非语言交际开题报告英文版
开题报告英文版
Research Process and Steps
• Jul.2011: Collecting related information and deciding the research direction.
• Jul.2011: Deciding the title and supervisor. • Sep.2011: Finishing proposal and drawing up an
Contents
⑴ The first part is the introduction of this article. It focuses on the present situation and problem of English grammar teaching in junior high school English classs and analyze these problems and the reasons for the situation.
➢ Observation:I’ll use three monthes to observe the
state of teachers and students in two classes in English grammar teaching classes in junior high school, and discuss with teachers as well as communicate with students,so I could find the key to arouse the students’ desire of learning English.
⑶ The third part is the conclusion. Through analyzing the definition of the traditional concept of grammar and teaching methods ,explaining the purpose of teaching grammar is to train students to master the language rules and the ability to use language.
英语教学中的非言语交际开题报告
I. TitleNonverbal Communication in Classroom English Teaching外语教学中的非言语交际II. Aim, significance and current situationHuman communication is a dynamic, systemic process in which meanings are created and reflected in human interaction with symbols. It is performed both verballyand nonverbally. One study done in the United States showed that in the communication of attitudes, 93 percent of the message was transmitted by the tone ofthe voice and by facial expressions, whereas only 7 percent of the speaker’s attitudewas transmitted by words. Apparently we express our emotions and attitudes more nonverbally than verbally. Classroom English teaching, as a process of a face-to-face communication, is also the same. Nonverbal skills are invaluable for teachers in getting the messages across and understanding the messages of interests or messagesof confrontations, which are sending through postures, gestures, eye contact and so on.In classroom, teachers and students, both consciously and unconsciously, send and receive the nonverbal cues several times a day, but unfortunately, too often teacherspay much attention to verbal communication, ignoring the fact that the majority of the information in face-to-face communication is conveyed through nonverbal means.They have laid much emphasis on the students’ ability of verbal communication, bothin oral and written form, while neglecting that of nonverbal communication, an indispensable part of communication.Our aim to teach a language, especially a foreign language, is to teach the studentshow to use the language to communicate more effectively with other people, but forthe limitations of the words and the culture of other languages, the students cannot understand well in class while teachers use foreign language to organize the teaching process, so as English teachers, we should try our best to help the students to learn better. Nonverbal cues, which transmit two-thirds messages of our communication,can help us. We can improve our teaching and achieve better results if we can appropriately use nonverbal communication in classroom English teaching.During the long period, although the research of analyzing on nonverbal communication starts slowly, the aspects of analyzing on nonverbal communicationhas walked into a mature stage. We should attach much importance to this aspect and make full use of them in our teaching.III. ContentThe impact of nonverbal communication is at least as significant as verbal communication. Besides verbalcommunication, nonverbal communication, by which teachers can impart knowledge to students and make exchanges with them, also counts for much in classroom English teaching. This paper gives a brief introduction of the definition, types and functions of nonverbal communication, some examples to show that teachers’proper nonverbal behaviors have positive impact on classroom English teaching, and it also gives a detailed account of the use of nonverbal communication in classroom English teaching. Besides, it puts forward some suggestions for improving nonverbal communication skills and ability for both teachers and students to achieve better teaching and learning.IV. Outline1. Introduction2. Definition of nonverbal communication3. Functions of nonverbal communication3.1 Repeat3.2 Complementing3.3 Contradicting3.4 Substituting3.5 Regulating4. Nonverbal communication in classroom English teaching4.1 Body language4.2 Paralanguage4.3 Facial expressions4.4 Eye contact4.5 Spaces5. Principles of using nonverbal communication in classroom English teaching5.1 Consistency5.2 Appropriateness5.3 Self-control6. ConclusionBibliographyAcknowledgmentV. MethodsBefore I write this thesis, I have made some research on nonverbal communication and written the paper last term. Now, I have read some materials about the examples of nonverbal behaviors. Then I will make a careful research into them by adopting analysis, summarization and generalization exemplification and quotation based on the materials I have collected. In my paper, it gives a brief introduction of the definition, types and functions of nonverbal communication, some examples to show that teachers’proper nonverbal behaviors have positive impact on classroom English teaching, and it also gives a detailed account of the use of nonverbal communication in classroom English teaching, then, it puts forward some suggestions for improving nonverbal communication skills and ability for both teachers and students to achieve better teaching and learning.VI. Bibliography[1] D.R. Levine, M. B. Adelmen. Beyond Language: Intercultural Communication forEnglish as a Second Language [M]. Englewood Cliff, N. J.: Prentice—Hall Regents, 1982: 98-104[2] Deng, Yangchang, Liu, nguage and Culture [M]. Beijing: ForeignLanguage Teaching and Research Press, 1989: 139-157[3] Judy C. Pearson, Paul E.Nelson, Scott Titsworth, Lynn Harter. HumanCommunication [M].New York : Mc Graw-Hil Companies, 2003: 100-123 [4] Larry A.Samovar, Richard E.Porter, and Lisa A. Stefani. Communication BetweenCultures[M]. Beijing: Foreign Language Teaching and Research Press, 2003: 147-174[5] Li Mao. Nonverbal Communication in Classroom English Teaching [EB/OL].http://210.30.39.2:8080/ziyuan/%E4%BF%84%AF%AD%E5%85%A8%E6%96 %87/Nonverbal%20Communication%20in%20Classroom%20English%Teaching .htm, 2006-01[6] Malandro, Barker L. L., and Barker D. A.. Introduction to NonverbalCommunication[EB/OL].http://www.spectrum.uni-bielefeld.de/Classes/winter97/ PhonMM/phonmm/node38.html, 2006-03.[7] Mehrabian, A., Weiner, M.. Decoding Inconsistent Communications [J]. Journal ofPersonality and Social Psychology, 1967: 109-114.[8] Randall McCutcheon; James Schaffer, Joseph R Wycoff. Communication Matters[M].St. Paul, Minnesota: West Publishing Company, 2002: 76-103.[9] Zeuschner, Raymond F. . Communicating Today (2nd ed) [M]. Boston: Allyn andBacon, 1997.[10] 陈观瑜. 谈用非言语行为优化英语课堂教学效果[EB/OL]. 原发表于广西民族学院学报, 2001(3) http://202.121.7.7/person/cxsw/_private/cgylw2.html, 2006-01[11] 郭忠才. 外语教学中的身势语[J]. 四川外语学院学报, 2001(3): 172-175[12] 李海涛. 教师语言行为研究[M]. 成都: 四川大学出版社, 2004(11): 156-232[13] 玛奇朵. 身体语言快易通[M]. 太原: 北岳文艺出版社, 2003VI. Bibliography（参考书目）[1] Mednick Fred. An Introduction to American ,from New Comers to Naturalists [M].He Nan:HeNan University Press.1985.[2] Bateson, F,W and Hrrison T.Maserole.A Guilde to English and American Literature[M]London:Longman Press.1976.[3] Hightlights of Ameican Lliterature BooksⅠ-Ⅳ[M]. 上海: 上海译文出版社,1995.[4] A S Hornby.Oxford Advanced Learner’s English-Chinese Dictionary.Oxford:OxfordUniversity Press. 1989.[5] Nathaniel Hawthorne. The Scarlet Letter[M].Xin Jiang:Yi Li People’s Press. 2001.[6] /lit/scarlet/[7]/jax/index.php/enotes/sesrch?q=The+Scarlet+Letter[8] http://www. /essay.php?eid=574[9] 虞建华. 20部美国小说名著评析[M]. 上海:上海外语教育出版社，1998.[10] 周忠厚.文学批评学教程[M]. 北京: 中国人民出版社，2002.[11]成良臣.2002.外国文学教程[M]. 成都：四川大学出版社，2002.。
开题报告英文模板pdf
开题报告英文模板pdfTitle: A Comprehensive Guide to Writing an Effective Research Proposal: An English Template PDFIntroduction:Writing a research proposal is a crucial step in the research process as it outlines the objectives, methodology, and significance of a study. This article aims to provide a comprehensive guide to writing an effective research proposal, focusing on an English template PDF. By following this guide, researchers will be equipped with the necessary tools to craft a well-structured and persuasive research proposal.1. Understanding the Purpose of a Research Proposal:A research proposal serves as a roadmap for a research project, highlighting its significance, research questions, and proposed methodology. It is essential to clearly define the research problem, objectives, and expected outcomes to convince the readers of the proposal's relevance and feasibility.2. Components of a Research Proposal:a) Title: The title should be concise, clear, and indicative of the research topic.b) Abstract: A brief summary of the proposal, highlighting the research problem, objectives, methodology, and expected outcomes.c) Introduction: Provide background information on the research topic, including its significance and relevance to the field.d) Literature Review: Review existing literature related to the research topic,identifying gaps and justifying the need for the proposed study.e) Research Questions/Hypotheses: Clearly state the research questions or hypotheses that the study aims to address.f) Methodology: Describe the research design, data collection methods, and analysis techniques to be employed.g) Expected Outcomes: Discuss the anticipated results and their potential implications.h) Timeline: Provide a detailed schedule outlining the various stages of the research project.i) References: Cite all the sources referenced in the proposal using the appropriate citation style.3. Writing Style and Formatting:a) Clarity and Conciseness: Use clear and concise language to convey ideas effectively.b) Grammar and Syntax: Ensure proper grammar and syntax to enhance readability.c) Structure: Organize the proposal into logical sections and paragraphs, maintaining a coherent flow of ideas.d) Formatting: Follow the prescribed formatting guidelines, including font size, margins, and spacing.4. Tips for Writing an Effective Research Proposal:a) Clearly define the research problem and objectives.b) Conduct a comprehensive literature review to identify gaps and justify the need for the proposed study.c) Clearly state the research questions or hypotheses.d) Provide a detailed and feasible methodology.e) Anticipate and address potential limitations and ethical considerations.f) Demonstrate the significance and potential impact of the proposed research.g) Seek feedback from mentors or colleagues to improve the proposal's quality. Conclusion:Writing a research proposal is a critical step in the research process, and an English template PDF can serve as a valuable resource. By understanding the purpose, components, and tips for writing an effective research proposal, researchers can enhance their chances of securing funding and conducting impactful research. Remember, a well-structured and persuasive research proposal is the foundation for a successful research project.。
开题报告英文版
开题报告英文版Title: Opening ReportIntroduction:The purpose of this opening report is to outline the key aspects and objectives of the project that will be undertaken. This report serves as a roadmap, providing a comprehensive overview of the project plan, its significance, and the expected outcomes. The project aims to address a specific problem or challenge and proposes a systematic approach to finding a solution.1. Background:This section provides the necessary context for the project, highlighting the factors that have led to its initiation. It explores the existing problem or situation that necessitates intervention and explains why it is crucial to address it. The background section also includes relevant statistics, research findings, or case studies that support the need for the project.2. Objectives:In this section, the specific objectives of the project are stated. These objectives should be measurable, achievable, and aligned with the overall goal of the project. Each objective should be clearly defined, outlining the desired outcome or impact it aims to achieve. The objectives should be specific, time-bound, and relevant to the problem at hand.3. Methodology:This section outlines the proposed methodology or approach that will beemployed to achieve the project objectives. It may involve a combination of research methods, data collection techniques, analysis procedures, and implementation strategies. The methodology should be logical, feasible, and aligned with the project's objectives. It should also consider any ethical considerations or limitations that may arise during the project's execution.4. Expected Outcomes:This section discusses the anticipated outcomes or deliverables of the project. It highlights the positive changes or improvements that are expected to result from the project's implementation. The expected outcomes should be realistic and directly linked to the project objectives. They may include tangible outputs such as reports, prototypes, or recommendations, as well as intangible outcomes such as increased awareness or behavior change.5. Project Timeline:The project timeline provides a visual representation of the project's key milestones, activities, and their respective durations. It helps to establish a clear timeframe for the project's completion and ensures that all tasks are properly sequenced. The timeline should take into account any dependencies or interdependencies between tasks and allocate sufficient time for potential delays or contingencies.6. Resources:This section outlines the resources required to execute the project successfully. It includes human resources, such as project team members and their roles, as wellas any external expertise or consultants that may be necessary. Additionally, it covers the financial resources needed, including budget estimates and potential sources of funding. The availability of physical resources, such as equipment or facilities, should also be addressed.7. Risk Assessment:A thorough risk assessment is crucial to identify potential obstacles or challenges that may arise during the project's implementation. This section discusses the key risks associated with the project and proposes strategies to mitigate or manage them. It may involve contingency plans, alternative approaches, or stakeholder engagement strategies to address potential risks and ensure project success.Conclusion:In conclusion, this opening report provides a comprehensive overview of the proposed project. It highlights the background, objectives, methodology, expected outcomes, project timeline, resources, and risk assessment. By addressing the identified problem or challenge through a systematic approach, the project aims to achieve tangible and intangible outcomes that will contribute to a positive change or improvement. With the outlined plan and strategies, the project is well-positioned for successful execution and meaningful impact.。
英文开题报告万能模板
英文开题报告万能模板Introduction:The purpose of this research is to investigate the impact of an individual's learning style on their academic performance. Understanding how learning styles vary and how they can contribute to success in an educational setting is crucial for both educators and students. This study aims to shed light on this relationship and provide valuable insights for educators to optimize teaching methods and for students to enhance their learning strategies.Background:Every individual has a unique learning style, which refers to the preferred way they acquire, process, and retain information. Learning styles can be categorized into three main types: visual, auditory, and kinesthetic. Visual learners prefer to see information presented in charts, diagrams, or other visual aids. Auditory learners learn best through verbal explanations, discussions, or listening to lectures. Kinesthetic learners, on the other hand, learn by doing and prefer hands-on activities.Previous studies have explored the connection between learning styles and academic performance. Some researchers argue that matching teaching methods to students' preferred learning styles can enhance their learning experiences and ultimately improve their academic success. However, there is also a counterargument suggesting that learning style preferences may not have a significant impact on learning outcomes.Research Questions:Based on the background information, this research aims to address the following questions:1. How do different learning styles (visual, auditory, kinesthetic) impact academic performance?2. Are students more likely to succeed academically when teaching methods align with their preferred learning style?3. Do learning style preferences change over time, and if so, how does this affect academic performance?Methodology:To investigate the relationship between learning styles and academic performance, a mixed-methods approach will be employed. Firstly, a questionnaire will be distributed to a sample of students to assess their individual learning style preferences. The questionnaire will be designed based on established learning style models, such as the VARK model or Kolb's experiential learning model.Secondly, academic performance data, such as students' grades and test scores, will be collected and correlated with their reported learning style preferences. This quantitative analysis will provide insights into any potential connections between learning styles and academic success.Lastly, a subset of participants will be selected for qualitative interviews to gain a deeper understanding of their learning experiences and perceived impact of their learning style on academic performance. The qualitative data will help contextualize and complement the quantitative findings.Significance:This research is important for both educators and students. By understanding the influence of learning styles on academic performance, educators can tailor their teaching methods to accommodate different learning preferences, thereby maximizing student engagement and learning outcomes. Students, on the other hand, can gain insights into their own learning style preferences and adjust their study strategies accordingly.Conclusion:By exploring the impact of learning styles on academic performance, this research aims to contribute to the existing body of knowledge on effective teaching and learning strategies. The findings will have practical implications for educators and students, ultimately creating a more conducive learning environment and improving educational outcomes.。
英文开题报告范文
英文开题报告范文Title: English Thesis Proposal SampleIntroduction:The purpose of this thesis proposal is to highlight the theoretical framework, research questions, and objectives of the research project. The research project aims to analyze the impact of social media on students’ academic performance in the context of the Kingdom of Saudi Arabia.Background:Social media has become an integral part of students’ lives, where they spend a significant amount of their time online. Social media platforms such as Facebook, Twitter, and Instagram have revolutionized the way students communicate, interact and share information. While these platforms offer numerous benefits, they also come with potential risks and challenges, including privacy concerns, cyberbullying, and addiction. Moreover, there is a growing concern about the impact of social media on students’ academic performance.Several studies have suggested that excessive use of social media can negatively affect students’ grades and learning outcomes.Research Questions:The following research questions will guide the study:1. How does the use of social media affect students’ academic performance?2. What are the factors that influence the use of social media among students?3. What strategies can be implemented to mitigate the negative effects of social media on students’ academic performance?Theoretical Framework:The proposed research is grounded in the social learning theory and the uses and gratifications theory. The social learning theory suggests that individuals learn by observing and modeling the behavior of others. Therefore, the social influence of peers and the role modeling of educators and parents are instrumental in shaping students’ behavior and attitudes towards social media. The uses and gratifications theorysuggest that individuals use media to fulfill their needs, including entertainment, social interaction, information-seeking, and personal identity. Therefore, understanding the students’ motives and needs for using social media is critical in identifying strategies to mitigate its negative effects.Objectives:The objectives of the research project are as follows:1. To investigate the impact of social media on students’ academic performance.2. To examine the factors that influence the use of social media among students.3. To identify strategies that can be implemented to mitigate the negative effects of social media on students’ academic performance.Methodology:The proposed research study will employ a mixed-methods approach, comprising both quantitative and qualitative data collection and analysis. The study population will consist of undergraduate andgraduate students from select universities in the Kingdom of Saudi Arabia. The sample will be selected through a stratified random sampling technique to ensure representation from different faculties and academic levels. Data will be collected through online surveys, focus group discussions, and interviews. The data will be analyzed using descriptive statistical analysis, content analysis, and regression analysis.Conclusion:This thesis proposal provides a theoretical framework, research questions, and objectives for a research project that aims to analyze the impact of social media on students’ academic performance in the Kingdom of Saudi Arabia. The study will contribute to the literature on social media and education and provide insights and recommendations for educators, parents, and policymakers.。
非语言交际开题报告英文版
注：所有相关表格内的填写内容中文字体为小四号宋体，英文为小四号Times New Roman，行距1.25。
开题报告(正文)：选题背景：近些年来，关于非语言交际的研究已经引起跨文化交际界注意，众多国内外学者也对此做过不少关于此的研究和探索，但就现状而言，国外、国内在这方面的研究还不算全面和深刻，国内关于非语言交际的研究大都集中在跨文化交际的语言层面，对于非言语交际的论述还不够系统，尤其是对非语言交际在跨文化交际中的有效应用问题也没有给予足够的重视，关于此方面的著作和论文甚少。
另一方面，在长期的语言研究与跨文化活动中，我们往往只注重了对汉语语音、词汇、语法等汉语本身的发展规律的语言本体表达的研究，却忽视了非语言交际也是跨文化的一个重要组成部分。
研究目标：本文在基于国内外学者的研究条件下，结合具体事例，介绍了同一非语言行为及手段在不同文化中的差异,列举了误读非语言行为的案例,讨论了影响非语言交际的文化差异，其目的是为了激发人们对非语言交际所蕴含的文化差异的认识,从而提高跨文化交际的能力。
方案路线：本文主要分为三大部分，第一部分为概要，主要是关于非语言交际的定义和类型，第二部分则为非语言交际类型的描写，包括定义、表现、功能和产生原因，第三部分则为总括，是关于非语言交际的几点探讨、分析和现状，主要为了强调非语言交际在跨文化交际活动中的重要性以及为跨文化交际活动提出几点建议。
本文主要分为五章，第一章为介绍，第二章是关于非语言交际的几个定义，第三章是非语言交际的类型，第四章是关于非语言交际的现状和分析，第五章是结论。
提纲：Chapter One IntroductionChapter Two Literature Review2.1 Communication2.2 Nonverbal CommunicationChapter Three Manifestations of Nonverbal Communication3.1 Body Language3.2 Space Language3.3 Para1anguage3.4 ChronemicsChapter Four Discussions and Analysis4.1 The Function of Non-verbal Communication4.2 Influence of Cultural Differences on Non-verbal Communication4.3 The Ways to Promote Nonverbal CommunicationChapter Five Conclusion。
开题报告英文模板
开题报告英文模板篇一：开题报告英文版模板Proposed Title for Dissertation：（Times New Roman 四号加粗）On Domestication and Foreignizationfrom the Perspective of Intercultural Communication（Times New Roman加粗小三号, 居中）I. Background（Times New Roman加粗四号）文本部分全部使用Times New Roman 小四号字体；1.5倍行距；缩进使用tab键本部分些个人选择所领域的原因和背景。
英文例子只是为了让学生能对字号和行距要求有一个直观的理解。
Over the last ten years, the implications of research into language acquisition (Crook & Gass, 1993) and the results of Prabhu?s task-based teaching experiment in India (Willis, 1990) have led to an increasing interest in the potential of task-based teaching of languages. However, this approach seems not easy to apply in Mainland China and Hong Kong due to the large class EFL teaching in those areas and a general lack of the environment in practicing thetarget language (Tsang, XX).Recent years have shown an explosion of interest in using computers for language teaching and learning. With the advent of multimedia computing and the Internet, ?the role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world? (Warschauer & Healey,1998). In the growing field of foreign language teaching to university students in large EFL class, then, the Computer Assisted Language Learning (CALL) approach may appear to be an almost obvious choice. Nevertheless, the research into an integrative use of the task-based language (TBL) approach and CALL has be(本文来自： 小草范文网:开题报告英文模板)en rather sparse in China.II. Research Questions and Its SignificanceThis dissertation aims at finding an answer to the question of what is the most appropriate way of teaching Chinese university students in large EFL class. The research begins with the hypothetical premise that CALL may solve some problems in large EFL class teaching,and it highlights aspects around using tasks in CALL approach. In doing so, the researcher hopes to gain some insights into the CALL approach and to contribute in some way to the improvement of English language teaching (ELT) in China.研究意义可参照中文版本Ⅲ. Literature Review本选题在国内外研究的现状，内容参照中文版本IV. Difficulties and Initiatives of the Research 内容参照中文版本V. Outline of the Proposed Structure of the Dissertation1. Introduction论述当今…的现状，从而引出本课题的研究重点，选题意义，简要说明本文的文章结构和布局。
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注：所有相关表格内的填写内容中文字体为小四号宋体，英文为小四号Times New Roman，行距1.25。
开题报告(正文)：
选题背景：近些年来，关于非语言交际的研究已经引起跨文化交际界注意，众多国内外学者也对此做过不少关于此的研究和探索，但就现状而言，国外、国内在这方面的研究还不算全面和深刻，国内关于非语言交际的研究大都集中在跨文化交际的语言层面，对于非言语交际的论述还不够系统，尤其是对非语言交际在跨文化交际中的有效应用问题也没有给予足够的重视，关于此方面的著作和论文甚少。
另一方面，在长期的语言研究与跨文化活动中，我们往往只注重了对汉语语音、词汇、语法等汉语本身的发展规律的语言本体表达的研究，却忽视了非语言交际也是跨文化的一个重要组成部分。
研究目标：本文在基于国内外学者的研究条件下，结合具体事例，介绍了同一非语言行为及手段在不同文化中的差异,列举了误读非语言行为的案例,讨论了影响非语言交际的文化差异，其目的是为了激发人们对非语言交际所蕴含的文化差异的认识,从而提高跨文化交际的能力。
方案路线：本文主要分为三大部分，第一部分为概要，主要是关于非语言交际的定义和类型，第二部分则为非语言交际类型的描写，包括定义、表现、功能和产生原因，第三部分则为总括，是关于非语言交际的几点探讨、分析和现状，主要为了强调非语言交际在跨文化交际活动中的重要性以及为跨文化交际活动提出几点建议。
本文主要分为五章，第一章为介绍，第二章是关于非语言交际的几个定义，第三章是非语言交际的类型，第四章是关于非语言交际的现状和分析，第五章是结论。
提纲：
Chapter One Introduction
Chapter Two Literature Review
2.1 Communication
2.2 Nonverbal Communication
Chapter Three Manifestations of Nonverbal Communication
3.1 Body Language
3.2 Space Language
3.3 Para1anguage
3.4 Chronemics
Chapter Four Discussions and Analysis
4.1 The Function of Non-verbal Communication
4.2 Influence of Cultural Differences on Non-verbal Communication
4.3 The Ways to Promote Nonverbal Communication
Chapter Five Conclusion。