英语毕业论文的提纲范文
英语毕业论文提纲格式_论文格式_
英语毕业论文提纲格式英文提纲怎么写呢?对于毕业生而言，论文提纲的撰写是非常的重要的。
下面是小编分享的英语毕业论文提纲格式，欢迎阅读学习!英语毕业论文提纲格式一、目的和意义英语专业的毕业论文写作是完成本科教学计划、实现本科培养目标的重要阶段;是对学生的英语实践技能、英语语言知识、经贸英语知识以及其他相关学科知识、全面素质、研究与创新能力进行检验考核的重要手段;是学生学士学位资格认证的重要依据;是衡量、评估英语专业教学质量与水平的重要内容之一。
二、选题原则毕业论文选题应从本专业培养目标的要求出发，结合学科发展的动态和研究现状，尽可能使其具有发展与创新的空间，从而有利于巩固和拓宽学生的知识面，有利于对学生进行科研能力基本训练以及独立工作能力的培养。
毕业论文属于研究性论文，讲求一定的学术性，但其要求与目的有别于刊于学术杂志的学术论文，因而为确保学生在教学计划规定的时间内，在教师指导下完成所要求的工作，选题应遵循如下基本原则：1、选题须符合教学大纲的基本要求和人才培养的基本规格，须体现专业训练的基本内容，须与所学的专业知识相衔接。
2、选题须充分考虑学生的语言能力、知识构成和专业兴趣。
3、选题的类型应多种多样，力求有益于学生综合运用多学科的理论知识与技能，有利于培养学生独立工作的能力。
4、选题须考虑完成的工作量与所需的时间应符合教学计划的要求，内容既要有探索、钻研的余地，又要考虑完成的可能性。
工作量原则上应控制在经过努力能够在规定的时间内完成规定任务的范围内，以保证教学任务的完成。
三、类型及基本要求英语专业毕业论文依据学术性质和类型不同应符合如下要求：1、语言及语言学研究类论文就本科毕业论文而言，纯语言研究无论在理论知识的储备上，还是在语料的收集上都有很大难度，不宜提倡。
此类论文可以在语言结构(语音、语法、词汇、语篇等)，语言运用(独特的语言现象、语言手段、语言变化等)，语言文化(文化对语言理解、使用和学习的影响等)，两种语言对比等领域进行应用性的研究。
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。
英语教学毕业论文提纲
英语教学毕业论⽂提纲英语教学毕业论⽂提纲模板精选3篇 论⽂提要是内容提纲的雏型。
⼀般书、教学参考书都有反映全书内容的提要，以便读者⼀翻提要就知道书的`⼤概内容，下⾯是⼩编为⼤家推荐的3篇英语教学毕业论⽂的提纲模板，希望⼤家喜欢! 英语教学毕业论⽂提纲模板⼀ Abstract 5-6 摘要 7-9 1. Introduction 9-11 1.1 Background of the Research 9 1.2 Significance of the Research 9-10 1.3 Structure of the thesis 10-11 2. Literature Review 11-19 2.1 Some Attempts to Define expert and novice teacher 11-13 2.2 An overview of studies on teaching behaviors 13-16 2.3 An overview of the characteristics of expert teachers' teaching behaviors 16 2.4 Limitations of the Previous Studies 16 2.5 Theoretical bases 16-19 3. Research Design 19-25 3.1 Subjects 19-20 3.2 Observed teaching tasks 20-21 3.3 Classification of English teachers’ teaching behaviors 21-22 3.4 Research method 22-24 3.5 Research Procedures 24-25 4. Data Analysis and Discussion 25-51 4.1 Diversity in Speech Presentation behavior 25-33 4.2 Diversity in Text Presentation 33-38 4.3 Diversity in Action Presentation (body language) 38-40 4.4 Diversity in interaction behavior 40-51 5. Conclusions and Implications 51-55 5.2 Pedagogical Implications 53-54 5.3 Limitations and recommendations for the Further Research 54-55 Acknowledgments 55-56 References 56-59 Appendix I Classroom observation worksheet of teaching behavior 59-61 Appendix II 唐卫海提问⾏为类别观察表 61-62 Appendix III 攻读硕⼠学位期间发表的论⽂ 62 英语教学毕业论⽂提纲模板⼆ Abstract 3-4 摘要 5-7 Tables 7-10 1. Introduction 10-14 1.1 Research Questions 11 1.2 The purpose and significance of this research 11-12 1.3 Layout of thesis 12-14 2. Literature Review 14-24 2.1 The concept and connotation of teaching journal 15-17 2.2 The Content of teaching journal 17-20 2.3 Reflective level 20 2.4 The styles of teaching journal 20-24 3.Research Design 24-26 3.1 Purpose of Research 24 3.2 Subjects 24 3.3 Instruments 24-25 3.4 Procesures of research 25 3.5 Data collection 25-26 4. Results and Discussions 26-52 4.1 Results and discussions of quesionnaire 26-32 4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45 4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52 5. Methods to Improve Teachers' Reflective Ability 52-56 5.1 Problems in the process of reflection 52-53 5.2 The ways to improve teachers' reflective ability 53-56 6. Conclusion 56-58 6.2 Limitations 56-57 6.3 Suggestions for future research 57-58 Acknowledgements 58-60 Bibliography 60-64 Appendix 64-65 英语教学毕业论⽂提纲模板三 Abstract 3-4 摘要 5-8 1. Introduction 8-12 1.1 Research background 8 1.2 Significance of the study 8-10 1.3 Organization of thesis 10-12 2. Literature Review 12-22 2.1 Language learning strategies 12-15 2.1.1 Definition of the language learning strategies 12-13 2.1.2 Classification of learning strategies 13-14 2.1.3 Studies on learning strategies 14-15 2.2 Language learning styles 15-18 2.2.1 Definition of language learning style 15 2.2.2 Classification of language learning style 15-17 2.2.3 Studies on language learning style 17-18 2.3 Learning strategies training 18-19 2.4. Review of the relationship of learning strategies and learning styles 19-22 3. Methodology 22-33 3.1 Purposes 22 3.2 Hypotheses 22 3.3 Research participants 22-23 3.4 Instruments of the research 23-24 3.4.1 Questionnaire 23 3.4.2 Observation 23-24 3.5 Procedures 24-33 3.5.1 Pre-treatment questionnaire 24-25 3.5.2 Language learning strategy training instruction 25-30 3.5.3 Post-treatment questionnaire 30-33 4. Results and Discussion 33-47 4.1 Results of the questionnaire 33-43 4.1.1 The results of the T-test in pre-treatment questionnaire 37-40 4.1.2 The results of the T-test in post-treatment questionnaire 40-43 4.2 Discussion 43-47 4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44 4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45 4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47 5. Conclusion 47-49 5.1 Major findings 47-48 5.1.1 The learning styles of the senior high students were tended to be various 47-48 5.1.2 The language learning strategy training can expand or even changethe language learning styles 48 5.2 Limitations and recommendations for further study 48-49 Acknowledgements 49-51 Bibliography 51-55 Appendix 55-61 AppendixA 关于英语学习风格的问卷调查 55-59 AppendixB 英语学习策略培训观察量表 59-60 AppendixC Listening Material 60-61。
英语论文提纲范例大全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。
英文提纲作文模板范文
英文提纲作文模板范文英文：Outline writing is an essential skill that every student should learn. It helps to organize your thoughts and ideas, making it easier to write a coherent essay. In this article, I will provide a template for writing an outline and explain how to use it effectively.Firstly, start with a clear and concise thesis statement. This will be the main point of your essay and should be included in the introduction of your outline. Next, create subheadings for each of the main points you want to make in your essay. These subheadings should be in chronological order and should support your thesis statement.Under each subheading, write a few bullet points to summarize the key ideas you want to discuss. These bullet points should be specific and detailed, providing evidenceand examples to support your argument. Remember to include transitional phrases between each subheading to ensure a smooth flow of ideas.Once you have completed your outline, review it to ensure that it is well-structured and coherent. Make any necessary revisions and ensure that your ideas are presented logically and clearly. Finally, use your outline as a guide when writing your essay, referring back to it as you write to ensure that you stay on track and address all of the key points you outlined.中文：提纲写作是每个学生都应该学会的重要技能。
【推荐】英文论文大纲范例-范文模板 (10页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。
英文毕业论文提纲
英文毕业论文提纲英文毕业论文提纲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。
提供了英文毕业论文的提纲，一起来看看吧！英语专业论文大纲写范例一：题目：英文个人陈述中的`态度资源分析ContentsChapter 1 Introduction1.1 Research Background1.2 Significance of the Study1.3 Research Goals and Questions1.4 Data Collection and Methodology1.5 Analysis Procedures1.6 Organization of the ThesisChapter 2 Literature Review2.1 Introduction to Appraisal Theory2.2 Studies on Appraisal Theory2.2.1 Studies on Appraisal Theory Abroad2.2.2 Studies on Appraisal Theory at Home2.3 Studies on Personal Statements2.3.1 Introduction to Personal Statement2.4 SummaryChapter 3 Theoretical Framework3.1 An Overview of Attitude System3.2 Affect Resources3.3 Judgment Resources3.3.1 Social Esteem3.3.2 Social Sanction3.4 Appreciation Resources3.5 Interactions of Affect, Judgment and Appreciation3.6 Borders of Affect, Judgment and Appreciation3.7 SummaryAppendix 1: Papers Published during Graduate StudiesAppendix 2: Some Samples of the StudyReferencesAcknowledgements英语专业论文大纲范例二：题目：归化异化视角下对汉语俗语翻译的比较分析研究-以《三国演义》两个英译本为例CONTENTSChapter One Introduction1.1 Background1.2 Purpose of the Study1.3 Significance and Innovations1.4 Structure of the ThesisChapter Two Literature Review2.1 Domestication and Foreignization2.1.1 Foreignization and Domestication Abroad2.1.2 Foreignization and Domestication in China2.2 Chinese Common Sayings2.2.2 Researches on Chinese Common Saying Abroad2.3 Researches on the English Translation Versions of San Guo Yan Yi2.3.1 San Guo Yan Yi and Its English Translations2.3.2 Previous Study on English Translation Versions of San Guo Yan YiChapter Three Methodology3.1 Research Questions3.2 Data Collection3.3 Research MethodologyForeignization for Moss Roberts and C.H. Brewitt-TaylorChapter Four ConclusionBIBLIOGRAPHYACKNOWLEDGEMENTS。
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英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。
下面内容由小编为大家分享英语毕业论文的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight’s Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight’s Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Character s in Midnight’s Children2.1 Women’s Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem’s Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight’s Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。
Secondly, contemporary fiction has succeeded in blurring the distinction between highand popular culture, incorporating “comic books, Hollywood movies, popular songs, andpo rnography” （Hutcheon, 1988: 87）。
Thirdly, there is a tendency for contemporary fiction todraw on sexual and erotic imagery, and thus to appeal to the material bodily principle of thecarnivalesque. For Hutcheon, Bakhtin’s notion of the carnivalesque provides a potent meansof characterizing postmodern literary techniques. Bakhtin’s carnival theory thus facilitates anappropriate lens through which readers can explore the political potential of postmodernist artin that theplayfulness and conviviality inherent in carnival theory seems to miniature thepostmodern condition.Carnival is manifested in a variety of ways, either in the grotesque and dualism oflanguage and character, or the dialogue and polyphony of textual structure. Nevertheless,taken as a whole, Bakhtin’s carnival theory is based on the fact that on the one hand, he takesfolk culture as a corporeal drama in which birth, growing, eating, drinking, evacuation,excretion and death are on show successively and on the other hand, he formulates a myth ofambivalence that denies the end by sublimating death through laughter. Materialism andambivalence thus can be taken as two starting point of Bakhtin’s carnival theory. By ridiculingspi ritualism, death, definiteness and finiteness, folk culture seeks to suspend the dualism ofmind and matter, extend the hegemony of authoritarian institutions and materialize hisUtopian dream. In the Utopian world, the boundary of hierarchy is transgressed and people ofdifferent social status are allowed to make a dialogue. Bakhtin’s carnival theory, in thatconcern, gives a full play to the spirit of subversion, dialogue, transgression and changes andrenewal.With reference to Bakhtin’s carnival theory, a n attentative examination of Midnight’sChildren exhibits that the novel abounds with carnivalesque elements, like carnival language,material body principle, laugher, parody, grotesque imagery and heteroglossia, etc. Bakhtin’scarnival theory is both a type of cultural poetics and a type of stylistic poetics. As a type ofcultural poetics, carnival theory not only reveals the influence of folk culture on the languageand characterization of literary creation, but also helps to unearth the literary value ofgrotesque and vulgarity which were marginalized by classic aesthetics in the literary history.As a type of stylistics, carnival theory contributes to the interpretation of literary works a newperspective and methodology –dialogue. Rushdie’s linguistic prac tice proves to be aquintessence of an avant garde literary attempt. This concept of carnival speech as a languagefree from official norms and used deliberately to subvert official linguistic standards, acquiresa particular significance for the postcolonial writer. Rushdie’s another artistic attainments areembodied in his ingenious characterization. Referring to carnival theory, carnival charactersare generally characterized by grotesque appearance, rebellious act, hallucinations andinsanity. Another artistic feature that serves to carnivalize the novel is the intertextualdialogue. The novel, a fertile site for the staging of the carnivalesque as a centrifugal force,provides a vantage point by which a dialogue between a plurality of ideas, ideologies andindividuals may be represented –especially in an atmosphere of weakening central control.。