开题报告-2012英语系本科.doc

东北大学东软信息学院本科生毕业设计（论文）开题报告格式与要求一、开题报告必须采用计算机输入、打印，幅面A4，于左侧装订成册。二、开题报告的内容应包括：（1）选题的背景、目的和意义；（2）毕业设计（论文）应用的原理和理论依据；（3）毕业设计（论文）方案论证分析（指出课题难点和拟解决的关键问题，拟采取的研究方法及其可行性等）；（4）预期成果；（5）工作进度计划；（6）参考文献。三、开题报告一式一份，由学生所在系存档。四、具体样式要求：字数：2000字；纸张： A4；正文格式要求：Times New Roman五号字附：毕业设计（论文）开题报告封面及内容框架东北大学东软信息学院毕业设计（论文）开题报告论文题目：专 业：班 级：姓 名：学 号：指导教师：开题日期： 年 月 日题目用Times New Roman 5号字，加粗，居中对齐Title of ThesisAn Empirical Study into Lexical Inference and Strategy Use into EFL ReadingI. Study Background, Study Purpose and Literature Review： Times New Roman 5号字，首行缩进，1.5倍行距，1. Study BackgroundThe 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.2. Study Purpose The 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.3. Literature Review“文献回顾”和“理论基础”部分需用引号引用他人言语，并在括号内规范书写内注，所有内注应与最后一部分References一一对应。Previous 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 (Baldrige 98-100). 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(李琳娜 52), 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(王振槐 188-90), 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 (葛晨虹 36-37), 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(何伶俐 73-74). Some attempt to validate the effectiveness of lexical inference strategy training at tertiary level (方明亮 68), hoping to justify the effectiveness of lexical inference strategies training; some home in on the factors affecting lexical inference and their constraints (Kass 73-75). A few studies concerned with relational investigation, for instance, study into the impact of language proficiency on lexical inference ability (刘宝恒 59), study into influence of depth of vocabulary knowledge on lexical inferential success (丁立群 178). II. Theoretical Basis 同上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 (Smith 202-203). 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 (Whitmore 202). According to Stapleton (129), 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 (Post 39-40). 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.III. Research Analysis (Research Difficulty, Research Questions, Methodology and Its Feasibility)1 Research Difficulty研究难点，写1-2段2. Research Questions论文的研究问题应由简至深，由表层至内涵逐步提出，提出3-5个需研究问题。 论文正文中也需有此部分，且与“结论”部分相互呼应。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? 3 Methodology and Feasibility方法论可参照“研究方法和可行性”word文档，选取2-3个研究方法。 可行性是对你选取的研究方法做简要的难易执行程度分析。至少2段IV. Research Significance and Anticipated Results1. Research Significance 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 Anticipated Results预期成果，写一段V. Schedule：1. Nov.28- Dec.17: Finding Secondary Resources 1) Prewriting - Developing a Preliminary Bibliography 2) Prewriting - Shaping the Preliminary Outline 3) Prewriting - Taking notes 2. Dec.19- Jan.06: Writing the Paper Proposal 3. Jan.06 - Mar.23: Drafting the Paper 1) Writing - Creating the Final Plan 2) Writing - Developing the First Draft 4. Mar.26 - Apr.13: Revising the Paper 1) Polishing the Content 2) Preparing the Final Documentation Notes 3) Preparing the Final Bibliography 5. Apr.16 - May 04: Preparing the Final Copy 1) Formatting the Final Draft 2) Proofreading - Checking the Details 6. May 21 - June 01 Thesis Defense VI.