英语专业开题报告范文
英语专业开题报告（7篇）
英语专业开题报告（7篇）英语专业开题报告(7篇)在现在社会，我们使用报告的情况越来越多，多数报告都是在事情做完或发生后撰写的。
那么报告应该怎么写才合适呢？以下是小编为大家整理的英语专业开题报告，欢迎大家分享。
英语专业开题报告1开题报告是提高选题质量和水平的重要环节，是当学生确定毕业论文选瓜方向后，在调查研究墓础上撰写的报请学校批准的选题计划.它主要说明这个课压为何应该进行研究，自己拥有何种条件进行研究以及准备如何开展研究等问题，也可以说是对课题的论证和设计.指导教师应该认真引导学生写好开瓜报告，向学生阐述撰写开题报告的重要意义，并通过开月报告对学生的整个论文情况进行宏观的把握.那么如何指导英语专业学生写好开理报告，我将结合自己的教学实践谈谈自己的体会。
1、创新选题、合理定题进行开题报告写作的首要工作是指导学生进行选题，确切的说是进行论文方向的选择.这是正式书写开题报告前不可或缺的准备工作，是教师和学生都应该予以重视的重要环节.在这一过程中，学生会逐步对自己课月的研究方向渐渐清晰，脉络更加分明.确定论文写作方向一般有两种方式:"由面及点式"和"由点及面式".这是两种截然相反的选题思考过程.作为英语专业的学生，他们的选题方向主要有:语言学方向，翻译方向，文化方向，文学方向和教学法方向.学生可以根据自己的兴趣先选择一个大的方向，最终确立题目，这就是所谓的"由面及点式"的选题思路.例如，学生首先可以确定自己选越方向为文学，然后，在众多英美文学作品中选择自己比较熟悉和感兴趣的《简爱》，最后通过材料搜集、调查研究，找到自己的学术兴奋点，并最终确立题目《分析海伦的性格特征》。
比如说学生可以先选择《简爱》这部作品，然后确立写作方向.如果对作品语言分析，修辞特点分析，则可划分到语言学方向;如果是对其电影版本的台词翻译进行分析，那划分到了翻译方向:还可以通过这部作品分析中西方爱情观或中西方女性独立惫识，这就归为文化方向.这种"由点及面式"的选择思路往往比较适合平时学习注愈积累、善于思考的学生.这类学生在学习中往往普于发现间理和解决问瓜，具有一定的创新意识和问题意识.指导得当再加上学生自身的努力，往往会写出比较优秀的毕业论文。
英语小课题开题报告范文(11篇)
英语小课题开题报告范文(11篇)一.本课题提出的背景：曾几何时，每当我在教学中觉察到孩子们的心灵被黑暗和阴霾笼罩时，我的心情就久久不能平静，每当此时，孩子们也许不安过、怯懦过、退缩过、恐惧过、抑郁过。
在孩子们人生最艰苦的时刻，他们就像漂荡颠簸在暴风雨中的一叶小舟，他们是多么渴望出现一盏明亮而温柔的灯塔，为他们的心灵导航，为他们抚慰心灵的伤痛啊!此时此刻我经常感到有点力不从心。
记得有一天，当我讲完课让同学们做活动时，忽然有一位男生的桌面进入我的视线，我走近一看，只见桌面上写着各种轻生的话语，比如“死才是最大的快乐”、“落寞”、“超脱”、“悲伤”、“失望”…,看到这些话语,我心中无比沉重,下课后趁孩子们出去上体育课之际，我悄悄来到教室，用相机拍下了这张与孩子生死攸关的宝贵照片。
为了科学理性地对该生进行心理疏导，我及时和班主任一起和家长取得了联系，我们共同协作，一起努力，解决孩子的心理问题。
可是，通过多方调查和访谈，我发现该生心理问题已经达到重度抑郁之地步。
为了更好的分析该生的心理问题，我从书店买回了有关心理咨询的书籍《如何成为心理咨询师》(来自35位世界著名咨询与治疗大师的启示)和美国著名心理学大师所著的《问题青少年指导手册》等书籍，然后通过学习了解了有关心理咨询的一些技术和理论，通过多次采取合理情绪疗法、求助者中心疗法、阳性强化法和认知行为疗法对该生进行心理疏导，加之家长的配合，我们终于挽救了一个年轻的生命，使该生改变了认知，帮他重新燃起了生的愿望。
在这之后，为了更好地帮助孩子们和家长解决好他们的心理问题，我报名参加了一个心理咨询师培训班，通过了国家二级心理咨询师的考试，成了一名心理咨询师。
其实，我之所以选择对中学生心理问题成因分析和因对策略的研究，是因为在我的教育教学中，出现心理偏差的孩子人数越来越多，几乎占到总人数的30%之多，其中问题最为突出的是“单亲家庭”孩子的教育问题、早恋或亲子冲突问题，在人生的关键期，他们不仅需要老师的支持关爱和学习上的帮助，更需要老师的理解和及时的心理辅导。
英语师范开题报告范文样本(通用3篇)
英语师范开题报告范文样本(通用3篇)英语师范开题报告范文样本第1篇This is a story from makedo studio about the _drunken pottery_ of chrysanthemum Kete. The Ma family is a literati family and a chrysanthemum lover's family. In this story, the contemporary Lord Ma Zicai hears a unique species and is more enthusiastic about this plant than previous generations.When he is free in Jinling City, he rushes there to buy two. On the way back, he sees a handsome young man riding behind a covered carriage. His surname is Tao.The girl in the car is his sister Huang Ying. They are going to move out of Jinling and stay in Ma Ying Nine's invitation to find a new place to live. The two settled down in the south yard.Ma's girl often picked up the withered plants discarded by the horses and replanted them in front of the house the next day. Before long Huanying's flowers were widely known in the local area, many people bought them. Until long Huanying's wife died of illness, Ma Ying married a flower lover.Huang Ying drank and played chess by the chrysanthemum every day. One day when he was drunk, the young man tripped over and the horse couldn't believe his eyes. The young man felldown and planted a huge chrysanthemum in it.He ran to report to his wife. The wife rushed out and picked a flower she had put in her clothes. At dawn, Ma Yingjiu saw the young man lying on the ground sleeping soundly.He realized that his brother and sister were chrysanthemum essence. But the second time his younger brother was drunk, he turned into a plant, but the young man could not change back to the shape of a man. His sister was from the plant It kept a long root, and soon became a unique species.It germinated, grew and blossomed, and the aroma of wine overflowed. Later generations became _Zui Tao_.中文翻译：这是来自MakeDo工作室的一个关于菊花科特有物种“醉陶”的故事马家是一个文人家庭，也是一个菊花爱好者的家庭。
英语教学实践的开题报告(3篇)
第1篇Abstract:This study aims to investigate and develop effective teaching strategies for English language acquisition in a Chinese educational setting. The research will focus on identifying the challenges faced by Chinese students in learning English and proposing innovative methods to enhance their proficiency. The study will involve a mixed-method approach, combining quantitative and qualitative data to provide a comprehensive understanding of the teaching and learning process. The findings are expected to contribute to the development of a structured English teaching program that is tailored to the needs of Chinese learners.Introduction:The importance of English language proficiency in the globalized world cannot be overstated. As a gateway to international communication and knowledge, English has become a vital skill for students worldwide. In China, the government has implemented various policies to promote English language education, and English has become a compulsory subject in primary and secondary schools. However, despite the widespread efforts, many Chinese students still struggle with English language acquisition. This study seeks to address this issue by exploring effective teaching strategies that can be implemented in the Chinese educational context.Background:The Chinese educational system has traditionally focused on rote learning and memorization, which often hinders the development ofcritical thinking and communicative skills. Moreover, the lack of native English speakers in the classroom, coupled with the heavy emphasis on tests and exams, can create a stressful learning environment. This study aims to overcome these challenges by investigating and implementing teaching strategies that foster a more interactive and engaging learning experience.Objectives:1. To identify the specific challenges faced by Chinese students in learning English.2. To explore and evaluate different teaching strategies that can be effectively implemented in a Chinese educational setting.3. To develop a structured English teaching program that incorporates innovative methods to enhance language acquisition.4. To assess the effectiveness of the proposed teaching strategies through pre-and post-tests and student feedback.Methodology:This study will adopt a mixed-method approach, combining both quantitative and qualitative data collection and analysis techniques.Quantitative Data:- Pre-and post-tests: A standardized English proficiency test will be administered to a sample of students before and after the implementation of the teaching strategies. This will help measure the improvement in their English language skills.- Surveys: A survey will be conducted to gather data on students’ attitudes towards English learning, their learning styles, and their perceptions of the effectiveness of different teaching methods.Qualitative Data:- Interviews: Semi-structured interviews will be conducted with a selected group of teachers and students to gain insights into their experiences and perspectives on English language teaching and learning.- Classroom observations: Observations of English language classes will be conducted to analyze the implementation of teaching strategies and identify areas for improvement.Literature Review:The literature review will cover a wide range of topics, including:- Theoretical frameworks for second language acquisition.- The effectiveness of different teaching methods, such as communicative language teaching, task-based learning, and project-based learning.- The role of technology in language learning.- The challenges faced by Chinese students in learning English.Expected Outcomes:- Identification of key challenges in English language acquisition among Chinese students.- Development of a structured English teaching program incorporating innovative teaching strategies.- Enhanced English language proficiency among students participating in the study.- Recommendations for educators and policymakers on improving English language education in Chinese schools.Timeline:- Month 1-3: Literature review and data collection tools development.- Month 4-6: Data collection (pre-tests, surveys, interviews, and classroom observations).- Month 7-9: Data analysis and initial findings.- Month 10-12: Finalization of the English teaching program and dissemination of findings.Conclusion:This study aims to contribute to the field of English language education by exploring effective teaching strategies that can be adapted to the Chinese educational context. The findings are expected to provide valuable insights for educators, policymakers, and students alike,ultimately leading to improved English language proficiency and a more engaging learning experience for Chinese learners.第2篇Abstract:This research proposal aims to investigate the effectiveness of project-based learning (PBL) as a teaching method in English language teaching (ELT). The study will explore how PBL impacts students’ language acquisition, critical thinking skills, and engagement in the learning process. Through a mixed-methods approach, this research will seek to provide insights into the best practices for implementing PBL in ELT settings and identify potential challenges and solutions. The findingsof this study are expected to contribute to the ongoing discourse on effective teaching strategies and inform ELT practitioners on the integration of PBL into their teaching practices.Introduction:The field of English language teaching (ELT) has witnessed a plethora of teaching methodologies over the years. Among these, project-based learning (PBL) has gained significant attention due to its potential to foster student-centered learning and promote higher-order thinking skills. PBL is an instructional approach that emphasizes active learning, problem-solving, and collaboration among students (Krajcik & Blumenfeld, 2006). This study seeks to explore the effectiveness of PBL in enhancing students’ language proficiency and critical thinking skills in an ELT context.Literature Review:The literature on PBL in ELT is extensive and diverse. Several studies have highlighted the benefits of PBL in promoting language acquisition, critical thinking, and student engagement (Bereiter & Scardamalia, 1993; Herrington & Oliver, 2000; Rothery, 2000). For instance, Herrington and Oliver (2000) found that PBL enhances students’ critical thinkingskills and engagement in the learning process. Similarly, Rothery (2000)reported that PBL promotes language proficiency and cultural awareness among English language learners.Despite these positive findings, some researchers have raised concerns about the challenges of implementing PBL in ELT settings (Means, Toyama, Murphy, Bakia, & Jones, 2010). These challenges include lack of teacher training, time constraints, and the need for well-defined learning objectives (Means et al., 2010). To address these issues, this studywill explore effective strategies for implementing PBL in ELT and identify potential solutions to the challenges faced by educators.Research Objectives:1. To investigate the impact of project-based learning on students’ language acquisition in an ELT context.2. To explore the role of PBL in promoting critical thinking skills among English language learners.3. To identify the factors influencing the effectiveness of PBL in ELT settings.4. To propose best practices for implementing PBL in ELT and offer solutions to potential challenges.Research Questions:1. How does project-based learning impact students’ languageacquisition in an ELT context?2. What is the role of PBL in enhancing critical thinking skills among English language learners?3. What are the factors that contribute to the effectiveness of PBL in ELT settings?4. What are the best practices for implementing PBL in ELT, and what are the potential solutions to the challenges faced by educators?Methodology:This study will employ a mixed-methods approach, combining quantitative and qualitative data collection methods to gain a comprehensive understanding of the impact of PBL on English language learners.Quantitative Data:1. Pre- and post-tests: To measure the impact of PBL on students’ language acquisition, pre- and post-tests will be administered to a sample of students. The tests will cover various language skills, suchas reading, writing, listening, and speaking.2. Surveys: A survey will be distributed to students to gather data on their engagement in PBL activities and their perceptions of the effectiveness of this teaching method.Qualitative Data:1. Interviews: In-depth interviews with teachers and students will be conducted to explore their experiences with PBL and identify the factors that contribute to its effectiveness.2. Observations: Classroom observations will be conducted to assess the implementation of PBL in real-time and identify best practices.Data Analysis:Quantitative data will be analyzed using descriptive statistics, t-tests, and ANOVA to determine the impact of PBL on language acquisition and critical thinking skills. Qualitative data will be analyzed using thematic analysis to identify patterns, themes, and insights.Expected Results:This study is expected to yield insights into the effectiveness of PBLin English language teaching. The findings will provide valuable information on how PBL can be integrated into ELT curricula and offer practical guidance for educators looking to implement this teaching method in their classrooms.Conclusion:This research proposal outlines a study aimed at investigating the effectiveness of project-based learning in English language teaching. By exploring the impact of PBL on language acquisition, critical thinking skills, and student engagement, this study aims to contribute to the ongoing discourse on effective teaching strategies in ELT. The findings of this study will inform educators and policymakers on the benefits and challenges of implementing PBL in ELT settings and offer practical recommendations for enhancing the effectiveness of this teaching method.References:Bereiter, C., & Scardamalia, M. (1993). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology & Society,3(3), 84-94.Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning: A research synthesis and implications for practice. Educational Psychologist, 41(4), 5-32.Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.Rothery, J. (2000). Project-based learning in the ESL/EFL context. ELT Journal, 54(1), 39-46.第3篇Abstract:This research proposal aims to investigate and develop effective strategies for English language teaching in the context of the 21st century. The study will focus on identifying the current challenges faced by English language teachers and students, exploring innovative teaching methods, and proposing practical solutions to enhance the learning experience. The proposed research will involve a mixed-methodsapproach, including surveys, interviews, and classroom observations, to gather comprehensive data and insights.I. Introduction1. Background:In the rapidly globalizing world, the importance of English as a global lingua franca cannot be overstated. English proficiency is crucial for personal, professional, and academic development. However, thetraditional methods of English language teaching have often failed to cater to the diverse needs and learning styles of students. This has led to a growing demand for innovative and effective teaching strategiesthat can engage students and promote language acquisition.2. Purpose of the Study:The primary objective of this research is to explore and develop effective strategies for English language teaching that can enhance student engagement, improve language acquisition, and cater to the needs of diverse learners. The study will also aim to provide practical recommendations for English language teachers to adapt their teaching methods to the changing educational landscape.3. Research Questions:- What are the current challenges faced by English language teachers and students in the 21st century?- What innovative teaching methods can be implemented to address these challenges?- How can these methods be adapted to cater to the diverse needs and learning styles of students?- What are the practical implications of implementing these strategies for English language teachers?II. Literature Review1. Theoretical Framework:The study will be guided by the following theoretical frameworks:- The Communicative Language Teaching (CLT) approach, which emphasizes the importance of communication in language learning.- The Task-Based Language Teaching (TBLT) approach, which focuses on the use of real-life tasks to promote language learning.- The Social Constructivist Theory, which suggests that learning is an active process that involves the construction of knowledge throughsocial interaction.2. Current Trends in English Language Teaching:- The integration of technology in language teaching.- The emphasis on flipped classrooms and blended learning.- The importance of personalized learning and adaptive technology.III. Methodology1. Research Design:The study will employ a mixed-methods approach, combining quantitative and qualitative data collection methods. This will allow for a comprehensive understanding of the challenges and potential solutions in English language teaching.2. Data Collection Methods:- Surveys: A questionnaire will be distributed to English language teachers and students to gather data on their experiences, challenges, and preferences.- Interviews: In-depth interviews with selected teachers and students will provide qualitative insights into the challenges and opportunities in English language teaching.- Classroom Observations: Observations of English language classes will help identify effective teaching strategies and areas for improvement.3. Data Analysis:Quantitative data will be analyzed using statistical software, while qualitative data will be analyzed thematically to identify patterns and trends.IV. Expected Outcomes1. Identification of Challenges:The study will identify the key challenges faced by English language teachers and students in the 21st century.2. Development of Effective Strategies:Based on the findings, the study will propose innovative and practical strategies for English language teaching that can be implemented in classrooms.3. Practical Recommendations:The research will provide practical recommendations for English language teachers on how to adapt their teaching methods to the changing educational landscape.V. ConclusionThis research proposal outlines a comprehensive study aimed at exploring effective strategies for English language teaching in the 21st century. By addressing the current challenges and identifying innovative teaching methods, the study will contribute to the development of a more engaging and effective language learning experience for students. The findings of this research will be valuable to English language teachers, educators, and policymakers, as they work towards creating a more inclusive and effective educational environment.。
英语专开题报告范文本
英语专开题报告范文本摘要：一、引言1.英语专业的重要性2.开题报告的意义二、研究背景1.英语学习现状2.专四、专八考试重要性三、研究目的1.提高英语水平2.应对专四、专八考试四、研究方法1.学习策略2.实践应用五、研究步骤1.调查分析2.制定计划3.实施与调整4.成果评估六、预期成果1.英语水平提升2.考试取得好成绩3.形成一套有效学习方法正文：随着全球化的发展，英语作为国际交流的语言，在我国的地位日益重要。
对于英语专业的学生来说，如何提高英语水平、应对专四、专八考试成为了一个关键问题。
为此，本开题报告旨在研究英语专业学生如何有效地学习英语，以达到提高英语水平和应对专四、专八考试的目的。
首先，我们要了解英语学习的现状。
在我国，许多英语学习者在学习过程中存在一定的问题，如口语表达能力较弱、听力理解能力不足等。
针对这些问题，我们需要探索一套适合英语专业学生的学习方法。
其次，专四、专八考试是衡量英语专业学生水平的重要标准。
通过对历年考试题型的分析，我们可以发现，要想在专四、专八考试中取得好成绩，关键在于提高词汇、语法、阅读和写作等方面的能力。
因此，本研究将重点关注如何提升这些方面的能力。
为了实现研究目标，我们将采用以下研究方法：首先，对英语专业学生进行调查分析，了解他们在英语学习中的需求和困难；接着，根据调查结果制定针对性的学习计划，指导学生如何学习；然后，让学生在实际学习中运用所学知识，不断调整和完善学习方法；最后，对学生的学习成果进行评估，以验证本研究的效果。
本研究预期能带来以下成果：一是提高英语专业学生的英语水平，使他们能在日常生活、工作和学习中更好地运用英语；二是帮助他们在专四、专八考试中取得好成绩，为自己的职业生涯增加亮点；三是形成一套可复制、具有实用性的英语学习方法，为今后英语教育事业提供参考。
总之，本开题报告将从实际出发，探讨英语专业学生如何提高英语水平和应对专四、专八考试。
英语课题开题报告模板5篇
英语课题开题报告模板5篇英语课题开题报告模板5篇随着社会一步步向前发展，报告有着举足轻重的地位，报告具有成文事后性的特点。
为了让您不再为写报告头疼，以下是小编为大家整理的英语课题开题报告模板5篇，供大家参考借鉴，希望可以帮助到有需要的朋友。
英语课题开题报告模板5篇1一、研究目的1、调查分析总结初中英语教学中一线教师常用的导入方法，制作调查表，对我校全体英语教师进行调查，形成汇总数据，得出教师常用的导入法。
2、分析比较常用的不同类型的各种导入方法特点、功能的异同，研究根据学生心理和教学内容合理选用行之有效导入方法的策略，并跟踪在课堂实际教学中运用的效果，以及学生的评价。
3、借鉴校内外优秀导入案例，运用新理念、新方法和现代化技术手段，进行导入方案设计的自主创新实验研究。
4、加强课堂导入的个案分析，注重研究和推介的灵活巧妙的新方法、新手段总结经验，探索有效课堂导入策略，指导教学实践，引领我校教师教师专业化发展。
更好的服务于课堂，服务于学生。
二、研究内容英语课堂教学的导入多种多样，根据不同类型、不同内容的课选择使用不同的导入手段，其目的只有一个：激发学生学习的兴趣，启迪他们的心智，使学生重塑自信，觉得英语课好学、易学，产生兴趣，减少焦虑，达到事半功倍。
因此，本次主要研究：1、英语听说课导入方法探究（付宝琴）2、英语阅读课导入方法探究（顾相娥）3、英语写作课导入方法探究（徐潇）4、英语练习课导入方法探究（徐美琴）5、英语复习课导入方法探究（骆云宝）三、课题研究的方法1．实践法通过英语教学活动进行“小课题”的研究，从中发现问题，解决问题。
２．问卷调查法调查我校英语教师对这一问题的研究及想法，了解学生在不同英语课堂导入情况下的收效及存在的问题，共同讨论解决。
３．文献资料法查阅、收集与本研究课题有关的国内外学者专著、论文和资料。
通过上网搜索等方式查找有关导入设计及相关的文章，了解前人或他们已经做的研究工作，明确研究课题的科学价值，找准突破口，取得更新、更有价值的研究成果。
英文开题报告(19篇) - 其他范文
英文开题报告（19篇）-其他范文篇1：开题报告英文篇2：英文开题报告参考篇4：英文开题报告篇10：开题报告格式开题报告格式1、开题报告写作格式第一步、论文拟研究解决的问题内容要求：明确提出论文所要解决的具体学术问题，也就是论文拟定的创新点。
明确指出国内外文献就这一问题已经提出的观点、结论、解决方法、阶段性成果。
评述上述文献研究成果的不足。
提出你的论文准备论证的观点或解决方法，简述初步理由。
撰写方法：你的观点或方法正是需要通过论文研究撰写所要论证的核心内容，提出和论证它是论文的目的和任务，因而并不是定论，研究中可能推翻，也可能得不出结果。
开题报告的目的就是要请专家帮助判断你所提出的问题是否值得研究，你准备论证的观点方法是否能够研究出来。
一般提出3或4个问题，可以是一个大问题下的几个子问题，也可以是几个并行的相关问题。
第二步、国内外研究现状内容要求：列举与论文拟研究解决的问题密切相关的前沿文献。
基于“论文拟研究解决的问题”提出，允许有部分内容重复。
撰写方法：只简单评述与论文拟研究解决的问题密切相关的前沿文献，其他相关文献评述则在文献综述中评述。
第三步、论文研究的目的与意义内容要求：简介论文所研究问题的基本概念和背景。
简单明了地指出论文所要研究解决的具体问题。
简单阐述如果解决上述问题在学术上的推进或作用。
基于“论文拟研究解决的问题”提出，允许有所重复。
第四步、论文研究主要内容容要求：初步提出整个论文的写作大纲或内容结构。
由此更能理解“论文拟研究解决的问题”不同于论文主要内容，而是论文的目的与核心。
2、考虑要素①研究的目标。
只有目标明确、重点突出，才能保证具体的研究方向，才能排除研究过程中各种因素的干扰。
②研究的内容。
要根据研究目标来确定具体的研究内容，要求全面、详实、周密，研究内容笼统、模糊，甚至把研究目的、意义当作内容，往往使研究进程陷于被动。
③研究的方法。
选题确立后，最重要的莫过于方法。
假如对牛弹琴，不看对象地应用方法，错误便在所难免，相反，即便是已研究过的课题，只要采取一个新的视角，采用一种新的方法，也常能得出创新的结论。
开题报告范文(英语专业用)
本科毕业论文（设计）开题报告
题 目
From Reading to Writing: an Effective and Practical ApproachinImproving Students’EFLWriting inSenior High Schools
题目类型
囗 理论研究 应用研究 囗 设计开发 囗 其他
7.3Ways ofadaptingreading-to-writing approach
7.3.1 Pre-writing reading
7.3.2 Writing from reading
7.3.3 Post -writing reading and rewriting
三、研究方法和手段
（1）研究方法
s.bu.no.least.the.don’.kno.ho.t.appl.th.material.the.hav.rea.t.improv.thei.writin.abilit.thoug.the.hav.rea..lot.
5.1 The necessity of reading-to-writing
5.2 The feasibility of reading-to-writing
6.Th.advantage.o.applyin.reading-to-writin.approach
6.1 The definition of reading-to-writing approach
7.1.1 Paying equal attention to reading and writing
7.1.2 Paying equal attention to intensive reading and extensive reading
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语专业开题报告范文和毕业设计是本科教学的重要内容，是毕业论文的重要组成部分。
下面是小编搜集整理的英语专业开题报告范文，欢迎阅读。
英语专业开题报告范文一一、选题的意义和研究现状1.选题的目的、理论意义和现实意义长时期以来, 人们视艾米莉?勃朗特为英国文学中的“斯芬克斯”。
关于她本人和她的作品都有很多难解之谜, 许多评论家从不同的角度、采用不同的方法去研究, 得出了不同的结论, 因而往往是旧谜刚解, 新谜又出, 解谜热潮似永无休止。
本文立足于欧美文学中的哥特传统研究《呼啸山庄》的创作源泉, 指出艾米莉?勃朗特在主题、人物形象、环境刻画、意象及情节构造等方面都借鉴了哥特传统, 同时凭借其超乎寻常的想象力, 将现实与超现实融为一体, 给陈旧的形式注入了激烈情感、心理深度和新鲜活力, 达到了哥特形式与激情内容的完美统一, 使《呼啸山庄》既超越了哥特体裁的“黑色浪漫主义”, 又超越了维多利亚时代的“现实主义”, 从而展现出独具一格、经久不衰的艺术魅力。
2.与选题相关的国内外研究和发展概况各民族的文学中都有许多惊险、恐怖的故事, 但似乎没有哪一种文学像英美文学那样不仅创作出数量众多、质量优秀的恐怖文学作品, 而且还形成了一个持续发展、影响广泛的哥特传统( Gothic tradition) 。
哥特文学现在已经成为英美文学研究中的一个重要领域。
对哥特文学的认真研究开始于20 世纪二三十年代, 到70 年代以后, 由于新的学术思潮和文学批评观念的影响, 该研究出现了前所未有而且日趋高涨的热潮。
根据在国际互联网上的搜索, 到2000 年9月为止, 英美等国的学者除发表了大量关于哥特文学的论文外, 还至少出版专著达184部, 其中1970 年以后为126 部, 仅90 年代就达59 部, 几乎占总数的三分之一。
当然,近年来哥特文学研究的状况不仅在于研究成果迅速增加, 更重要的是它在深度和广度方面都大为拓展, 并且把哥特传统同英美乃至欧洲的历史、社会、文化和文学的总体发展结合起来。
二、研究方案1.研究的基本内容及预期的结果(大纲)研究的基本内容:本文立足于欧美文学中的哥特传统研究《呼啸山庄》的创作源泉, 指出艾米莉?勃朗特在主题、人物形象、环境刻画、意象及情节构造等方面都借鉴了哥特传统, 同时凭借其超乎寻常的想象力, 将现实与超现实融为一体, 给陈旧的形式注入了激烈情感、心理深度和新鲜活力, 达到了哥特形式与激情内容的完美统一, 使《呼啸山庄》既超越了哥特体裁的“黑色浪漫主义”, 又超越了维多利亚时代的“现实主义”, 从而展现出独具一格、经久不衰的艺术魅力。
预期的结果(大纲):1.A Survey of Gothic1.1 Definition of Gothic1.2 the Origin of Gothic Novels1.2.1 Historical Reasons1.2.1.1 Folklore in Germantic Nationality1.2.1.2 Drama in the Renaissance1.2.1.3 the Bible and Legends in Christianity1.2.2 Development of the Novel Itself1.2.2.1 Challenge of Romanticism to Rationalism1.2.2.2 Sublime and Beautiful2. Emily’s Gothic Heritage2.1 Theme2.1.1 Good and Evil2.1.2 Revenge2.2 Characters Description2.2.1 Villain-hero2.2.2 Delicate Young Girl2.3 Atmosphere, Environment and Plot2.3.1 Terror2.3.2 Mystery2.3.3 Supernatural3.Emily’s Gothic Innovation3.1 Combination of romanticism and Realism3.1.1 Change of the Background3.1.2 Use of Symbolism3.1.3 Stream of Consciousness3.1.4 Illusion and Subconsciousness3.2. Description of Figure Emotion and PsychologyReference2.拟采用的研究方法主要有资料查找、理论探讨研究、阅读法3.研究所需条件和可能存在的问题研究所需条件：纸张、打印设备、图书馆、互联网上获取国内外文献资料;可能存在的问题：(1)文献不足;(2) 由于个人的观点和能力，使对研究对象分析不够全面和深入。
三、研究进度安排、参考文献及审查意见1.研究进度安排(1)论文指导第一周(学期第八周)：学生完成初稿。
(2)论文指导第二周(学期第九周)：指导教师审阅论文初稿后发回修改。
(3)论文指导第三周(学期第十周)：学生交论文第二稿。
(4)论文指导第四周(学期第十一周)：指导教师审阅第二稿并发回给学生进一步修改。
(5)论文指导第五周(学期第十二周)：定稿(6)论文指导第六周(学期第十三周)：交定稿的打印稿和电子文本。
(7)论文指导第六周(学期第十三周)：本周星期五至论文指导第七周(学期第周)星期五，指导教师和评阅教师写，学生做好答辩准备。
(8)论文指导第七周(学期第十四周)：星期三至论文指导第八周(学期第十五周)开展答辩工作。
2. 应收集资料及主要参考文献(不少于8条)[1] Bronte, Charlotte. 1907. Charlotte Bronte’s preface to the second edition, Wuthering Heights. London: J. M. Dent Sons Ltd. p. 20.[2] Gerin, Winifred. 1971. Emily Bronte [M]. New York: Oxford University Press.[3] Marie, Mulvey-Roberts. ed. 1998.The handbook to gothic literature [A]. New York: New York University Press. p. 83.[4] Punter, David. 1980. The Literature of Terror [M]. London: Longman. p. 6.[5] 方平. 1993 .希望在人间—论〈呼啸山庄〉(《呼啸山庄》译序) [M]. 上海译文出版社. 第24页.[6] 盖斯凯尔夫人. 2000 .夏洛蒂?勃朗特传[M]. 张淑荣等译. 北京: 团结出版社. 第11—12页.[7] 肖明翰. 2019. 英美文学中的哥特传统[J]. 外国文学评论第3期.[8] 鲜于静. 2019. 神秘和怪诞的魅力——福克纳小说《八月之光》的哥特艺术研究[MA]. 中位论文全文库.英语专业开题报告范文二① 主要研究内容、预期成果：主要研究内容为中美婚礼婚礼仪式差异分析。
预期成果为英语学习者和中美文化爱好者提供研究资料。
② 拟采用的研究思路(研究方法、技术路线、可行性论证)：研究方法：通过文献调研以及自身的实践来进行应用研究。
技术线路：通过文献调研，中美婚礼的差异有很多方面的不同，特别是中美婚礼仪式上的差异体现在很多方面。
本文重在中美婚礼仪式的差异上。
可行性论证：通过分析得出，中美婚礼仪式差异主要是由于文化的不同引起的。
③ 现有工作基础(毕业实习、资料收集情况及空间设备仪器条件等)：收集国内外文献15篇④ 主要参考文献目录及文献综述：[1] Lieber, Ron (15 December 2019). "The Wedding? i'M Here for the Cookies" . The New York Times .[2] Martin, Judith (2019). Miss Manners' Guide to Excruciatingly Correct Behavior. New York: WW Norton & Co. P. 428. ISBN 0-393-05874-3 .[3]"The Wedding-Industrial Complex" , Christian Science Monitor , June 8, 2019, P. 8[5] 浅谈中西方婚礼差异魅力中国 2019/14 中国期刊全文数据库⑤：起止日期主要任务工作地点检查方式2019年10月25日～11月10日选题校内、外现场、通信检查2019年11月11日～2019年3月14日实施研究、收集资料、完成任务书、文献综述、外文译文校内、外现场、通信检查2019年3月15日～4月10日完成开题报告校内、外现场、通信检查2019年4月11日～4月30日完成初稿学校现场2019年5月1日～5月20日修改、定稿，准备答辩相关资料学校现场2019年6月10日答辩学校现场⑤ 指导教师或指导小组评价(题目、工作要点、方法、进度及准备情况)：论文选题及主要研究内容符合专业要求，工作要点明确，计划安排合理，前期工作完成，同意开题。