Detail &; Exles:1.SNS increase online fraud.2.SNS increases risk of privacy safety.3.SNS increase risk of child safety.Concluding Paragraph: The use of social working sites (SNS) should be restricted in the workplace and the classroom and each person should in charge of their life include work and life.英语论文提纲范文【2】English AbstractChinese AbstracI． IntroductionII. Root Causes of Formalization of Cooperation Method2.1. Unscientific Grouping2.1.1 Seat-oriented Grouping2.1.2 Polarized Grouping2.2 Poor Division of Task within Groups2.2.1 Teachers ' Ambiguous Division of Task2.2.2 Difficulty Level of Task2.3 Teachers' Nonparticipating in Tasks2.4 Cooperative Learning Carried out at Immature Time2.5 Teachers' Worrying about Teaching Plan2.6 Inplete CooperationAssessmentSystemIII. Countermeasures to Formalization of Cooperation Methods3.1 Rational Grouping3.2 Cultivation of Stud ents’ Cooperative Spirit3.3 Wise Arrangement of Students' Role3.4 Teachers ' Role in Activities3.5 Teachers' Wise conduct of Group Work3.6 Explore Suitable Cooperative LearningAssessmentsystemIV ConclusionBibliography。
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英语专业毕业论文提纲参考文档2篇English major thesis outline reference document
编订：JinTai College
英语专业毕业论文提纲参考文档2篇
前言：论文提纲是作者构思谋篇的具体体现，便于作者有条理地安排材料、展开论证。
有了一个好的提纲，就能纲举目张，提纲挈领，掌握全篇论文的基本骨架，使论文的结构完整统一，分清层次，明确重点，周密地谋篇布局，使总论点和分论点有机地统一起来。
本文档根据毕业论文提纲内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】
1、篇章1：英语专业毕业论文提纲参考文档
2、篇章2：关于英语专业毕业论文提纲选题文档
篇章1:英语专业毕业论文提纲参考文档
英语专业本科生毕业论文选题可以在三个大的方向中进行，即英语文学，语言学和翻译学。
各个大方向中又可以选择小的方向，具体解释如下：
1.英语文学：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。
在进行国别文学研究选题时，一般选取英国文学或美国
文学中的某一经典作家（如海明威），某一经典作品（如《双城记》），某一写作手法（如象征手法的运用）或某一文学思潮（如浪漫主义运动）作深入研究。
但在选择作家或作品时最好选择在文学史上作为经典的作家或作品。
有个别流行作家或作品极富盛名，容易引起学生的兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象。
在不可避免上述情况时，应该尽可能地挖掘作品内在的深刻含义，不能流于肤浅的分析。
文学批评理论的选题一般不太适合英语专业本科生，因
为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批
评理论的比较。
比较文学研究就是将两个以上的作家或作品进行比较。
这两个作品或作家可以是同一国别的（如“雪莱与拜伦的诗歌比较”），也可以是不同国别的（如《牡丹亭》与《罗密欧与朱丽叶》）
2.语言学：选择语言学的毕业论文选题可以在两个大的方向
进行：普通语言学和应用语言学。
普通语言学的研究就是对于英语语言的任何一个方面的
研究，如对一种词性、或一种时态、或拼写、语调等等方面的研究（如“一般现在时及其交际功能”）。
应用语言学包括教学法的研究和其它一些新兴的应用语
言学分支的研究。
师范专业或本身从事教师职业的学生选择教学法方向的较多。
在这个方向选题，也要避免过大范围的选题，而应对一个具体问题进行研究，最重要的是要结合教学实践或实验。
这个方向的好的选题有：“个性与英语教学”，“方言对英语学习的影响”等。
篇章2:关于英语专业毕业论文提纲选题文档【按住Ctrl键点此
返回目录】
英语专业本科生毕业论文选题可以在三个大的方向中进行，即英语文学，语言学和翻译学。
各个大方向中又可以选择小的方向，具体解释如下：
1.英语文学：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。
在进行国别文学研究选题时，一般选取英国文学或美国
文学中的某一经典作家（如海明威），某一经典作品（如《双城记》），某一写作手法（如象征手法的运用）或某一文学思
潮（如浪漫主义运动）作深入研究。
但在选择作家或作品时最好选择在文学史上作为经典的作家或作品。
有个别流行作家或作品极富盛名，容易引起学生的兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象。
在不可避免上述情况时，应该尽可能地挖掘作品内在的深刻含义，不能流于肤浅的分析。
文学批评理论的选题一般不太适合英语专业本科生，因
为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批
评理论的比较。
比较文学研究就是将两个以上的作家或作品进行比较。
英语专业毕业论文提纲选题，这两个作品或作家可以是同一国别的（如“雪莱与拜伦的诗歌比较”），也可以是不同国别的（如《牡丹亭》与《罗密欧与朱丽叶》）
2.语言学：选择语言学的毕业论文选题可以在两个大的
方向进行：普通语言学和应用语言学。
普通语言学的研究就是对于英语语言的任何一个方面的
研究，如对一种词性、或一种时态、或拼写、语调等等方面的研究（如“一般现在时及其交际功能”）。
应用语言学包括教学法的研究和其它一些新兴的应用语
言学分支的研究。
师范专业或本身从事教师职业的学生选择教学法方向的较多。
在这个方向选题，也要避免过大范围的选题，而应对一个具体问题进行研究，最重要的是要结合教学实践或实验。
这个方向的好的选题有：“个性与英语教学”，“方言对英语学习的影响”等。
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