2017届英语本科毕业论文模板

湖 南 科 技 大 学毕 业 设 计（ 论 文 ）题目（中文书写）作者学院外国语学院专业英语专业学号指导教师最终定稿时，需要在学校统一发放的封面上手工填写。二一七 年 六 月 日On the Function of Cooperative Principles in Translation小二号加粗，首字母大写 A Thesis Submitted to School of Foreign StudiesHunan University of Science and TechnologyIn Partial Fulfillment of The Requirements forThe Degree of Bachelor of ArtsByXXX (四号字)姓名拼音Under the Supervision ofProf. /Associate Prof./ Lecturer XXX (选一)June, 2016湖 南 科 技 大 学毕业设计（论文）任务书 外国语 学院 英语 系系主任: （签名） 年 月 日不填学生姓名: 学号: 专业: 学生填写1 设计（论文）题目及专题： 中文书写 2 学生设计（论文）时间：自 2016 年 11 月 1 日开始至 2017 年 6 月 20 日止学院统一3 设计（论文）所用资源和参考资料：1 Ellis, R. Understanding Second Language Acquisition M. Oxford: Oxford University Press, 2005. 2 Grant, L. Using computer- tagged linguistics features to describe L2 writing differences J. Journal of Second Language Writing, 2000, (2) : 123-145. 3 Zamel. V. Responding to student writing J. TESOL Quarterly 1985, (1): 79-101. 4 纪小凌. 外语教学研究中的定量分析 M. 武汉：华中科技大学出版社. 2000. 5 文秋芳, 丁言人, 王文宇. 中国英语学习者产出性词汇发展研究 J. 外语教学与研究2002, (3): 202-207.5号字体，1.25倍行距，3个英文，2个中文文献4 设计（论文）应完成的主要内容：在高中英语听力教学中存在很多弊病，导致学生在听力学习中存在着种种的障碍。本论文拟对高中生存在的听力理解的若干问题，从语速、语音，背景知识、心理障碍等方面进行详细分析，借助相关理论基础进行研究，并提出解决方案，旨在为教师们提供参考。5号字体，1.25倍行距。5 提交设计（论文）形式（设计说明与图纸或论文等）及要求：1）要求学生认真、独立完成毕业论文的写作 2）要求按照学校规定的论文格式撰写论文 3）要求及时同指导老师进行沟通，按步骤完成论文的写作和答辩工作。 6 发题时间： 2016 年 11 月 10 日学院统一指导教师： （签名）学 生： （签名）手工填写湖 南 科 技 大 学毕业设计（论文）指导人评语主要对学生毕业设计（论文）的工作态度，研究内容与方法，工作量，文献应用，创新性，实用性，科学性，文本（图纸）规范程度，存在的不足等进行综合评价 指导人： （签名）年 月 日 指导人评定成绩： 只记成绩湖 南 科 技 大 学毕业设计（论文）评阅人评语主要对学生毕业设计（论文）的文本格式、图纸规范程度，工作量，研究内容与方法，实用性与科学性，结论和存在的不足等进行综合评价 评阅人： （签名）年 月 日 评阅人评定成绩： 只记成绩湖 南 科 技 大 学毕业设计（论文）答辩记录日期： 学生： 学号： 班级： 题目： 提交毕业设计（论文）答辩委员会下列材料：1 设计（论文）说明书共页2 设计（论文）图 纸共页3 指导人、评阅人评语共页由学生手工填写毕业设计（论文）答辩委员会评语：主要对学生毕业设计（论文）的研究思路，设计（论文）质量，文本图纸规范程度和对设计（论文）的介绍，回答问题情况等进行综合评价 答辩委员会主任： （签名）委员： （签名）（签名）（签名）（签名） 答辩成绩： 只记成绩总评成绩： （等级） 成绩（等级）Abstract小二号加粗，短后空0.5行距Listening, speaking, reading and writing are the four essential skills of language competence. The mastery of a language requires balanced development in these four areas. However, in China, English listening ability has long been neglected. There remain many drawbacks in the English listening teaching in senior high school, which have formed barriers to students. Listening comprehension becomes students headache. This thesis gives analysis to listening comprehension problems among senior high school students based on relevant theoretical foundations, including speech speed, phoneme, background knowledge, psychology and vocabulary barriers. Based on the analysis, constructive solutions to these barriers are put forward for teachers to refer and to adopt.150左右英文单词， 小四号，1.25倍行距Key Words: senior high school teaching; listening comprehension barriers; solutions3-5个，中间用分号隔开注意：摘要页页码用小罗马数字“-i-”、“-ii-”、“-iii-,五号，居中- i - 摘 要小二号字，宋体，段后空0.5行。听说读写是语言的四项基本技能。要想掌握一门外语，需要这四种能力协调发展。但在我国，英语听力教学长期被忽视。在高中英语听力教学中存在很多弊病，导致学生在听力学习中存在着种种的障碍,听力理解成为很多学生的难题。本论文对高中生存在的听力理解的若干问题，从语速、语音，背景知识、心理障碍，以及词汇障碍等方面进行了详细分析，借助相关理论基础进行研究，在此基础上，针对每种情况提出了解决方案，旨在为教师们提供参考，使学生们能有效地提高听力理解水平。关键词顶格。小四号宋体，加粗: 高中英语教学；听力理解障碍；解决方案- ii - 湖南科技大学本科生毕业设计（论文）Contents一级标题字体：Times New Roman、小二号、加粗；段前段后各空0.5行。下同。本页开始标记页眉 Abstract . i摘 要 . iiIntroduction . 1I.Theories Relating to Listening Comprehension. 2 1.1Importance of Listening Comprehension. 3 1.2Essence of Listening Comprehension. 4 II.Problems in English Comprehension with Senior High School Students 4 2.1Impediments in Speech Speed 5 2.2Phoneme Barriers 5 2.3Undesirable Listening Habits. 5 2.4Background Knowledge Deficiency. 6 2.5Psychological Obstacles. 6 III.Solutions of Helping Students Overcome Barriers. 11 3.1Reinforcement of Skills in Distinguishing Pronunciation. 11 3.1.1 Specialized Training in Distinguishing Pronunciation. 11 3.1.2 Repetitive Imitating Pronunciation. 12 3.2Subsidiary Background Knowledge Teaching . 12 Conclusion . 13Bibliography . . 19(Appendix)文字用小四号，1.25倍行距，一级标题加粗. 20 *（可用Tab键定空格）. “参考文献”文学类论文用Works Cited表示，其他类用Bibliography*正文至少为三章，首字母大写，标题全部用名词性词组* Appendix 视需要而定Introduction 和Conclusion 没有章节标号，本页也没有页码号*目录页没有页码。但本页开始需要页眉：湖南科技大学本科生毕业设计（论文）(五号字体)Introduction一级标题字体：Times New Roman、小二号、加粗；段前段后各空0.5行。下同。Although listening comprehension plays so important a part in English study, however listening teaching has always been overlooked. In China, only when listening test came into College Entrance Examination did listening teaching began. Prior to this time, English teaching focused on reading and writing skills, while listening classes remained insignificant. Due to insufficient attention which had paid to this area, listening teaching suffered a lot of drawbacks. Students became victim of poor listening education. This has to be changed in order to meet the need of international communication. The present study attempts to find some solutions to help teachers and students to improving the listening comprehension. In order to achieve the aim, we need to, first of all, investigate the existing problems. In other words, we need to find out the barriers that hinder students in their understanding what they are listening to and analyze the true nature of listening comprehension. Then we are able to offer helpful suggestions.The thesis consists of three chapters.After the Introduction, Chapter One gives a brief account of the role of listening ability in the English learning and the essence of listening. Chapter Two is a detailed analysis of the existing problems in listening to English of our senior high school students. Chapter Three puts forward some solutions to the problems correspondingly. Then we come to the last part, Conclusion.(从该页起，页码用-1-， 五号，居中)ITheories Relating to Listening Comprehension各章题序及标题：加粗，小二号，段前段后各空0.5行,序号后用1个空格键。Listening comprehension is a kind of input process of a language. Before going to problems and solutions to listening comprehension education in senior high schools in China, importance and essence of listening comprehension are discussed first.1.1 Importance of Listening Comprehension2级的题序及标题：加粗，四号，段前段后各空0.5行，序号后用1个空格键。Researches performed in recent years proved listening comprehension more and more vital to English study. According to statistics, every adult spends approximately forty to fifty percent全文汉字用宋体，小四号，英文用Times New Roman,段前段后不空行，1.25倍行距，首行缩进2字符 of their daytime listening, while twenty to thirty percent speaking, and eleven to sixteen percent reading, finally, only 9 percent writing (Rivers 2006). From this, we can see that listening is the most prominent ability when absorbing knowledge. Gary (2004) pointed out that listening had to come first in foreign-language teaching. There are four advantages of listening: recognition, efficiency, emotion and practicality. 1.2 Essence of Listening ComprehensionWhat is the process of listening comprehension and what happened in the process? Mary Underwood (1990: 16) thinks it can be divided into three steps:The first stage: phonetic signal come into a sense pool (often known as memory pool) and forming meaningful units(words or phrases) according to listeners own knowledge.The second stage: processing information in a short time, our brain checks these words and phrases by comparing to long-term memory in order to retrieve the meaning of these words and phrases. Once brain finished the retrieving, words and phrases will be forgotten.The third stage: once a listener understand the meaning of the sentence by hearing, he or she will store the meaning of the sentence to long-term memory. Listener seems to copied the information and stored on mind in a short form.段落引文五号字，单倍行距，左端空8个英文字符，4个tab键These three processes are conducted in several seconds. However a foreign-language study student may not catch up with the speed, therefore, fail to give relative meaning on his or her mind.1.2.1 Specialized Training in Distinguishing Pronunciation3级题序及标题：加粗，小四号，段前段后各空0.5行Teachers have to impart stress, rhythm, and tone in order to build a corresponding pattern on mind. At the same time, to improve students pronunciation and intonation in order to make According to the statement above, we can see that a successful listener has to make connections between sounds and meaning on mind and to correctly distinguish different sounds. Only when brain can tell the sounds and corresponding meaning can make a successful listening comprehension. Otherwise, it can not perform smoothly. And this requires listener to make strong connection between sounds on mind and the meaning of a word.（1） Joey went to church to pray, and he told father that his father can not be here today.例句连续标号。五号字，前后各空一行There are two fathers in the sentence, one of them relates to godfather, and the other father means the real father. If a student fails to realize the particular father in the church, the student will confused. He or she may wonder if the sentence is wrong, or which father is the real father. However, if the student knows the godfather, and considering the place where this conversation take place, he could understand the sentence without any trouble. From this example, we can see that how crucial background knowledge is when comes to listening comprehension. Conclusion加粗，小二号，段前段后各空0.5行,序号后用1个空格键。In the thesis, we have given a careful analysis to the barriers existing in the listening comprehension of the senior high school students, such as speech speed, phoneme barriers, bad listening habits, shortage of background knowledge, psychological obstacles, limitation of vocabulary and of grammar knowledge. The best ways of helping them to improve their listening are such that we train students in the skill of distinguishing pronunciation, imitating speech speed, and that we help students to broaden their horizon of knowledge, and finally help students to obtain good listening habits.Listening becomes vital in daily communication and how to make listening comprehension education more effective become paramount. Listening begins with feeling of sounds, after receiving words, phrases and sentences, our brain begins to process the meaning. Therefore, we have to enhance our ability to sense different sounds. 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