英語論文提綱？英語專業(yè)英美文學(xué)專業(yè)畢業(yè)論文提綱的撰寫方法：一、緒論部分 1. 研究背景與意義：簡要介紹英美文學(xué)的研究現(xiàn)狀，闡述你的研究主題在英美文學(xué)領(lǐng)域中的位置，以及研究該主題的理論意義和實際意義。 2. 研究目的：明確你的研究旨在解決什么問題，或者對哪個文學(xué)現(xiàn)象、作家作品進(jìn)行深入探討。那么，英語論文提綱？一起來了解一下吧。
英語畢業(yè)論文提綱模板
緊張又充實的`大學(xué)生活即將結(jié)束，畢業(yè)前要通過最后的畢業(yè)論文，畢業(yè)論文是一種有準(zhǔn)備的檢驗學(xué)生學(xué)習(xí)成果的形式，畢業(yè)論文應(yīng)該怎么寫才好呢？以下是我整理的英語畢業(yè)論文提綱模板，希望能夠幫助到大家。
英語畢業(yè)論文提綱 篇1
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
1.1 Purpose of the study and research questions 28-29
1.2 Significance of the study 29-30
1.3 Organization of the study 30-31
1.4 A note on terminology 31-32
Chapter 2 Literature review 32-51
2.1 T/TP and coherence in English writing 32-35
2.1.1 Defining coherence 32-33
2.1.2 T/TP as means to realize coherence 33-35
2.2 T/TP in EFL/ESL writing 35-42
2.2.1 T/TP and coherence in EFL/ESL writing 35-37
2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42
2.3 T/TP in English research articles by EFL/ESL scholars 42-44
2.4 The factors that influence T/TP in EFL/ESL writing 44-47
2.5 Training in T/TP 47-49
2.6 Summary 49-51
Chapter 3 Theoretical background 51-70
3.1 Systemic Functional Grammar 51-55
3.1.1 Five dimensions of language as a semiotic system 51-53
3.1.2 Three metafunctions of language as a functional system 53-54
3.1.3 Three lines of meaning from metafunctions 54-55
3.2 Theme and thematic progression 55-70
3.2.1 Theme 56-62
3.2.2 Thematic progression 62-70
Chapter 4 Research Design 70-88
4.1 The participants and the educational context 70-73
4.1.1 Background of the participants and the participating school 70
4.1.2 The allocation of participants to the training 70-71
4.1.3 The sample sizes 71-72
4.1.4 The pilot study 72-73
4.2 The interventional procedures 73-74
4.3 The questionnaire 74-75
4.4 The training 75-80
4.4.1 Considerations behind the training 75-76
4.4.2 The training material 76-79
4.4.3 The role of the researcher as the trainer 79-80
4.5 Data analysis 80-86
4.5.1 Analysis of the writing 80-86
4.5.2 Analysis of the questionnaire 86
4.6 Ethical considerations 86-88
4.6.1 Informed consent 86-87
4.6.2 Anonymity 87
4.6.3 Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
5.1.1 Topical,textual and interpersonal Themes 88-91
5.1.2 Topical Themes:marked and unmarked Themes 91-95
5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
5.1.4 Interpersonal Themes 100-102
5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
5.2.1 Linear,constant,summative and split progressions 102-107
5.2.2 Back,contextual and new Themes 107-110
5.3 Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
6.1.1 Topical,textual and interpersonal Themes 115-117
6.1.2 Topical Themes:marked and unmarked Themes 117-121
6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
6.1.4 Interpersonal Themes 126-129
6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
6.2.1 Linear,constant,summative and split progressions 129-131
6.2.2 Back,contextual and new Themes 131-132
6.3 Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
7.1 Comparison of Themes in pre- and post- training writing 137-147
7.1.1 Topical,textual and interpersonal Themes 137-139
7.1.2 Topical Themes:marked and unmarked Themes 139-142
7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
7.1.4 Interpersonal Themes 145-147
7.2 Comparison of thematic progression in pre- and post- training writing 147-150
7.2.1 Linear,constant,summative and split progressions 147-149
7.2.2 Back,contextual and new Themes 149-150
7.3 Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
8.1 Findings from closed questions 155-160
8.1.1 EEL participants' general attitude to training on T/TP 155-157
8.1.2 EEL participants' perception of the usefulness of the training on T/TP 157-158
8.1.3 EEL participants' perception of the learnability of T/TP 158-159
8.1.4 EEL participants' perception of the applicability of T/TP in writing 159-160
8.2 Findings from open questions 160-164
8.2.1 The changes that occurred 161-162
8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163
8.2.3 The reasons for the perceived difficulty in learning 163
8.2.4 EEL participants' suggestions for future training 163-164
8.3 Summary 164-165
Chapter 9 Discussion 165-195
9.1 Findings with regard to research questions 165-187
9.1.1 Chinese college students' use of T/TP in pre-training writing 165-172
9.1.2 Chinese college students' use of T/TP in post-training writing 172-181
9.1.3 Effects of the training on T/TP in Chinese college students' English writing 181-187
9.2 Positioning the study within the literature 187-190
9.2.1 T/TP in Chinese college students' English writing 187-189
9.2.2 Effects of training on Chinese college students' use of T/TP 189-190
9.3 Implications 190-194
9.3.1 Pedagogical implication 190-193
9.3.2 Methodological implication 193-194
9.4 Limitations 194-195
Chapter 10 Conclusion 195-200
10.1 Summary 195-197
10.2 Putting everything together 197-199
10.3 Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers' guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
英語畢業(yè)論文提綱 篇2
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
1.1 Motivation of the present study 7-8
1.2 Significance of this study 8
1.3 Composition of this thesis 8-10
Chapter Two Literature Review 10-19
2.1 Language production 10-14
2.1.1 L1 Production 10-11
2.1.2 L2 Production 11-12
2.1.3 Dimensions of language production 12-14
2.2 Theories on oral output 14-15
2.2.1 Skehan’s dual-model system 14
2.2.2 Swain’s Output Hypothesis 14-15
2.3 Task Repetition 15-17
2.3.1 Task 15-16
2.3.2 Task repetition 16-17
2.4 Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
3.1 Research justification and questions 19
3.2 Hypothesis 19-20
3.3 Methods 20-25
3.3.1 Participants 20-21
3.3.2 Material 21
3.3.3 Research design 21-23
3.3.4 Measures 23-25
Chapter Four Results and Discussion 25-41
4.1 Results and Analysis 25-34
4.1.1 Quantitative analysis 25-27
4.1.2 Qualitative analysis 27-34
4.2 Discussion 34-41
4.2.1 Fluency 34-36
4.2.2 Complexity 36-38
4.2.3 Accuracy 38-39
4.2.4 interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
5.1 Conclusion and implication 41-43
5.2 Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
英語畢業(yè)論文提綱 篇3
Contents
Chapter 1 Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Research Goals and Questions
1.4 Data Collection and Methodology
1.5 Analysis Procedures
1.6 Organization of the Thesis
Chapter 2 Literature Review
2.1 Introduction to Appraisal Theory
2.2 Studies on Appraisal Theory
2.2.1 Studies on Appraisal Theory Abroad
2.2.2 Studies on Appraisal Theory at Home
2.3 Studies on Personal Statements
2.3.1 Introduction to Personal Statement
2.4 Summary
Chapter 3 Theoretical Framework
3.1 An Overview of Attitude System
3.2 Affect Resources
3.3 Judgment Resources
3.3.1 Social Esteem
3.3.2 Social Sanction
3.4 Appreciation Resources
3.5 Interactions of Affect, Judgment and Appreciation
3.6 Borders of Affect, Judgment and Appreciation
3.7 Summary
Appendix 1: Papers Published during Graduate Studies
Appendix 2: Some Samples of the Study
References
Acknowledgements
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英語專業(yè)的畢業(yè)論文提綱模板2017
英語專業(yè)的畢業(yè)論文提綱的模板是怎樣的呢?英語專業(yè)的畢業(yè)論文提綱的目的和意義是什么呢?下面是我分享的英語專業(yè)的畢業(yè)論文提綱的模板，歡迎閱讀!
一、目的和意義
英語專業(yè)的畢業(yè)論文寫作是完成本科教學(xué)計劃、實現(xiàn)本科培養(yǎng)目標(biāo)的重要階段;是對學(xué)生的英語實踐技能、英語語言知識、經(jīng)貿(mào)英語知識以及其他相關(guān)學(xué)科知識、全面素質(zhì)、研究與創(chuàng)新能力進(jìn)行檢驗考核的重要手段;是學(xué)生學(xué)士學(xué)位資格認(rèn)證的重要依據(jù);是衡量、評估英語專業(yè)教學(xué)質(zhì)量與水平的重要內(nèi)容之一。
二、選題原則
畢業(yè)論文選題應(yīng)從本專業(yè)培養(yǎng)目標(biāo)的要求出發(fā)，結(jié)合學(xué)科發(fā)展的動態(tài)和研究現(xiàn)狀，盡可能使其具有發(fā)展與創(chuàng)新的空間，從而有利于鞏固和拓寬學(xué)生的知識面，有利于對學(xué)生進(jìn)行科研能力基本訓(xùn)練以及獨立工作能力的培養(yǎng)。
畢業(yè)論文屬于研究性論文，講求一定的學(xué)術(shù)性，但其要求與目的有別于刊于學(xué)術(shù)雜志的學(xué)術(shù)論文，因而為確保學(xué)生在教學(xué)計劃規(guī)定的時間內(nèi)，在教師指導(dǎo)下完成所要求的工作，選題應(yīng)遵循如下基本原則：
1、選題須符合教學(xué)大綱的基本要求和人才培養(yǎng)的基本規(guī)格，須體現(xiàn)專業(yè)訓(xùn)練的基本內(nèi)容，須與所學(xué)的專業(yè)知識相銜接。
英美文學(xué)類英語論文提綱范文
I. Introduction
1.1 The Author——Margaret Mitchell
1.2 The Novel——Gone with the Wind
II. The Effect of Scarlett’s Character on Her Marriages
2.1 Self Willfulness——the Failure of Love
2.2 Stubbornness——Losing Herself
2.3 Selfishness——Married With Her Sister’s Fiancé
2.4 Obstinacy——Missing the Third Marriage
III. On the Marriage Value from Scarlett’s Marriages
3.1 The First Marriage of Scarlett
3.2 The Second Marriage of Scarlett
3.3 The Third Marriage of Scarlett
IV. The Inevitability of Scarlett’s Marriage Failure
4.1 The Effect of Her Views on Life
4.1.1 Leaving the Hope to Tomorrow
4.1.2 Egocentrism
4.1.3 Emotional Conflicts and Radical Changes
4.2 The Effect of Her Values
4.2.1 The Vanity of Scarlett
4.2.2 The Contradictoriness between Substantial Value and Immaterial Value
5. Conclusion
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英語專業(yè)英美文學(xué)專業(yè)畢業(yè)論文提綱的撰寫方法：
一、緒論部分1. 研究背景與意義：簡要介紹英美文學(xué)的研究現(xiàn)狀，闡述你的研究主題在英美文學(xué)領(lǐng)域中的位置，以及研究該主題的理論意義和實際意義。 2. 研究目的：明確你的研究旨在解決什么問題，或者對哪個文學(xué)現(xiàn)象、作家作品進(jìn)行深入探討。 3. 研究方法與途徑：概述你將采用的研究方法，以及獲取論據(jù)和數(shù)據(jù)的主要途徑。 4. 論文結(jié)構(gòu)安排：簡要說明論文的整體結(jié)構(gòu)，包括各章節(jié)的主要內(nèi)容。
二、正文部分第一章：提出問題1.1 文學(xué)現(xiàn)象/作品概述：對你要研究的文學(xué)現(xiàn)象或作品進(jìn)行簡要介紹，包括其歷史背景、作者信息、主要內(nèi)容和特點等。 1.2 研究問題的提出：基于文學(xué)現(xiàn)象/作品的概述，明確你提出的研究問題，為后續(xù)的分析奠定基礎(chǔ)。
第二章：分析問題
2.1 理論基礎(chǔ)：介紹與你的研究問題相關(guān)的文學(xué)理論、批評方法等，為你的分析提供理論支撐。
英語語言學(xué)論文提綱
提綱，是一種概括地敘述綱目、要點的`公文。它不把全文的所有內(nèi)容寫出來，只把那些主要內(nèi)容，提綱挈領(lǐng)式地寫出來。以下是我為大家整理英語語言學(xué)論文提綱的相關(guān)內(nèi)容，僅供參考，希望能夠幫助大家！
英語語言學(xué)論文提綱 篇1
I. Introduction
Ⅱ. Euphemism
2.1 The Definition of Euphemism
2.2 The Features of Euphemism
III.,Pragmatic Failures in English Euphemism
3.1 Pragmatic Linguistic Failures
3.2 Socio-pragmatic Failures
IV.,The Reasons for the Pragmatic Failure in English Euphemism
4.1 The Reasons of Pragmatic Linguistic Failures
4.1.1 The Difference of the Context
4.1.2 The Difference of Expression Patterns
4.2 The reasons of Socio-pragmatic failures
4.2.1 The Difference of Customs
4.2.2 The Difference of Social Values
V. The Reflection of Pragmatic Failure in Euphemism
VI.Conclusion
英語語言學(xué)論文提綱 篇2
Chapter 1 Gatsby's American Dream and Its Distortion
1.1 What is the American Dream
1.2 Gatsby's American Dream in Different Phases
Chapter 2 Disillusionment of Gatsby's Distorted Dream
2.1 Gatsby's Efforts in Achieving His American Dream
2.2 Gatsby's Disillusionment
Chapter 3 New Interpretation of Gatsby's American Dream
3.1 The External Factors of the Disillusionment
3.1.1 The Hierarchy System
3.1.2 The Jazz Age
3.2 The Internal Factors of the Disillusionment
3.3 The Essential Factor of the Disillusionment
3.4 Some Hypotheses
3.5 The American Dream in the Present Age
Conclusion
This conclusion
F. Scott Fitzgerald's The Great Gatsby is a novel that deals with American dreamto a great extent. In a relatively short novel of nine chapters, Fitzgerald tells the tragicstory of Jay Gatsby's quest for the rich and shallow Daisy. Through the first-personnarrator, Nick Carraway, the emptiness of the materialistic American dream isrevealed and the novel ultimately manifests the failure of this American dream.
The American dream concerns politics as in “The Declaration of Independence”,military affairs as in the participation of America in the World War Ⅰ， economy asabout the matter of material success, moral conventions as about spiritual goodnessand religious freedom, literature as reflected in novels, sports as in the principle“competing fairly, openly and aboveboard”, aesthetics as in the appreciation of thebeauty of happiness, and many other fields. It comes from the old colonist's time,through the Westward Expansion, the Independence War, the Civil War, two worldwars, to the present highly developed society and goes on for ever. It is a method ofcommunication in the way that success is used to show off and that the invisibleuntouchable inner virtues and abilities are to be proved to the society in the form ofvisible success. It is a history of struggle in the sense that people take efforts to makewhat is said and what is done meet. It is the emotional and psychological growth ofindividuals as well as material and spiritual growth of the nation.
The Great Gatsby not only expresses the theme of the disillusioned materialisticAmerican dream, it also constantly urged the society to seek a new cultural insightoutlet---the spiritual American dream, which undoubtedly provides a patch to mendthe already distorted and imperfect American dream culture. So the point is to find abalance between the spiritual and the material. We have experienced and willexperience a lot of adventures or frustrations in our life, we constantly face differenttemptations and moral shortcuts, sometimes we may even vacillate, but what makesus persist and keep striving is the right values and solid faiths, thus bringing usspiritual liberation and inner freedom to live a happy life. That is the power of dream.
The roaring twenties of the United States is the ideal setting for Gatsby's story,but it is only the setting. The story itself is as great as ever. To some degree, theAmerican dream in this story is sublimed to a universal sense which breaks thelimitation of time and space. So any research on the novel and its profound meaningof the American dream will never be outdated.
英語語言學(xué)論文提綱 篇3
1 Introduction
1.1 Significance of the research
1.2 Organization of the thesis
2 Literature Review
2.1 Researches on monolingual mental lexicon
2.1.1 Definition of mental lexicon
2.1.2 Models of mental lexicon: a developing one
2.2 Research methodology of bilingual mental lexicon
2.2.1 Word association paradigm
2.2.2 Word translation task
2.2.3 Cross-language priming paradigm
2.3 Theories on bilingual mental lexicon
2.3.1 Weinreich’s three hypotheses: the ancestor of bilingual
mental lexicon models
2.3.2 Paivio’s bilingual dual-coding theory
2.3.3 Kroll & Stewart’s revised hierarchical model
2.3.4 De Groot’s distributed representation model
3 Extended Bilingual Distributed Representation Model
3.1 Setting and characteristic of L2 word acquisition
3.2 Psychological mechanism of L2 word acquisition
3.2.1 Coactivation pattern: L2 word representation manner
3.2.2 Simultaneous formation of semantic memory and episodic memory
3.3 Semantic restructuring in L2 vocabulary development
4 Implications for L2 Word Meaning Acquisition
4.1 Unbalanced performance on language comprehension
and production
4.1.1 Receptive vs. productive vocabulary: imbalance on
acquisition difficulty
4.1.2 Positive effect of episodic memory
4.2 Negative semantic transfer
4.2.1 Episodic memory: the primary cause of negative semantic transfer
4.2.2 Negative effect of episodic memory
4.3 Episodic memory and L2 word meaning acquisition
4.3.1 Applying episodic memory: when and how
4.3.2 Strengthening semantic memory: why and how
5 Conclusion
英語語言學(xué)論文提綱 篇4
contents
introduction………………………………………………………………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 about
the explanations of why things happened……………………4
2.2.2 their same destiny……………………………………………4
2.2.3 beat culture and rock culture were not accepted by
both 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
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以上就是英語論文提綱的全部內(nèi)容，商務(wù)英語專業(yè)畢業(yè)論文題目 1、商務(wù)英語的語言特色 2、“商務(wù)行話”在商務(wù)交流中的運用 3、商務(wù)談判成功要素 4、商務(wù)交流意義初探 5、商務(wù)英語翻譯技巧 6、涉外商務(wù)的溝通技巧 7、商標(biāo)名稱的.翻譯與策略 8、商務(wù)英語信函的用語特征分析(An Analytical Term Features of English Business Correspondence )9、內(nèi)容來源于互聯(lián)網(wǎng)，信息真?zhèn)涡枳孕斜鎰e。如有侵權(quán)請聯(lián)系刪除。
