英語教育專業本科論文提綱
Ⅰ 英語畢業論文提綱
英語畢業論文提綱模板
緊張又充實的`大學生活即將結束，畢業前要通過最後的畢業論文，畢業論文是一種有準備的檢驗學生學習成果的形式，畢業論文應該怎麼寫才好呢？以下是我整理的英語畢業論文提綱模板，希望能夠幫助到大家。
英語畢業論文提綱 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 Introction 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 ecational 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 proceres 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 proceres 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
英語畢業論文提綱 篇2
中文摘要 3-4
ABSTRACT 4
Chapter One Introction 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 proction 10-14
2.1.1 L1 Proction 10-11
2.1.2 L2 Proction 11-12
2.1.3 Dimensions of language proction 12-14
2.2 Theories on oral output 14-15
2.2.1 Skehan』s al-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
英語畢業論文提綱 篇3
Contents
Chapter 1 Introction
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 Proceres
1.6 Organization of the Thesis
Chapter 2 Literature Review
2.1 Introction 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 Introction 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 ring Graate Studies
Appendix 2: Some Samples of the Study
References
Acknowledgements
;Ⅱ 英語專業論文提綱樣本
英語專業論文提綱範文樣本
下面是我整理的英語專業論文提綱範文樣本，希望對大家有所幫助。
Class XXX Number XXX Name XXX
Abstract: Nida， a famous translator， says， "For truly successful translation， it is much more important to familiarize two cultures than master two languages， because words are assigned meanings in its particular cultures."(Background information) This is to say， translation is closely related with not only languages but also cultures. Studies of the cultural distinction in idiom translation are still relatively weak in the field of translation in China. Exclusive research on the translation of Chinese and English idioms is still incomplete. In the last twenty years， idiom translation has mostly emphasized the level of inter-lingual communication， but cultural differences were rarely involved in it.(Identify problem) This thesis analyses the cultural differences in Chinese and English idioms， then studies English-ChineseChinese-English idiom translation methods(Research subject) from the angle of culture(Method) and points out some warnings concerning idiom translation: pay attention to context and choose the right version in line with the style and meaning of the original passage(Results); culture is a whole way of life， when new culture emerges， new idioms also appear， therefore idiom translation should develop with the time.(Conclusion)
Key Words: idioms; culture; translation
論英漢文化背景下的習語翻譯
摘要: 著名翻譯學家奈達指出:“對於真正成功的翻譯而言，熟悉兩種文化甚至比掌握兩種語言更為重要，
因為詞語只有在其作用的文化背景下才有意義。”也就是說，翻譯不僅與語言有關也和文化有關。習語翻譯中對文化差異的研究在中國的翻譯領域中仍然較弱，專門對中英習語翻譯的研究還不很完善。近20年來，習語翻譯大多強調語際的交流，而很少涉及文化差異。本文通過分析中英習語的文化差異，進而從文化角度研究中英習語翻譯方法，並指出中英習語翻譯要注意的問題:聯繫上下文，選擇與原文風格，意思相符的`翻譯;文化是一種生活方式，文化在變化，出現新的習語，習語翻譯要與時俱進。
關鍵詞： 習語;文化;翻譯
1. Introction
Idioms universally exist in every language. An Idiom is a word or an expression
that cannot be literally translated from the source language into the target language because its idiomatic meaning cannot be understood by literally defining its component parts.(Background) In a broad sense， idioms contain set phrases， proverbs， colloquialisms， slangs， maxims， allusions， etc. (YinLi， 2007:9) In Chinese， they also include enigmatic folk similes. Newmark， a British translation theorist， in his work A Textbook of Translation， said， "I define as culture the way of life and his manifestation that are peculiar to a community that uses a peculiar language as its means of expression. "(Previous research) English Idioms derives from English cultures and daily life. In real context， idioms explain themselves: nine times out of ten they carry their own explanations. If we are unaware of these， we will find ourselves in a state of confusion since we will assign literal meaning to them. The Chinese Idioms， especially the four-character idioms， have their own unique origins which are closely correlative to the Chinese history and cultures. In view of the difficulties in understanding idioms， we should pay e attention and efforts to understand their cultures and customs. This thesis is designed to dig into the cultural differences between Chinese and English and then elaborates on the translation theories applied to idioms. (Subject + Method)
2. A Comparison Between English and Chinese Idioms
2.1 The Cultural Differences Between English and Chinese Idioms 2.1.1 Geographical Conditions
The formation of culture is closely related with natural geographical conditions. A specific geographical environment proces a specific culture， which also leads to a particular expression.
Great Britain covers islands including the Northern one-sixth of the island of
Ireland between the North Atlantic Ocean and the North Sea， northwest of France. It has a moist climate with much rainfall. Rivers and lakes are numerous. No wonder that fishery is thriving and most important in Britain. Accordingly， idioms concerning fish and navigation constitute a great part in English idioms. (LiYuping， 2008:20)(Theory/Results of previous research)
For example， "like a fish out of water". If you feel like fish out of water， you feel awkward and uncomfortable because you are in an unusual and unfamiliar situation. Fish in the air 緣木求魚 An odd fish 怪人 Miss the boat 錯過機會
Trim the sails to the wind 順勢前進
A small leak will sink a great ship 小洞不補要沉大船 (Examples)
On the other hand， China is located in the Asian Continent and reputed as an agricultural country with a large population of peasants. It is not surprising to find many idioms relevant to farming， such as "骨瘦如柴，對牛彈琴， 眾人拾柴火焰高，竹籃打水一場空......". Chinese people also have a mysterious and awe feeling for sea， so they have idioms like "海角天涯，海枯石爛，海闊天空，海底撈針，海市蜃樓......". (Analysis)
2.1.2 History
2.2 The Similarities Between English and Chinese Idioms
2.2.1 Colours
2.2.2 Numbers
3. Methods of Idiom Translation
Translation is far more than a science. It is also a skill， and at the ultimate analysis， fully satisfactory translation is always an art. (Nida， 1982:49) Translation is considered as the cultural bridge and media between two languages. As there are wide differences in vocabulary and syntax between English and Chinese， translation is no easy job. Therefore， in order to keep the flavor of the original as well as cater for both the Chinese and English languages， translation skills should be reasonably employed in the process of translating， such as the following translating methods:
3.1 Literal Translation
3.2 Free Translation
3.3 Translation with Notes
3.4 Replacement with Similar Idioms
3.5 The Translation of Corresponding Idioms with the Same Meaning
3.6 A Combination of Literal and Free Translation
4. Some Warnings Concerning Idiom Translation
5. Conclusion
One of the major characteristics identifying us as human is our ability to use language. Language plays a very important role in people’s daily life; it enables people communicate with each other and understand others' feelings. Language has close relations with culture. It is impossible to separate language from culture. As the essence of language， idioms also have close relations with culture. The contents of them range from society， history， psychology to customs and other various social phenomena. So， in the process of translation， translators should pay more attention to the cultural factors， in doing this， he can dig up the implicit meanings. (Conclusion of research) Only the cultural factors are concerned， translators can have a satisfactory translation. Besides， people should get acquaintances with the cultural background when using idioms to avoid embarrassment in communication. (Suggestions)
References
[*] 作者. 書名(英語的斜體). (出版地：)出版社，年份：參考內容頁碼 [*] 作者. 文章名(英語的斜體). 刊物名稱. (出版地：)出版社，年份
[1] Li Mei. Mother tongue and translation. Shanhai: Shanhai Foreign Language Ecation Press，2008
[2] Li Qingming. A Comparison of the Cultures between the Chinese and English Language. Xi'an: Northwest University of technology Press， 2007
[3] Nida Eugene. The theory and Practice of Translation. Leiden: E. J. Brill， 1982
[4] Nida Eugene. Language， Culture， and Translating. Shanhai: Shanhai Foreign Language Ecation Press， 1993
[5] Susan Bassnett， Andre Lefevere. Translation， History， Culture. Shanghai: Shanhai Foreign Language Ecation Press， 1987
[6] Luo Shiping. A Research on English Idioms. Shanhai: Shanhai Foreign Language Ecation Press， 2006
[7] Li Yuping. English Idioms and their Cultural Origin. Tianjin: Nankai University Press， 2008
[8] Yin Li. English-Chinese Idioms and Folk Culture. Beijing: Bejing university Press， 2007
[9] Zhang Yajun. A Kaleidoscope of Chinese Culture. Beijing: Sinolingua， 2008
[10] 李雲(Li Yun).《新編大學翻譯教程》. 北京：世界知識出版社， 2007 [11] 馬愛英(Ma Aiying).《中英文化翻譯》. 北京：科學出版社， 2006
;Ⅲ 英語專業畢業論文提綱
關於英語專業畢業論文提綱範文
英語專業本科生畢業論文選題可以在兩個大的方向中進行，即英語文學，語言學。各個大方向中又可以選擇小的方向，具體解釋如下：
1.英語文學： 選擇英語文學的畢業論文選題可以從三個方向進行：國別文學研究、文學批評理論研究和比較文學研究。
在進行國別文學研究選題時，一般選取英國文學或美國文學中的某一經典作家(如海明威)，某一經典作品(如《雙城記》)，某一寫作手法(如象徵手法的運用)或某一文學思潮(如浪漫主義運動)作深入研究。但在選擇作家或作品時最好選擇在文學史上作為經典的作家或作品。有個別流行作家或作品極富盛名，容易引起學生的興趣，如《飄》或《荊棘鳥》，學生有強烈願望選擇它們作為研究對象。在不可避免上述情況時，應該盡可能地挖掘作品內在的深刻含義，不能流於膚淺的分析。
文學批評理論的選題一般不太適合英語專業本科生，因為該理論知識的學習在英語專業研究生階段，本科生一般不具備文學批評理論的知識結構。這個方向的選題可以有關某一文學批評理論,一文學批評術語的闡釋或某兩種或以上的文學批評理論的比較。
比較文學研究就是將兩個以上的作家或作品進行比較。這兩個作品或作家可以是同一國別的(如“雪萊與拜倫的詩歌比較”)，也可以是不同國別的(如《牡丹亭》與《羅密歐與朱麗葉》)
2.語言學： 選擇語言學的畢業論文選題可以在兩個大的方向進行：普通語言學和應用語言學。
普通語言學的'研究就是對於英語語言的任何一個方面的研究，如對一種詞性、或一種時態、或拼寫、語調等等方面的研究(如“一般現在時及其交際功能”)。
應用語言學包括教學法的研究和其它一些新興的應用語言學分支的研究。師范專業或本身從事教師職業的學生選擇教學法方向的較多。在這個方向選題，也要避免過大范圍的選題，而應對一個具體問題進行研究，最重要的是要結合教學實踐或實驗。這個方向的好的選題有：“個性與英語教學”，“方言對英語學習的影響”等。
雖然這兩塊各有不同，但我們在寫提綱的時候也得根據自己所學的東西來定義。
;Ⅳ 英語專業的畢業論文提綱
英語專業的畢業論文提綱模板2017
英語專業的畢業論文提綱的模板是怎樣的呢?英語專業的畢業論文提綱的目的和意義是什麼呢?下面是我分享的英語專業的畢業論文提綱的模板，歡迎閱讀!
一、目的和意義
英語專業的畢業論文寫作是完成本科教學計劃、實現本科培養目標的重要階段;是對學生的英語實踐技能、英語語言知識、經貿英語知識以及其他相關學科知識、全面素質、研究與創新能力進行檢驗考核的重要手段;是學生學士學位資格認證的重要依據;是衡量、評估英語專業教學質量與水平的重要內容之一。
二、選題原則
畢業論文選題應從本專業培養目標的要求出發，結合學科發展的動態和研究現狀，盡可能使其具有發展與創新的空間，從而有利於鞏固和拓寬學生的知識面，有利於對學生進行科研能力基本訓練以及獨立工作能力的培養。
畢業論文屬於研究性論文，講求一定的學術性，但其要求與目的有別於刊於學術雜志的學術論文，因而為確保學生在教學計劃規定的時間內，在教師指導下完成所要求的工作，選題應遵循如下基本原則：
1、選題須符合教學大綱的基本要求和人才培養的基本規格，須體現專業訓練的基本內容，須與所學的專業知識相銜接。
2、選題須充分考慮學生的語言能力、知識構成和專業興趣。
3、選題的類型應多種多樣，力求有益於學生綜合運用多學科的理論知識與技能，有利於培養學生獨立工作的能力。
4、選題須考慮完成的工作量與所需的時間應符合教學計劃的要求，內容既要有探索、鑽研的餘地，又要考慮完成的可能性。工作量原則上應控制在經過努力能夠在規定的時間內完成規定任務的范圍內，以保證教學任務的完成。
三、類型及基本要求
英語專業畢業論文依據學術性質和類型不同應符合如下要求：
1、語言及語言學研究類論文
就本科畢業論文而言，純語言研究無論在理論知識的儲備上，還是在語料的收集上都有很大難度，不宜提倡。此類論文可以在語言結構(語音、語法、詞彙、語篇等)，語言運用(獨特的語言現象、語言手段、語言變化等)，語言文化(文化對語言理解、使用和學習的影響等)，兩種語言對比等領域進行應用性的研究。應用性研究的重點在於如何運用現有的知識提出、分析、論證或解決在實踐中出現的各種新問題，做出有參考或應用價值的結論。
2、文學評論類論文
此類論文應建立在對所評述的對象，尤其是文學文本的正確理解、解讀的基礎上，通過具體、細致、深入的分析與研究提出令人信服的、言之成理的結論。論文的形式可以是作家論、文學思潮或流派論、斷代文學史論、文學批評介紹等。文學評論可採用不同的方法進行，如社會歷史學的、美學與詩學的，也可以是比較的、文化學的方法。無論哪一種方法，都要求學生運用唯物主義與歷史唯物主義的學術思想，要求以中國讀者的評論視角與立場，進行具有一定新意的'探討。
3、翻譯研究類論文
此類論文可以是純理論的研究，或具體翻譯技巧的研究，或翻譯與文化的關系(或與其他學科的關系)的研究，也可以由學生對名家名譯做對比性研究，另加對作品本身的評述，對某一翻譯理論或技巧進行闡述。
4、語言教學研究類論文
此類研究屬交叉學科的研究，涉及語言學、心理語言學、社會語言學、教育學及教學法等，是一個十分廣泛的研究領域。其研究范圍包括語言研究(教師語言及學習者語言研究)，教學方法與技巧研究，課堂教學管理策略研究，學生個體差異研究，影響教學效果的外部條件研究，教育技術的使用與開發研究，教材的分析與評估研究，測試與評估研究，素質教育與外語教學等。此類研究無論從選題，還是方法，或是研究的過程以及結論都應具有應用的意義和價值，突出對語言教學的指導意義和作用。
5、經貿方向研究類論文
此類論文可以是經濟、金融、財會、國際貿易、貿易法規、現代管理學等相關領域的純理論或實證性研究，可結合所學相關經貿及管理類課程，運用現有的知識提出、分析、論證或解決在實踐中出現的各種新問題，作出有參考或應用價值的結論。
四、任務及深度要求
畢業論文的主要內容包括：選題、開題報告、論文提綱、論文撰寫、論文答辯等，其具體要求遵照《南京工程學院外語系畢業論文實施方法(試行)》相關規定;論文工作與所學專業知識相關，工作量飽滿，滿足學生一人一題的要求。論文用英文撰寫，具有一定的創新性和應用性，正文篇幅在5，000詞以上，參考文獻8篇(種)以上。指導教師與學生定期見面，並填寫《畢業論文指導記錄》。
五、考核辦法
畢業論文考核及成績評定由三部分組成：
1、根據畢業論文撰寫過程中學生分析、解決問題能力的表現，論文觀點的新穎性，論文結構的合理性，論文論證的邏輯性，英語表達的正確性和地道性，以及學生的工作態度，指導教師給予滿分為40分的成績評定。
2、根據畢業論文的指導思想與方案制訂的科學性，論文論據的充分性，論文的創見與突破性，論文的結構、文字表達情況，評閱老師給予滿分為20分的成績評定。
3、根據學生本人對論文工作的總體介紹，畢業論文的質量，答辯中回答問題的正確程度，英語語音、語調的規范性和流暢性，答辯小組給予滿分為40分的成績評定。
六、畢業論文時間分配
序號 內 容 時間(周)
1 完成開題報告及相關參考文獻的選定工作 4
2 完成論文初稿的撰寫 5
3 完成論文二稿的撰寫 2
4 完成論文三稿的撰寫並定稿 2
5 畢業論文答辯 1
合 計 14
七、其它說明
外語系畢業論文實行“末位淘汰制”，即綜合評定成績倒數1-3名的學生論文將被判定為不合格，學生無權獲得學士學位。
英語專業的畢業論文提綱模板2017篇一：
contents
introction………………………………………………………………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
3.1 bohemian…………………………………………………………7
3.1.1 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 driven
to madness……………………………………………………8
3.2.2 rockers were mad enough to drive rockniks crazy on
rock circus spot………………………………………………9
3.3 self-inlgent……………………………………………………9
3.3.1 drugs…………………………………………………………9
3.3.2 homosexual…………………………………………………10
4. the same conct……………………………………………………10
4.1 beats of satan and angles………………………………………10
4.2 rockers' conct of the two sides………………………………11
conclusion………………………………………………………………13
英語專業的畢業論文提綱模板2017篇二：
Why should we write the thesis?
To write a thesis before graation is a must for every university graate.
By writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.
It is the reflection of a student’s study in college.
Whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.
How long should we prepare for writing a thesis?One year or so
What do we need when we write a thesis?
Firstly, for English major, most important of all, it is English knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.
Secondly, the way of writing is also important.
A good title, some good ideas to support thesis statement, right language and standard format are what we need.
The language style is something that we should pay much attention to, for example:
Wording: we prefer big word to small one;
Sentence: Long sentences are quite expectable.
How do we write a thesis? How many steps should we follow?
Generally speaking, when we write a thesis, we follow 10 steps:
1. Choose a subject: that is, what you are going to write about. For English major, we may apply:
2. Choose a title/Title a paper;
3. Collect materials for reference in writing;
4. Analyze the collected materials;
5. Sort out the data and arguments;
6. List references;
7. Make up an outline;
8. 1—3 drafts;
9. Proofread;
10. The last version.
What subjects may we choose to write?
English and American Literature
The Practice and Theory of Translation
English Language
English Linguistics
English Grammar
English Phonetics
English Lexicology
English Rhetoric
Language and Culture
ELT Methodology
Teaching English in Middle School
English Teaching Research and Survey
The History of… (All mentioned above)
;Ⅳ 關於英語專業畢業論文提綱
英語專業畢業論文提綱2007-09-30 11:26Acknowledgements
Abstract (English）
Abstract (Chinese)
Introction
Chapter 1 Moby-Dick and Indiviation Theory
1.1 Background of Herman Melville and Moby-Dick
1.2 Brief Introction of C.G. Jung』s Indiviation Theory
Chapter 2 Failed Indiviation of Captain Ahab
2.1 Ahab』s Wounded Pride
2.2 Ahab』s Madness
2.3 Failed Indiviation of Ahab
Chapter 3 Indiviation of Ishmael
3.1 Alienated Ishmael in the very Beginning
3.2 Tendency of Ishmael』s Ego-Self Reunification
3.3 Indiviation Process of Ishmael
3.4 Differences between Ishmael and Ahab
Conclusion
Works Cited
其實很簡單.就分三部分.
1. Introction of African American Vernacular English介紹黑人英語
2. An analysis of African American
Vernacular English分析黑人英語
你可就以下幾點來分析.
a. History and social context歷史和社會背景
b. Phonological features語音特點
c. Grammatical features語法特點
d. Negation否定句式
e. Other grammatical characteristics其它語法特點
f. Lexical features詞的特點
3.A summary總結
Ⅵ 英語教育專業畢業論文提綱
英語教育專業畢業論文提綱模板
所謂論文提綱，是指論文作者動筆行文前的必要准備，是論文構思謀篇的具體體現。構思謀篇是指組織設計畢業論文的篇章結構，以便論文作者可以根據論文提綱安排材料素材、對課題論文展開論證。下面我以英語教育專業畢業論文提綱為例，為大家介紹論文提綱的寫法。
英語教育專業畢業論文提綱模板一
摘要 2-3
Abstract 3
引言 6-13
一、研究的背景 6-7
二、文獻綜述 7-11
(一) 國外研究狀況 7-9
(二) 國內研究狀況 9-11
三、研究方法 11-12
四、創新之處 12-13
第一章 小學高年級英語語篇整體性教學的理論思考 13-22
一、相關概念的界定 13
二、小學高年級實施英語語篇整體性教學的必要性 13-14
(一) 小學高年級學生心理發展的特點 13
(二) 小學高年級英語語篇的特點 13-14
三、小學高年級英語語篇整體性教學的理論基礎 14-18
(一) 心理學中的整體性原則 14-15
(二) 心理學中的認知理論 15-16
(三) 三種閱讀教學模式 16-18
四、小學高年級英語語篇整體性教學的主要類型 18-22
(一) 對話類語篇整體性教學要素 18-19
(二) 故事類語篇整體性教學要素 19-22
第二章 小學高年級英語語篇整體性教學課堂模式實施的現狀調研 22-38
一、調研設計 22-23
(一) 調研對象 22
(二) 調研方法 22
(三) 調研內容 22-23
二、對小學高年級英語語篇整體性教學推進情況的調研 23-38
(一) 對語篇整體性教學實施態度的調研 23-25
(二) 對語篇整體性教學實施過程的調研 25-27
(三) 對語篇整體性教學實施效果的調研 27-34
(四)對語篇整體性教學實施困惑的調研 34-38
第三章 小學高年級英語語篇整體性教學調研的問題及原因分析 38-46
一、在實施語篇整體性教學過程中存在的問題 38-41
(一) 過於重視“整體”，完全放棄了 “局部”知識點學習 38-39
(二)為了體現“學生主體”，大膽放棄“教師主導” 39-40
(三)誤解“閱讀語篇”的意義，變成“反復朗讀語篇” 40
(四)為了“整體情境”，拘泥於“單一情境” 40
(五)為了“立足語篇”，拒絕“適當有效拓展” 40-41
二、小學高年級英語語篇整體性教學問題產生原因的分析 41-46
第四章 優化小學高年級英語語篇整體性教學的途徑 46-54
一、小學高年級英語語篇整體性教學課堂實施的原則 46-51
(一) 整體理解為主,細節理解為輔 46-48
(二) 語感訓練為主,語法理解為輔 48-50
(三) 思維訓練為主,知識技能掌握為輔 50-51
二、小學高年級英語語篇整體性教學的策略研究 51-54
(一) 確立明確的教學目標 51
(二) 分配合理的預習任務 51-52
(三) 關注有效的情景創設 52
(四) 把握清晰的主線設置 52
(五) 關注豐富的拓展閱讀 52-54
結語 54-55
參考文獻 55-59
致謝 59-60
英語教育專業畢業論文提綱模板二
Idiom Translation under the Chinese and English Cultures
Class XXX Number XXX Name XXX
Abstract: Nida, a famous translator, says, "For truly successful translation, it is much more important to familiarize two cultures than master two languages, because words are assigned meanings in its particular cultures."(Background information) This is to say, translation is closely related with not only languages but also cultures. Studies of the cultural distinction in idiom translation are still relatively weak in the field of translation in China. Exclusive research on the translation of Chinese and English idioms is still incomplete. In the last twenty years, idiom translation has mostly emphasized the level of inter-lingual communication, but cultural differences were rarely involved in it.(Identify problem) This thesis analyses the cultural differences in Chinese and English idioms, then studies English-ChineseChinese-English idiom translation methods(Research subject) from the angle of culture(Method) and points out some warnings concerning idiom translation: pay attention to context and choose the right version in line with the style and meaning of the original passage(Results); culture is a whole way of life, when new culture emerges, new idioms also appear, therefore idiom translation should develop with the time.(Conclusion)
Key Words: idioms; culture; translation
論英漢文化背景下的習語翻譯
摘要 :著名翻譯學家奈達指出:“對於真正成功的翻譯而言，熟悉兩種文化甚至比掌握兩種語言更為重要，
因為詞語只有在其作用的'文化背景下才有意義。”也就是說，翻譯不僅與語言有關也和文化有關。習語翻譯中對文化差異的研究在中國的翻譯領域中仍然較弱，專門對中英習語翻譯的研究還不很完善。近20年來，習語翻譯大多強調語際的交流，而很少涉及文化差異。本文通過分析中英習語的文化差異，進而從文化角度研究中英習語翻譯方法，並指出中英習語翻譯要注意的問題:聯繫上下文，選擇與原文風格，意思相符的翻譯;文化是一種生活方式，文化在變化，出現新的習語，習語翻譯要與時俱進。
關鍵詞： 習語;文化;翻譯
1. Introction
Idioms universally exist in every language. An Idiom is a word or an expression
that cannot be literally translated from the source language into the target language because its idiomatic meaning cannot be understood by literally defining its component parts.(Background) In a broad sense, idioms contain set phrases, proverbs, colloquialisms, slangs, maxims, allusions, etc. (YinLi, 2007:9) In Chinese, they also include enigmatic folk similes. Newmark, a British translation theorist, in his work A Textbook of Translation, said, "I define as culture the way of life and his manifestation that are peculiar to a community that uses a peculiar language as its means of expression. "(Previous research) English Idioms derives from English cultures and daily life. In real context, idioms explain themselves: nine times out of ten they carry their own explanations. If we are unaware of these, we will find ourselves in a state of confusion since we will assign literal meaning to them. The Chinese Idioms, especially the four-character idioms, have their own unique origins which are closely correlative to the Chinese history and cultures. In view of the difficulties in understanding idioms, we should pay e attention and efforts to understand their cultures and customs. This thesis is designed to dig into the cultural differences between Chinese and English and then elaborates on the translation theories applied to idioms. (Subject + Method)
2. A Comparison Between English and Chinese Idioms
2.1 The Cultural Differences Between English and Chinese Idioms 2.1.1 Geographical Conditions
The formation of culture is closely related with natural geographical conditions. A specific geographical environment proces a specific culture, which also leads to a particular expression.
Great Britain covers islands including the Northern one-sixth of the island of
Ireland between the North Atlantic Ocean and the North Sea, northwest of France. It has a moist climate with much rainfall. Rivers and lakes are numerous. No wonder that fishery is thriving and most important in Britain. Accordingly, idioms concerning fish and navigation constitute a great part in English idioms. (LiYuping, 2008:20)(Theory/Results of previous research)
For example, "like a fish out of water". If you feel like fish out of water, you feel awkward and uncomfortable because you are in an unusual and unfamiliar situation. Fish in the air 緣木求魚 An odd fish 怪人 Miss the boat 錯過機會
Trim the sails to the wind 順勢前進
A small leak will sink a great ship 小洞不補要沉大船 (Examples)
On the other hand, China is located in the Asian Continent and reputed as an agricultural country with a large population of peasants. It is not surprising to find many idioms relevant to farming, such as "骨瘦如柴，對牛彈琴, 眾人拾柴火焰高,竹籃打水一場空......". Chinese people also have a mysterious and awe feeling for sea, so they have idioms like "海角天涯，海枯石爛，海闊天空，海底撈針，海市蜃樓......". (Analysis)
2.1.2 History
2.2 The Similarities Between English and Chinese Idioms
2.2.1 Colours
2.2.2 Numbers
3. Methods of Idiom Translation
Translation is far more than a science. It is also a skill, and at the ultimate analysis, fully satisfactory translation is always an art. (Nida, 1982:49) Translation is considered as the cultural bridge and media between two languages. As there are wide differences in vocabulary and syntax between English and Chinese, translation is no easy job. Therefore, in order to keep the flavor of the original as well as cater for both the Chinese and English languages, translation skills should be reasonably employed in the process of translating, such as the following translating methods:
3.1 Literal Translation
3.2 Free Translation
3.3 Translation with Notes
3.4 Replacement with Similar Idioms
3.5 The Translation of Corresponding Idioms with the Same Meaning
3.6 A Combination of Literal and Free Translation
4. Some Warnings Concerning Idiom Translation
5. Conclusion
One of the major characteristics identifying us as human is our ability to use language. Language plays a very important role in people’s daily life; it enables people communicate with each other and understand others' feelings. Language has close relations with culture. It is impossible to separate language from culture. As the essence of language, idioms also have close relations with culture. The contents of them range from society, history, psychology to customs and other various social phenomena. So, in the process of translation, translators should pay more attention to the cultural factors, in doing this, he can dig up the implicit meanings. (Conclusion of research) Only the cultural factors are concerned, translators can have a satisfactory translation. Besides, people should get acquaintances with the cultural background when using idioms to avoid embarrassment in communication. (Suggestions)
References
[*] 作者. 書名(英語的斜體). (出版地：)出版社，年份：參考內容頁碼 [*] 作者. 文章名(英語的斜體). 刊物名稱. (出版地：)出版社，年份
[1] Li Mei. Mother tongue and translation. Shanhai: Shanhai Foreign Language Ecation Press,2008
[2] Li Qingming. A Comparison of the Cultures between the Chinese and English Language. Xi'an: Northwest University of technology Press, 2007
[3] Nida Eugene. The theory and Practice of Translation. Leiden: E. J. Brill, 1982
[4] Nida Eugene. Language, Culture, and Translating. Shanhai: Shanhai Foreign Language Ecation Press, 1993
[5] Susan Bassnett, Andre Lefevere. Translation, History, Culture. Shanghai: Shanhai Foreign Language Ecation Press, 1987
[6] Luo Shiping. A Research on English Idioms. Shanhai: Shanhai Foreign Language Ecation Press, 2006
[7] Li Yuping. English Idioms and their Cultural Origin. Tianjin: Nankai University Press, 2008
[8] Yin Li. English-Chinese Idioms and Folk Culture. Beijing: Bejing university Press, 2007
[9] Zhang Yajun. A Kaleidoscope of Chinese Culture. Beijing: Sinolingua, 2008
[10] 李雲(Li Yun).《新編大學翻譯教程》. 北京：世界知識出版社, 2007 [11] 馬愛英(Ma Aiying).《中英文化翻譯》. 北京：科學出版社, 2006
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