英语专业毕业论文范文
英语专业论文英语范文推荐(精选4篇)

英语专业论文英语范文推荐(精选4篇)选择英语文学的毕业论文选题可以从三个方向进行:国别文学研究、文学批评理论研究和比较文学研究。
问渠那得清如许,为有源头活水来,本文是勤劳的小编给家人们找到的英语专业论文英语范文推荐【精选4篇】,仅供参考,希望对大家有一些参考价值。
英语小论文800字篇一1.坚强的意志是成功的重要保证。
2.意志坚定的人才能完成伟大的使命,3.学生也是这样,不刻苦学习,终究不会成为有用之才There is an old saying: where there is a will, there is a way. It tells us that a strong will is the most essential quality that anyone who wants to achieve success. It can contribute a lot to one’s success.Although “All roads lead to Rome”, none of them is completely smooth. Our life is filled with obstacles which may make us feel so hopeless that we may choose to give up. At the crucial moment, strong will helps a lot. As a matter of fact, the ability to work through difficult situation and unfortunate events with strong will can make one stronger and more capable. In other words, if we want to realize life’s goal, we must keep forging ahead with strong consciousness.From what has been discussed above, we can see that the establishment of tough determination is of great importance to everyone. With a strong will, including our knowledge, we will be able to deal with any situation in our life. Whatever we do, as long as we stick to and do not give up easily, we will realize the goal at last.英语专业论文模板篇二“魅力新声”英语歌唱比赛不仅具有较高的学术含量,而且包含较浓厚的英语文化。
自考英语专业毕业论文

自考英语专业毕业论文WTT整理的自考英语专业毕业论文,欢迎大家分享。
自考英语专业毕业论文1摘要:探讨一种能够突破单纯语言训练的教学模式,将“独立思考的能力和创新的能力”提上“高级英语”教学改革的日程,通过对专业性话题的口语输出加大力度培养学生的人文素养和批判性思维能力,从而使英语专业教学真正达到教学大纲的要求,培养适应社会需要的复合型英语人才。
关键词:人文素养;思辨能力;整体语言教学;高级英语教学在20世纪40年代的美国,批判性思维成为教育工作者关注的焦点并成为教育改革的主题之一,并于20世纪70年代和80年代之间成为美国教育改革的重点、核心。
我国英语专业学生的批判性思维能力和人文素养的缺失已引起很多教育工作者的警醒。
例如,王祥兵、刘晶在《培养英语专业学生批判性思维能力的探索》一文中探讨了如何在专业英语视听说课程中采取有效措施以提高学生的批判性思维能力;徐鹤在《英语专业教学与学生批判性思维培养研究》中阐释了批判性思维的概念以及相关理论框架的发展状况,并探讨了如何在精读课中培养学生的批判性思维;田芬在《高级英语课程批判性思维教学模式例析》中认为批判性思维是一种科学的思维态度,分析了将批判性思维引入高级英语教学的理论必要性和现实可能性;谭美静在《高级英语课程教学改革的新方向》一文中从教材、教学方法与模式、课外实践、测试与评估四个环节入手探讨对高级英语课程进行以批判性思维能力培养为导向的教学改革。
然而目前还很少有以“高级英语”课程为切入点,通过“整体语言教学”对英语专业学生批判性思维培养模式进行综合研究的。
在英语专业本科教学阶段,“高级英语”课程是一门非常重要的基础课,其教材内容涉及西方政治、经济、文化等方面。
课时数在高年级各门专业课程中所占的比例最大,是学生走入社会、接受对其知识和能力检验之前的最后的综合性训练。
学生如果在此阶段的学习过程中不能培养和锻炼自己的批判性思维能力,那么进入社会后的“创新精神”和“实践能力”都将成为无源之水和无本之木。
大学英语专业论文六篇

大学英语专业论文六篇高校英语专业论文范文1(一)职后培训短缺高校英语老师的职后培训状况不容乐观。
以笔者所在学校为例,本院共有在岗并从事高校英语课程教学的老师56人,每工作5年有1次进修经受(包括攻读学位、访学、留学,进修时间不少于1年)的老师不到10%。
35岁以下的老师除攻读学位而外,有外出进修经受的人次为1人。
教龄达20年以上的高校英语老师16人,近10年内进修过的比例为43.7%;教龄在10年至15年的老师(攻读学位除外)13人中仅2人有进修经受,笔者本人工作14年多次申请进修未果。
从课间休息时老师之间的沟通中获悉,多数高校英语老师都有外出进修的剧烈愿望,但皆因各种缘由未能如愿以偿。
主要缘由有两项:一是高校高校英语教学工作任务太重不能放人,除非攻读学位,"工作量大,教学任务繁重是阻碍高校英语老师自身进展的客观缘由'[2];二是接受老师进修的高校少且每年可接收的老师数量有限。
其余渠道的进修培训不多,"高校英语老师培训网'只有"培训负责人和技术负责人'能申请注册,受众面比较窄。
(二)教学颇受诟病社会上多年来盛行不衰的形形的英语培训学校、辅导班,以及讨论中大量消失的"哑巴英语'和"聋子英语'等词汇使得广阔英语老师颇受诟病。
将英语辅导学校的盛行归因于学校英语教学的不力好像有几分道理。
高校生参加高校英语教学状况调查时亦做出类似反馈,将胜利归因于自身的努力,而将失败归因于高校英语老师的教学不得法[3]。
此处暂不考虑这样的归因是否合乎规律,但高校英语老师无论如何是脱不了干系的。
首先,绝大多数中学校英语老师是高等教育培育的。
其次,作为"哑巴英语'和"聋子英语'携带者的高校生们刚走出高校校门即被识破,充分说明高校英语的教学质量如何。
再者,为提高高校英语教学质量,21世纪以来,高校英语教学改革的不断推动和是否广泛推广ESP专业英语教学的争辩热点都不约而同地指向高校英语老师专业化进展的必要性和紧迫性。
英语专业毕业论文Critique范文

A Critique of “Contrastive Analysis of Compliment between English and Chinese ”1.Introduction of the articleRui Yu, Li Fu & Xiao-Yu Hou’s “Contrastive Analysis of Compliment between English and Chinese”is a classic in intercultural communication studies. It is published in Journal of Intercultural Communication StudiesXVI, 2007, Volume 1, Pages 153-162.2. Analysis of the articleThe social phenomenon of compliment behavior exists in various societies and linguistic cultures. The compliment behavior can not only enhance the relationship between communicators but also consolidate and strengthen the solidarity among communicators. Thus, the compliment behavior operates like social lubricant. Compliment responses in Chinese and English have different characteristics because they are influenced by different social factors. Consequently, the study on compliment has been paid extensive attention to.This thesis aims at investigating the characteristics of compliment responses in Chinese and English, comparing their differences and similarities and attempting to analyze the reasons which lead to the differences and similarities from cross-cultural perspective.Based on Julia Gousseva’s experiment, a similar experiment was designed and carried out by the present author.The purposes were to find the features of compliment in Chinese by Chinese students, to discover similarities and differences of compliment between English and Chinese and to explore the reasons why the differences in linguistic performance exist.This article provides deeper research on this subject and examines genre of written discourse. Most of previous studies abroad and in China focus on the syntax and the topic of compliment behavior itself. This article also claims that most of the studies,such as its function,implication,and causes are based mostly on the study on the oral compliment.As for the oral compliment,this paper shows it very clear in the literature review. And it demonstrates the syntactic differences between Chinese and English compliments by the table.When it comes to the research on the written complient,it mentions focusly on the gender difference in compliment.In this thesis, the quantitative method and the qualitative method are adopted. It collects materials from college students at Chinese Department of a University,and native speakers of Chinese and non-English majors. The experiment was carefully designed so as to keep great resemblance with that of Julia Gousseva’s. And the study consisted of two parts, (1) gender-linked features, such as positive evaluation, intensifiers and personal involvement, and (2) discourse strategies, suchas good/bad new strategies, opening, closing and framing strategies, and their interests were on the differences associated genders. Then it analyzes the data and summarizes the different characteristics on compliment responses in Chinese and English through a couple of tables. Finally, it explains the differences in the application of linguistic forms and strategy to the compliment, so as to learn the social and cultural factors that might account for these differences.The major findings of this study are as follows:(1) the biggest difference lies in the use of positive evaluation, that is to say the American students use more positive evaluation. This may be explained by that many Americans are very active in expressing their ideas and feelings while more Chinese would like to choose neutral words and restrain their feeling, for many of them were taught to be observed and not to be heard when they were young. Most of the English speakers tend to accept compliments. Moreover, they often offer series of comments on the object complimented when they accept compliments. They usually express their disagreement directly when they reject compliments. In addition, English speaker use some combined strategies to express their responses to compliment.(2) The American students use more first person pronoun (2.17 vs. 0.93) and less third person pronouns (1.09 vs. 2.68) than their Chinese counterparts. It is known to us that the idea of being self-oriented is favored by many people in America. They intend to maximize the use of first person pronounin order to show their opinion directly in interaction. On the contrary, the idea of other-oriented has exerted influence over China for thousands of years, and many Chinese learn to minimize self importance by maximizing the use of the third person pronoun. Most of Chinese people tend to reject compliments. When they accept compliments, Chinese people often transfer the eompliment to some third person or to the object itself. Besides, Chinese speakers have one more strategy—Determination Expression to respond to compliment. They tend to express their determinations when they meet compliment from persons who have higher status. In addition, Chinese speakers employ more diverse sub-strategies to respond to compliments than English speakers. Finally, More Chinese speakers tend to give no response when they meet compliments than English speakers.(3) Chinese college students tend to accept compliments much more frequently than other people. The reason lies in students’ adaptation to the change of culture which results from social development and the influence of foreign cultures.(4) The reason of all these differences can attribute to their adaptation to different social worlds, which include different traditional values, different politeness principles, different realization of face, and influence of western culture.The study has some significance. Firstly, this study helps us understand differences between Chinese and English compliment responses. Thus, pragmatic mistakes in the cross-cultural communicationcan be avoided. Secondly, this study also gives the analysis of the Chinese compliment responses which enables more foreigners to know and accept Chinese communication criterions. Finally, it makes a conclusion that culture and language are interwoven, and the inclination of communicative choices is closely associated with social norms and cultural background.3. Critique of the articleAs summarized above, this is a good article with a well-chosen topic supported by many well-devised studies, which set a model for the following studies.The studies are rigorous in that the deeper research on this subject from cross cultural perspective. Besides, in the study, the peer review and comparison among various aspects of American compliment and Chinese’s were taken into consideration. This study helps us understand differences between Chinese and English compliment responses. The research on syntax between English and Chinese shows clearly that there are much difference in oral compliment. Pragmatic mistakes in the cross-cultural communication can be avoided. The finding that the American compliment resembles the Chinese one in forms, strategies and functions in the situation under study. Meanwhile, it also proves that a great deal of discrepancy emerges in the use of positive evaluation, of the 1st and 3rd person pronouns and of some discourse strategies, which areworth studying.In addition, the writers also found that the biggest difference lies in the use of positive evaluation, that is to say the American students use more positive evaluation. This may be explained by that many Americans are very active in expressing their ideas and feelings while more Chinese would like to choose neutral words and restrain their feeling, for many of them were taught to be observed and not to be heard when they were young. This study also improves that language is the carrier and mirror of its respective culture, which makes the whole research more convincing. Moreover, the finding that he American students use more first person pronoun (2.17 vs. 0.93) and less third person pronouns (1.09 vs. 2.68) than their Chinese counterparts has profound pedagogical implications and opens a new area for further research.However, there are also some drawbacks in this article.On the one hand, it is not clear on compliment responses. And the compliment responses are very few At the same time, studies of compliment from the aspect of pragmatics are limited in number. Therefore, this thesis can explore and analyze compliment responses from another new perspective and the paper may be more convincing.On the other hand, though after a couple of studies showed great progress, the question why men and women adopt such different evaluations has not been emphasized.To conclude, the studies are still rigorous and this article is still quite informative, convincing and thought-provoking though there are some shortcomings.This study analyzes the difference between Chinese and English compliment from a new perspective and a new inspiration can be given to other researchers.。
英语专业论文(5篇)

英语专业论文(5篇)英语专业论文(5篇)英语专业论文范文第1篇1.专业老师英语教学阅历不足,教学热忱不高。
国内大多数高校的专业英语老师始终由本专业老师担当,专业老师一般是非师范类院校毕业,虽然专业功底深厚,但英语教学技巧与水平有限,教学仅停留在专业英语课文阅读与重点句子翻译层面。
老师过分注意科研,忽视教学,没有全身心地投入教学,教学责任心不强,老师在专业英语教学上应付了事,教学质量差。
目前,专业英语老师采纳的教学方法多是传统的"一言堂、填鸭式'教学模式,缺少吸取新学问、提高学术水平的热忱和动力。
2.同学英语水平参差不齐,学习爱好不高。
国内农业院校绝大多数同学英语基础相对较差,英语水平参差不齐,英语基础差的同学学习专业英语很吃力,再加上对专业英语的重要性熟悉不够,学习爱好不高,简单产生厌倦心情。
有的同学专业词汇功底浅,很少并且很难进行外文资料的翻译和阅读,不能够准时猎取国际性的本专业的最新讨论动态。
3.教学内容设置不合理,教学形式平凡。
当前,各院校开设的园艺专业英语课程与综合性学术英语之间缺乏连接性,英语课程大多围绕专业英语词汇及文章内容的讲解,这种教学内容设置忽视了对同学专业英语技能层面和语言层面力量的综合培育。
各高校所用的教材主要有自选原版英文教材和自行选编教材两种形式,自编教材内容编排过于古板、陈旧,还有的教材内容难度偏高或者涉及的专业内容过于简洁,不能满意专业要求。
再有,各高校通常采纳传统的"填鸭式'教学模式,偏重于老师的讲解,教学内容枯燥,教学形式单一,忽视了同学的主动性和制造性,同学学习的乐观性不高,同学只是被动接受学问。
这种教学形式比较死板,同学无法参加到教学过程中,扼杀了同学的学习爱好与英语语感的培育,最终导致我国专业英语缺乏创新性的局面。
二、本项园艺专业英语教学改革特色与成效在园艺专业英语教学实践中尝试了一系列园艺专业英语教学改革并取得了肯定成效,详细改革如下。
英语专业毕业论文(纯英文)

English Major Graduation ThesisIntroductionThe aim of this thesis is to investigate the impact of technology on the teaching and learning of English as a second language. Over the past few decades, technology has greatly changed the way we live and communicate with each other. English language teaching is no exception to this trend, with technology now playing a crucial role in educational settings around the world.The purpose of this study is to identify the specific ways in which technology has impacted English language education and to evaluate the effectiveness of these new methods. The findings of this research can help educators better understand the benefits and limitations of using technology in the classroom, and can inform future developments in teaching techniques and language learning.Literature ReviewThe use of technology in education has been growing rapidly in recent years. Many studies have examined the impact of technology on language learning, and a growing body of research has focused on the use of mobile devices, such as smartphones and tablets, in language teaching.One of the key benefits of technology in language learning is flexibility. Digital materials, such as online courses, e-books, and multimedia resources, offer learners the ability to learn anytime and anywhere. In particular, mobile devices afford a high degree of flexibility, enabling learners to study on the go, outside of formal classroom settings.Another benefit of technology is the ability to provide personalized learning. With the use of online platforms and tools, educators can adapt their teaching to individual learners’ needs, providing a more effective and efficient learning experience. For example, automated language learning platforms can provide personalized feedback and support, allowing learners to work at their own pace and improve their language proficiency.However, there are also some limitations to using technology in language learning. One of the key challenges is the need for digital literacy, particularly among older learners or those with limited access to technology. In addition, the cost of implementing technology in the classroom can be a barrier, particularly for low-income students or schools.Research MethodologyTo investigate the impact of technology on English language teaching and learning, this study employs a mixed-methods research approach. This includes both qualitative and quantitative data collection and analysis.The qualitative component of the study involves semi-structured interviews with English language educators and learners, as well as classroom observations and analysis of digital materials used in teaching. The quantitative component includes a survey of English language learners, involving both open-ended and closed-ended questions.Data analysis will involve both coding of qualitative data and statistical analysis of the survey data. The study will also include a comparative analysis of the effectiveness of traditional teaching methods versus technology-enhanced teaching methods.ConclusionThe growing use of technology in education and the increasing demand for English language proficiency have made it essential to understand the impact of technology on English language teaching and learning. This study aims to provide insights into the effectiveness of technology in language education, identify the benefits and challenges of using technology, and inform future developments in language teaching techniques.The findings of this research can be used by educators and policy-makers to improve the quality and accessibility of English language education, particularly in countries where English is not the primary language. By understanding the potential of technology in language learning, educators can create more effective and efficient teaching methods that meet the needs of learners in the 21st century.。
英文论文(优秀4篇)

英文论文(优秀4篇)选择英语文学的毕业论文选题可以从三个方向进行:国别文学研究、文学批评理论研究和比较文学研究。
以下是可爱的编辑为大伙儿收集整理的英文论文(优秀4篇),希望可以帮助到有需要的朋友。
英语专业论文模板篇一很多学生忽视了毕业论文的重要性和现实意义,这是其写作质量不高的主要原因之一。
毕业论文是大学生在校期间向学校所交的较后一份书面作业。
英语专业学生在修完一般英语写作课程后,初步熟知和掌握了基本的写作要素和技巧,这时为了深化写作内容,进一步提高文字表达能力,须开始进行学术论文写作。
毕业论文写作在巩固了词的各种意义、搭配、用法、词序,句子的定义、结构、种类、用法,即写作的基本要素和技巧的同时,还能培养初步的研究、分析和总结问题的能力。
这就为学生在日后进一步从事相关学科的研究工作打下了坚实的基础。
《高等学校英语专业教学大纲》指出,“毕业论文是考察学生综合能力、评估学业成绩的一个重要方式”。
毕业论文写作的优劣、质量的高低是决定学生能否顺利毕业或可否被授予学位的重要依据。
因此大学生须重视和认真撰写毕业论文。
英语论文范文word 篇二Upon the completion of the thesis, I would like to take this opportunity toexpress my sincere gratitude to my supervisor, Professor Peng Xiaohua, who hasgiven me important guidance on the thesis. Without his help and encouragement,my thesis would have been impossible. Besides his help with my thesis,he hasalso given me much advice on the methods of doing research, which is of greatvalue to my future academic life.I am also obliged to other teachers whose lectures have broadened my scopeof vision in British and American literature and help me lay a necessaryfoundation for the writing of the thesis. I am also grateful to all the members ofthe faculty and staff in the College of Foreign Languages who have provided mewith a lot of help and guidance.Last but not least, I would like to express my gratitude to all the friends andfamily members who have offered me help. Without their help,I could not havefinished my study and this thesis.英语专业论文模板篇三分层次提出教学要求:英语系按照学校的要求把XX级学生以入学成绩为依据分了两个层次,A层次普通学科专业班级,B层次体音美专业班级。
英语专业毕业论文

英语专业毕业论⽂英语专业毕业论⽂(精选8篇) ⼤学⽣活要接近尾声了,毕业⽣要通过最后的毕业论⽂,毕业论⽂是⼀种有准备的检验学⽣学习成果的形式,那么应当如何写毕业论⽂呢?以下是⼩编收集整理的英语专业毕业论⽂,供⼤家参考借鉴,希望可以帮助到有需要的朋友。
英语专业毕业论⽂篇1 论⽂摘要:如何提⾼⼤学法语⼆外教学,⼀直是⾼校法语教学研究的重要问题。
本⽂试从⼤学法语⼆外教学存在的问题⼊⼿,从教学内容上分析,进⽽提出解决的⽅法。
关键词:教学⽅法;精讲多练;多媒体;法英对⽐ 21世纪是⼀个以知识经济和经济信息全球化为主要特征的时代,世界经济的⽇益全球化和⼀体化与中国对外开放进程的加速,现代社会科技、通讯、经济、⽂化的进步,使世界交往更加密切。
语⾔⼈才不再单单只是能熟练运⽤⼀门外语的专才,⽽是能同时运⽤两三门语⾔的通才。
全世界有1亿七千多万讲法语的⼈⼝,法语是联合国、国际奥委会、万国邮政等多个国际组织的唯⼀官⽅语⾔或者官⽅语⾔之⼀,能说法语将在国际交往占有优势地位,因此越来越多的⾼校开设了法语⼆外课程,研究法语作为第⼆外语教学的⼯作,也就迫在眉睫了。
⼤学法语教学针对学习对象的不同,分为法语专业教学,英语专业本科⽣与研究⽣法语⼆外必修课教学和⾮英语专业学⽣公共选修课教学。
在此⽂中仅对英语专业本科⽣法语⼆外的教学进⾏分析。
⼀、⼤学法语⼆外教学⾯临的问题 2002年《⼤学法语⼤纲》明确规定:“⼤学法语教学的⽬的是培养⼀定的阅读能⼒,初步的听、说、读、写、译的能⼒,使学⽣能以法语为⼯具,获取专业所需,为进⼀步提⾼法语⽔平打下较好的基础。
”盖房⼦最重要的是搭地基,对于法语⼆外教学,打基础就是最重要的。
学过法语的⼈都知道,法语确实是⼀门很难的语⾔。
如果给学⽣打好了扎实的基础,那么⼀切都将迎刃⽽解。
(⼀) 法语⼆外课时和内容相⽐显得过少。
每周四课时,开设四个学期,总共256课时,听、说、读、写、译各⽅⾯的内容都要涉及到,打好基础,在这么少的课时下,要达到教学⽬标⾯临不少困难。
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山东财经大学本科毕业论文(设计)范文2题目:论《诺桑觉寺》的反哥特观念学院外国语学院专业英语班级英语0801(注意原山经、原山财班级名称不同)学号67姓名李晓慧指导教师王俊华山东财经大学教务处制二O一二年五月山东财经大学学士学位论文原创性声明本人郑重声明:所呈交的学位论文,是本人在导师的指导下进行研究工作所取得的成果。
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教师学生都要手写签名指导教师签名:论文作者签名:年月日年月日On Anti-Gothicism in Northanger AbbeybyLi XiaohuiUnder the Supervision ofWang JunhuaSubmitted in Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsSchool of Foreign StudiesShandong University of Finance and EconomicsMay 2012AcknowledgementsIt would not be possible for me to complete the thesis without the generous help of many. First and foremost, I would like to take this opportunity to convey my sincere gratitude and appreciation to my supervisor Dr. Wang Junhua, under whose supervision I have obtained valuable ideas and precious suggestions. He is very intelligent on thesis instruction and also shows his great patience to me during my writing. I also want to thank all the teachers in the School of Foreign Studies of Shandong University of Finance and Economics for their beneficial courses I have attended during my college life. Besides, I owe my deep thanks to my roommates who have been encouraging me all the time, and to my colleagues at Jinan Longre Foreign Language Training Center who willingly took my part of duties so that I could have enough time for thesis writing.L. X. H.(名字的第一个字母)ABSTRACTOn Anti-Gothicism in Northanger AbbeyLi XiaohuiNorthanger Abbey, one of Jane Austen’s famous works, mainly tells the story of an innocent girl, a Gothic novel fan, who treats herself as the heroine of a Gothic novel and makes many ridiculous adventures by taking Gothic stories as real happenings, but finally learns to distinguish between the imaginary life in novels and the real life of her own. The novel criticizes the ridiculousness and meaninglessness of Gothic novels in a satirical way. The thesis analyzes Austen’s parody of Gothic plot, characterization, and the h eroine’s Gothic adventures in Northanger Abbey, and argues that the work reveals her anti-Gothicism through a comparison with the typical features of prevailing Gothic novels in her age.Key words: Northanger Abbey; Jane Austen; anti-Gothicism摘要论《诺桑觉寺》的反哥特观念李晓慧《诺桑觉寺》是奥斯汀的一部着名作品。
小说讲述了一位沉迷于哥特小说的天真女孩,把自己想象成作品的女主角,误把小说情节当做真实的生活,经历了一系列的荒谬历险;但她最终走出幻想,学会了分辨哥特小说的荒诞情节和现实生活的区别。
小说以反讽的方式批评了哥特小说的可笑和荒诞。
本文通过分析该小说对哥特式情节和人物的戏仿以及女主角的哥特式历险,并与当时盛行的哥特小说的典型特征相对比,认为奥斯汀通过《诺桑觉寺》表达了自己的反哥特观念。
关键词:《诺桑觉寺》;奥斯汀;反哥特CONTENTSAcknowledgements (i)iAbstract………………………………………………………….…i i iA b s t r a c t i n C h i n e s e………………………………………………i vIntroduction (1)C h a p t e r O n e G o t h i c N o v e l s a n d N o r t h a n g e r A b b e y (3)I.O r i g i n a n d D e v e l o p m e n t o f G o t h i c N o v e l s (3)I I.A u s t e n’s A t t i t u d e t o w a r d s G o t h i c N o v e l s (5)C h a p t e r T w o P a r o d y o f G o t h i c P l o t a n d C h a r a c t e r s (7)I.P a r o d y o f G o t h i c P l o t (7)I I.P a r o d y o f G o t h i c C h a r a c t e r s (9)C h a p t e r T h r e e C a t h e r i n e’s A d v e n t u r e s………………………1 1I. On the Way to Northanger Abbey (11)I I.T h r e e A d v e n t u r e s i n N o r t h a n g e r A b b e y…………………….1 2I I I.C a t h e r i n e’s C o m i n g b a c k t o R e a l i t y..............................1 5 Conclusion (1)6W o r k s C i t e d (17)如有三级标题,可以i. ii. iii. iv. 编写,为简明,建议目录中尽量不要写三级标题,正文中可有三级标题。
注意各级标题大小写,确保目录中的标题、页码与正文中的标题、页码保持对应。
注意每段的首行缩进、行距、字体、字号等要保持全文一致IntroductionJane Austen (1775~1817), who lived at the turn of the 18th and 19th century, is the most distinguished as well as the most widely read female novelist in British literature. She was born on December 16, 1775, at Steventon rectory in Hampshire, England, and died in Winchester on July 18, 1817, and was buried in Winchester Cathedral. Austen lives in a large family with six brothers and one sister. Her father, George Austen was a rector for much of his life. Her sister, Cassandra Elizabeth, was her best friend. She was educated primarily by her father and older brothers, and her own reading also helped a lot with her writing. During Austen’s education and writing life, her father was the most important guide, for he not only provided her with a well-stocked family library, but also supported her writing with much effort. He had created a democratic and easy intellectual atmosphere at home. They often talked about different political or social ideas, and any personal opinions would be accepted and discussed. Jane Austen began to write when she was only about thirteen and the everlasting support of her family was crucial to her development as a professional writer.Austen’s personal experiences have a great influence on her writing. “Of events her life was singula rly barren: few changes and no great crisis even broke the smooth current of its course” (James 11). Austen’s works are usually confined to a limited circle. In a letter to her nephew Edward, Austen made comments on her own work as “[h]ow could I possibly join them on to the little bit of Ivory on which I work with so fine a Brush, as produces little effect after much labor?” (Lefroy 160). Liu Bingshan appraised that “[t]he comparison is true. The ivory surface is small enough, but the woman who made drawin gs of human life on it is a real artist” (309). Some criticsaccuse Jane Austen of writing with a narrow vision, and that her novels are all about love, marriage, money and rich relations, but Austen’s works show their values on reflecting the social realities of her day. As Zhang Dingquan and Wu Gang comment in their book that “her [Jane Austen’s] unique sensitivity to human emotions, her careful observation … made her one of the finest novelists of the age” (202).Austen wrote six complete novels during her literary career. They are: Sense and Sensibility (1811); Pride and Prejudice (1813); Mansfield Park (1814); Emma (1816); Northanger Abbey (1818); and Persuasion (1818). Her literary works have been attracting more and more readers from home and abroad s ince their publication. Jane Austen is considered as “a genius that appeals to any generation” (Qiao iv). The British female writer Virginia Woolf said that “[o]f all great novelists, Jane Austen is the most difficult to catch in the act of greatness” (Zhu 5).The work discussed in this thesis is Northanger Abbey, which tells a story of the naive protagonist with a very over-active imagination, Catherine Morland, a Gothic novel aficionado, who treats herself as the heroine of a Gothic novel, takes stories in Gothic novels as happened in her real life and makes many ridiculous adventures, but finally learns to distinguish between the imaginary life in Gothic novels and her own ordinary life situations. Although Northanger Abbey was the first to be completed by Jane Austen, it had neither been given enough attention nor been adequately studied for some considerable time in the past. In fact, Northanger Abbey has its unique research value, particularly the author’s attitude towards Gothic novels, which has aroused more and more critical attention and debates in recent years (see Chapter One).This thesis argues that Northanger Abbey shows Jane Austen’s anti-Gothicism through her satirical criticism of the prevailing Gothicnovels in her times. In addition to Introduction and Conclusion, the thesis consists of three chapters. The first chapter briefly introduces Gothic novels, illustrates different viewpoints on the relationship between Northanger Abbey and Gothic novels as discussed by some critics and scholars. The second chapter analyses Jane Austen’s parodic anti-Gothicism by comparing the plot arrangement and characterization of the novel with that of Gothic novels. The third chapter discusses Jane Austen’s criticism of Gothic novels through focusing on Catherine’s ridiculous adventures.Chapter OneGothic Novels and Northanger Abbey Northanger Abbey is a parody of Gothic novels. The first part of this chapter briefly introduces the origin, development and typical features of Gothic novels; the second part mainly illustrates different viewpoints on Austen’s attitude towards Gothic novels.I. Origin and Development of Gothic NovelsThe word “Goth,” coming from the name of an ancient tribe in Europe, and its derivative form “Gothic,” which reminds people of mysticism, terror, and dark, were frequently used to describe medieval things in the 18th century. According to a highly-popular dictionary, the word “Gothic” meansa kind of architecture built in the style that was popular inWestern Europe from the 12th century to the 16th centuries, and which has pointed arches, windows, and tall thin pillars and a novel written in the style popular in the 18th and 19th centuries, which described romantic adventures in mysterious or frightening surroundings. (Hornby 883) 注意引语段格式Now it generally refers to a genre of literature, which is “full of depicts of murders and supernatural things to th rill readers” (Han 36), combines both horror and romance and “deals with the strange, mysterious, and supernatural designed to invoke suspense and terror in readers” (Zhao 283).From the above quotes, it is known that some basic elements in Gothic novels include: setting in a castle, which often contains secret passages and staircases, dark or hidden rooms; an atmosphere of mystery and suspense that arouses fear and terror; supernatural events, such as ghosts or unknowngiants coming to human life; high and overwrought emotion, like anger, sorrow, especially terror from which the characters suffer; heroine in distress, which appeals to the sympathy of the readers; and romance, such as powerful love between the heroine and the hero.The first Gothic novel is The Castle of Otranto: A Gothic Story, written by the English author Horace Walpole. The work is remarkable because it is the first attempt to find “a tale of amusing fiction upon the basis of the ancient romance of chivalry” (Walter 115) and it “start[s] a fashion and set[s] an example for other Gothic novelists” (Zhang 5). In addition, the novel was “an attempt to blend the two kinds of romance, the ancient and the modern” (Horace 19). Horace Walpole opens the door of Gothic novels and a lot of other Gothic novelists follow suit. Among them, Ann Radcliff and Mathew Gregory Lewis are two most famous ones for their respective work The Mysteries of Udolpho and The Monk. The Mysteries of Udolpho(1794), through which Ann Radcliff made the Gothic novel socially acceptable, was an unparalleled success at that time, and was also frequently referred to by Jane Austen in Northanger Abbey. In the mid-1790s the Gothic novel reaches its summit, and David Punder comments, probably an exaggeration, that “this body of fi ction may well have established the popularity of the novel-form” (David 61). 注意文内引文规范。