英语专业本科生开题报告样本.doc

可根据内容选择：基础型、应用基础型、应用型、调研型。居中对齐题目用Times New Roman 5号字，加粗，题目须有中英文，英文在前，中文在后，居中对齐。英语专业本科生开题报告样本毕业论文（设计）题目An Empirical Study into Lexical Inference and Strategy Use into EFL ReadingEFL阅读中的词义推测及策略运用实证研究选题类型XXX课题来源XXX研究背景。说明研究的背景。二级标题用Times New Roman 3号。段前0.5 行，段后0.5行。注意字母大小写学 院语言学院专 业英语指导教师XXX职 称教授姓 名XXX年 级2006级学 号XXXXXXX引言部分。一级标题用Times New Roman 小2号，段前0.5 行，段后0.5行1. Introduction1.1 Study Background正文用Times New Roman 小4号字，1.5倍行距The present study is stimulated by both practical and theoretical considerations in the field of second /foreign language learning and teaching. The importance of EFL reading is commonly acknowledged by both teachers and learners in the process of learning and teaching, so the topic of lexical inference strategies is of practical interest to both teachers, who would like to employ pedagogical techniques which can reinforce and develop students achievements in EFL reading to better their effects of instruction, and learners themselves, who once master those strategies, are in a better position to infer unknown word meanings in the process of reading. Learners can sometimes deliberately apply those strategies to solve problems they encounter in reading in order to conquer the inherently difficult task of learning a foreign language. This indicates that lexical inference ability and inferring strategies are paramount in EFL reading. As to the relationships among gender, majors, foreign language proficiency, lexical inference ability and inferring strategies respectively, they are also of practical interest to both language teachers, who can utilize different methods to instruct students of different gender and majors according to their different foreign language proficiency so as to facilitate both their teaching effects and students understanding and researchers, who can investigate what factors ascribe to the differentiations and why, so as to make full use of advantages and avoid disadvantages to orient language teaching and learning in the long run. To understand lexical inference and strategies, we have to refer to the definitions of inference, lexical inference, LIA and LS first.该部分根据自己的具体题目需要，可有可无，如论文中有新的、生僻的或者重要的名词，则需要有该部分对这些名词加以解释1.2 Definitions of Inference and Lexical Inference 已有研究及其不足。该部分很重要，它是你的研究存在的前提。因为已有研究有不足之处，才有必要做现在的研究。Inference refers to the process, in language learning, of arriving at a hypothesis, idea, or judgment on the basis of other knowledge, ideas, or judgments, that is, the process of making inference or inferring (Richards & Platt and Platt, 2000:222). In language learning, inference has been discussed as a learning strategy used by learners, especially in reading, to work out grammatical and other kinds of rules (Carton, 1971). According to W. Grabe and F.L.Stoller (2005:260), inference refers to the process of drawing a logical conclusion based on explicit information in text and background knowledge. The mental activity/process involved when readers encounter unknown or unfamiliar words or phrases (hereafter for the sake of convenience we use unknown or unfamiliar words to refer to both unknown and unfamiliar words and phrases) and thereby assign meanings to them in the process of reading is termed “lexical inference or inferring (Barnett, 1990:79). Thus in this study we adopt the term lexical inference in the sense that readers are aware of encountering unknown or unfamiliar words or phrases, in the reading process, and make deliberate attempts to figure out their meanings and draw a logical conclusion based on the logical reasoning of the explicit information in a text and background knowledge. It is a deliberate and conscious process of deriving meanings from co-text in reading process.1.3 Previous Studies and Their DeficienciesPrevious researches on word meanings in context has concentrated more on other foreign or second language reading strategies than on lexical inference strategies. Some theorists focus on receptive acquisition of vocabulary and recommend that students learn lexical inference techniques in order to enlarge their vocabularies (Bramski, D &Williams, 1984; Crow, 1986). For researchers investigating the categorizations of lexical inference strategies, results tend to be in two directions (1) towards a categorization of contextual clues students use or might use (Bramski, D &Williams 1984; Siebert, 1945, quoted from Barnett, 1990), and (2) towards an explanation of precisely how students discover meanings of unfamiliar words, that is the process of lexical inferring in test-taking. Studies on developing and investigating learners learning and reading strategies conducted by both language teachers and researchers are abundant in the last two decades (Oxford, 1990; O Malley&Chamot, 1990; 程晓堂,郑敏,2002; 文秋芳,1996; 肖建壮,1997), but only few of which focus their attention on lexical inference in reading. Available studies are those which view this issue from the perspective of reading strategies and concentrate on the process of lexical inferring (Bensoussan, M,& Laufer, 1984; Haynes,1984), aiming to explore how learners react when they encounter unknown or unfamiliar words in reading process. Researches into the categorization of lexical inference strategies are plentiful and abundant in the recent years (Adams,1982; Clarke and Nation,1980; 王瑛, 2006). Some attempt to validate the effectiveness of lexical inference strategy training at tertiary level (王萍,2004), hoping to justify the effectiveness of lexical inference strategies training; some home in on the factors affecting lexical inference and their constraints (Palmberg,1987; 任绍曾, 2003; 赵福利,2002 ). A few studies concerned with relational investigation, for instance, study into the impact of language proficiency on lexical inference ability (刘津开,1999), study into influence of depth of vocabulary knowledge on lexical inferential success (寻阳, 孙丽,2006). 研究的意义，必要性重要性等等，该部分很重要。1.4 Significance of This Study研究目的与要回答的具体问题。该部分是开题考察的核心部分Based on the previous studies, this study goes a step further and attempts to investigate the influence of gender, major and language proficiency in a narrow sense, i.e. at tertiary level, on the lexical strategy use and inferential success based on the previous categorization of various lexical inference strategies. Answers to these questions are of great importance to both the pedagogy and language research, which can shed light on and guide the teaching and learning and make the processes more fulfilling and easier. These answers can also help practitioners to find some respective methods to combine the two processes together and make them harmonious in the long run. 2. Purpose of This Study and Research QuestionsThe goal of this study is to investigate the influence of Language Proficiency (LP), Gender (G), and Majors (M) on Lexical Inference Ability (LIA) and learners Lexical Inference Strategy Use (LISU), that is to say, whether learners of different majors and gender with different language proficiency perform differentially in test in terms of LISU and LIA? This study conducted is undertaken in an effort to (1) explore and investigate the differentiations of Lexical Inference Strategy Use (LISU) and Lexical Inference Ability (LIA) of learners with different Language Proficiency (LP), Gender (G) and Majors (M), on one hand, and (2) to increase our knowledge of the interrelationship among Lexical Inference Strategy Use (LISU), Strategy Score (SS), Inferring Score (IS) and Lexical Inference Ability (LIA) of language learners, on the other hand. Thus four research questions are asked:提出本研究具体要回答的研究问题What are the overall patterns of LISU and LIA possessed by the subjects? Do learners of different LP, Gender (G) and Majors (M) perform differentially in test in terms of LISU and SS? If so, what are the differences, and how different?Do learners of different LP, Gender(G) and Majors (M) perform differentially in test in terms of LIA and IS? If so, what are the differences, and how different?What are the correlations among LISU, IS, SS, and LIA of learners with different language proficiency, gender and majors? How can LISU predict IS, SS and LIA in reading? Times New Roman 小2号, 段前后各0.5行Outline Chapter I Introduction1.1 Study Background1.1.1 Definitions of Inference, Lexical Inference, LIA, and LS1.1.2 Theoretical Basis1.1.3 Significance of Lexical Inference in Reading1.1.4 Previous Studies and Their Deficiencies1.1.5 Significance of This Study1.2 Purpose of This Study and Research Questions1.3 Outline of This ThesisChapter II Categorization of Lexical Inference Strategies所有outline 部分字体为Times New Roman,字号小4号，1.5倍行距。章标题加粗，注意各章节之间的层次，节在章的基础上退格三个字母，小节在节的基础上退格三个字母。注意字母的大小写。该部分请列出你的具体的研究大纲。2.1 Paraphrasing Devices2.2 Logical Clues2.3 Background Clues2.4 Morphological Clues2.5 Monitoring DevicesChapter III Methodology3.1 Subjects3.2 Instrument3.3 Scoring Criteria3.4 Pilot Study3.4.1 Reliability Analysis3.4.2 Factor Analysis3.5 Data Collection3.6 Data Analysis3.6.1 Descriptive Analysis3.6.2 Differentiation Analysis of LISU and SS3.6.2.1 Differentiations of LISU and SS with Different G3.6.2.2 Differentiations of LISU and SS with Different LP3.6.2.3 Differentiations of LISU and SS with Different M3.6.3 Differentiation Analysis of IS and LIA3.6.3.1 Differentiations of IS and LIA with Different G3.6.3.2 Differentiations of IS and LIA with Different LP3.6.3.3 Differentiations of IS and LIA with Different M3.6.4 Correlations among LISU, SS, IS, and LIAChapter IV Results and Discussion4.1 Accounts of Learners with Different LP4.2 Accounts of Learners with Different Majors4.3 Accounts of Learners with Different GenderChapter V Conclusions and Implications5.1 Summary of Major Findings5.2 Implications for Language Teaching and Learning5.3 Limitations of the Study and Suggestions for Further ResearchTimes New Roman 小2号，短前后各0.5 行。Bibliography1Adams,S.J. Scripts and the recognition of vocabulary: Enhancing second language reading skills. Modern Language JournalJ, 1982 (2):155-159.2Bachman.L,F. Fundamantal Considerations in Language TestingM. Shanghai: Shanghai Foreign Language Education Press. 1999a.3Bachman,Lyle F.,et al.Langauge Testing in PracticeM. Shanghai: Shanghai Foreign Language Education Press. 1999b.4Barnett. More than Meet the Eye Foreign Language Reading : Theory and PracticeM. NewYork: Prentice Hall. 1990.5Bensoussan,M.,&Laufer,B. Lexical guessing in context in EFL comprehension. Journal of Research in Reading, 198