英語(yǔ)論文開(kāi)題報告
英語(yǔ)論文開(kāi)題報告【一】
為進(jìn)一步嚴格學(xué)術(shù)規范，加強指導教師對學(xué)生論文寫(xiě)作的有效指導以及減少學(xué)生在寫(xiě)作過(guò)程的盲目性，外語(yǔ)系特要求學(xué)生在論文選題和論文寫(xiě)作前期與指導教師保持聯(lián)系，認真撰寫(xiě)開(kāi)題報告。外語(yǔ)系特對本屆畢業(yè)論文開(kāi)題報告作以下規定:
I、英語(yǔ)專(zhuān)業(yè)學(xué)生開(kāi)題報告寫(xiě)作語(yǔ)言為英文(填寫(xiě)畢業(yè)論文登記表中“開(kāi)題報告”用中文)。
II、開(kāi)題報告寫(xiě)作步驟為:
1、Title (論文題目)
2、Thesis Statement (中心論點(diǎn))
3、Purpose and Significance of Study (研究目的和意義)
4、Situation of Study (研究現狀)
5、Difficulty of Study (研究難點(diǎn))
6、Detailed Outline (詳細提綱)
7、References (參考文獻)。
III、學(xué)生按規定時(shí)間完成開(kāi)題報告后，指導教師組織小組開(kāi)題并填寫(xiě)審核意見(jiàn)。
IV、指導教師同意后，學(xué)生方可進(jìn)行論文寫(xiě)作。
V、本期末學(xué)生離校前須與指導教師見(jiàn)面，商討下一步寫(xiě)作計劃等事宜。
VI、下期開(kāi)學(xué)報到后小組長(cháng)召集全組成員與指導教師見(jiàn)面，匯報論文資料收集或寫(xiě)作中存在的問(wèn)題。
VII、參考文獻要求用APA格式或MLA格式。
VIII、頁(yè)面設置
紙型:A4(210 X 297毫米)即寬度:21厘米，高度29.7厘米。
頁(yè)邊距:上1.8厘米、下1.35厘米;左2.2厘米、右1.8厘米。裝訂線(xiàn)位置:左側，裝訂線(xiàn):0厘米，距邊界:頁(yè)眉1.6，頁(yè)腳1.6。每頁(yè):32行，跨度23.5磅。
英語(yǔ)論文開(kāi)題報告【二】
英語(yǔ)論文的開(kāi)題報告范文
Function and Application of Descriptive Translation Studies 1 Introduction
The intention of this study is to explore possible advantages of Descriptive Translation Studies as in its application in translation practice and translation analysis.
Since early 20th century, translation studies gradually broke away from the marginal status within other related disciplines and established itself as an empirical science、From then on, schools of thought have kept coming out and each claims its legitimacy for existence、Among these schools is Descriptive Translation Studies (DTS).
DTS approaches translation from an empirical perspective、Translation is viewed to be a social activity having significant importance in the receiving culture and for the target community、Therefore, translation is dealt with beyond the linguistic realization and language comparison, and is incorporated in social and cultural context.
My attention was first directed to DTS by its peculiar characteristic of observation, description and explanation、The subject is whatever happens in translation practice, from the determination of prospective function of translation to the process of translator’s choice of strategies, brainstorming and the revision, to the final product making appearance in the target community.
The method of DTS is basically descriptive、The prescriptive tendency and the problem-solution pattern is abandoned、Translation phenomena are noted down、With accumulated data, some underlying truths about translation will come out which will prove to be instructive not only for theoretical probe but also for applied translation practice、I will apply this descriptive method in the case study of this thesis.
A convenient tool has been set up to conduct DTS、“Norm” is operative at every stage of description and explanation、Function, process and product and their relationship as well are skeletal structure of what constitute descriptive studies、Translation phenomena are accounted for with the help of norm.
The case taken in this thesis is the Chinese classic The Dream of Red Mansions、Two English versions translated respectively by Yang Hsien-yi and David Hawks are compared and observations are made in regard to their translation approaches.
In this regard, my observations are limited to several aspects, I hope in-depth observation and explanation will done in light of DTS.
英語(yǔ)論文開(kāi)題報告范文
系別:外語(yǔ)系 專(zhuān)業(yè):英 語(yǔ) 所選題目名稱(chēng):
English Idioms and Their Cohesive Function
一、課題研究現狀:
English idioms are an important part of the English vocabulary、The general tendencies of present-day English are towards more idiomatic usages、Halliday and Hason (1976) pointed out that there are three functions of English idioms (ideational function, interpersonal function and textual function)、Another scholar, Fernando C、(1996), also made valuable contributions to the understanding of idiomatic expression_r of coherent text, and in the creation of stylistic effects.
Chinese linguists like Hu Zhuanglin (1994, 1996), Zhu Yongsheng (1995, 1996, 1997) and Zhang Delu (1994) mainly made contributions to the study of textual cohesion.
二、課題研究目的:
This paper is firstly intended to define English idioms and analyze the features of them、It then explores the cohesive function after careful analysis and discussion, attempting to arouse the concern of using idioms appropriately and help readers make full use of the cohesive function for communicating more concisely and idiomatically, thus more effectively.
三、課題研究?jì)热?
As English idioms are much alive in everyday English, a close look at the function of idioms must be taken、This dissertation includes the following five aspects: 1、Introduction
2、A General Study of English Idioms 2.1 The Definition of English Idioms 2.2 Features of English Idioms
3、Cohesive Function of English Idioms 3.1 Cohesion
3.2 Functional Categories
3.3 Cohesive Function of Relational Idioms 3.4 Cohesive Function of Other Idioms
4、The Cohesive Function in Terms of Syntax And Pragmatics 4.1 Syntactic Cohesion 4.2 Pragmatic Function 5、Conclusion
四、課題研究計劃:
January 22-March 10: question posing of the research and collection of materials March 11-March 25: analysis of the materials and writing of an outline
March 26-April 30: completion of the first draft and seeking supervisor’s advice May 1?June 10: refinement of the paper according to teacher’s suggestion
June 11?June 22: finalization of the thesis based on the set requirements after the defence
五、主要參考文獻:
[1] Fernando, C、Idioms and Idiomaticity、Shanghai Foreign Language Education Press, 2000
[2] Halliday, M.A.K、and R、Hason、Cohesion in English、Longman Press, 1985
[3] Lakoff, G、and M、Johnson、Metaphors We Live By、University of Chicago Press, 1980
[4] Makkai, A、Idiom Structure in English、The Hague Press,1972
[5] 林承璋、英語(yǔ)詞匯學(xué)引論[M]、武漢大學(xué)出版社，1987
[6] 陸國強、現代英語(yǔ)詞匯學(xué)[M]、上海外語(yǔ)教育出版社, 1999
[7] 汪榕培, 盧曉娟、英語(yǔ)詞匯學(xué)教程[M]、上海外語(yǔ)教育出版社, 1999
英語(yǔ)論文開(kāi)題報告【三】
一、論文題目:classroom interaction and oral english teaching
二、研究現狀:
對于課堂互動(dòng)與英語(yǔ)口語(yǔ)教學(xué)之間的關(guān)系，國內的研究主要集中在:
(1)構建主義模式 它是以構建主義理論為基礎的互動(dòng)模式，司洪海在《構建主義理論與英語(yǔ)口語(yǔ)教學(xué)》中從對現有教學(xué)模式的“反思”入手，探討將構建主義引入英語(yǔ)課堂教學(xué)的必要性、可行性及其意義和作用。盧艷春和路雅琴在《構建主義與大學(xué)英語(yǔ)口語(yǔ)課堂教學(xué)》中則分別“從構建知識觀(guān)”“構建學(xué)習觀(guān)”“構建教學(xué)觀(guān)”入手，強調以學(xué)生為中心的主動(dòng)性、構建性。
(2)角色扮演模式 徐志敏、王瑛在《大學(xué)英語(yǔ)課堂互動(dòng)教學(xué)中角色扮演探究》中著(zhù)重探討了在角色扮演的互動(dòng)教學(xué)中教師的作用，對指導教學(xué)實(shí)踐具有重要的意義。而黃玉蘭在《角色扮演引入英語(yǔ)專(zhuān)業(yè)口語(yǔ)教學(xué)中》從角色扮演是“多為互動(dòng)英語(yǔ)口語(yǔ)教學(xué)模式的應用”探討了角色扮演這一教學(xué)方法的目的、步驟和利弊等方面。
(3)以學(xué)生為中心模式 這一模式被單獨研究的較少，黃影秋在《以學(xué)生為中心提高英語(yǔ)口語(yǔ)課堂教學(xué)效果的探索中》通過(guò)對學(xué)生口語(yǔ)課堂學(xué)習存在的問(wèn)題的分析，提倡“以學(xué)生為中心”，實(shí)現教與學(xué)的“雙邊互動(dòng)”。并提出闡述如何運用其他“教學(xué)策略提高口語(yǔ)的教學(xué)效果”，促進(jìn)學(xué)生交際能力的提高。而劉蓉在《談?dòng)⒄Z(yǔ)口語(yǔ)課堂互動(dòng)》中則提出了互動(dòng)可以創(chuàng )造“以學(xué)生為中心的口語(yǔ)課堂和整體小組作業(yè)模式”，提高口語(yǔ)交際能力。
(4)合作性學(xué)習模式 這種模式的研究較為普遍和盛行，它興起于美國，在后來(lái)取得實(shí)質(zhì)性的進(jìn)展的一種教學(xué)理論與策略。黃艷在《合作性學(xué)習在大學(xué)英語(yǔ)課堂的應用》中提出了以下幾種合作模式，從而的出該模式的優(yōu)勢所在。顧曉樂(lè )在《合作性學(xué)習與情景劇表演》中從情劇表演的角度來(lái)證明合作性學(xué)習的有效性。肖巧玲在《大學(xué)英語(yǔ)口語(yǔ)教學(xué)中的合作學(xué)習》中則通過(guò)合作學(xué)習在口語(yǔ)教學(xué)中的'實(shí)踐探究合作學(xué)習應注意的原則。而慕東文在《合作性學(xué)習的特點(diǎn)、目標、內容和實(shí)踐策略》一文中，他用“人文精神和平等民主合作”原則，對待新的理念，指導英語(yǔ)口語(yǔ)教學(xué)。
(5)情景設置模式 它主要是根據gillian brown & george yuled的語(yǔ)言情景對第二語(yǔ)言習得者的交際緊張、焦慮的研究表明口語(yǔ)情景設置不適當，會(huì )影響學(xué)生用目標語(yǔ)進(jìn)行交流，進(jìn)而強調進(jìn)行口語(yǔ)教學(xué)情景設置的重要性。
張舍茹、孫邊旗在《英語(yǔ)口語(yǔ)教學(xué)的情景設置>>中就論述我們應注意“情景互動(dòng)教學(xué)中應遵循的原則”，及如何設置“英語(yǔ)口語(yǔ)教學(xué)中情景設置的形式”兩個(gè)小方面局部性的探討了情景設置這種互動(dòng)模式。孫久榮在《論英語(yǔ)口語(yǔ)課的情景教學(xué)》中對情景設置這個(gè)模式從宏觀(guān)上進(jìn)行了分類(lèi)，進(jìn)而得出“開(kāi)放式情景”和“封閉式情景”，為情景設置互動(dòng)模式研究開(kāi)辟了一個(gè)小領(lǐng)域。
三、研究的目的及意義:
通過(guò)對目前已經(jīng)發(fā)展起來(lái)并比較成熟的幾種互動(dòng)模式的歸納來(lái)看:關(guān)于人際互動(dòng)這種互動(dòng)模式在目前的互動(dòng)性研究中被單獨研究還比較少，沒(méi)有被當作一種獨立的模式應用到英語(yǔ)口語(yǔ)課堂教學(xué)中，它更多的是被貫穿到其他幾種互動(dòng)模式當中。因此，本論題認為它還有進(jìn)一步研究的空間。
四、研究的理論依據和研究方法:
本論題將以教育心理學(xué)的理論為基礎，以互動(dòng)理論和構建主義理論為依據，運用歸納總結的方法對已有的研究進(jìn)行宏觀(guān)上的概述，從而引出本文論題，通過(guò)例證分析、驗證人際互動(dòng)模式對課堂英語(yǔ)口語(yǔ)教學(xué)效果的提高所具有的重要意義。
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