★专升本英语论文提纲范文专升本英语论文提纲格式模板

专升本英语论文提纲范文专升本英语论文提纲格式模板 Acknowledgements in Chinese in English List of Tables & Figures Chapter 1 Introduction 1-1 Issues Raised 1-1-1 From StudentsPerspective 1-1-2 From TeachersPerspective 1-2 Significance of the Study 1-3 Overall Structure of the Thesis Chapter 2 Literature Review 2-1 Review of Extracurricular Spoken English Teaching 2-1-1 Definitions of Extracurricular English Teaching 2-1-2 Characteristics of Extracurricular English Teaching 2-1-3 Researches of Extracurricular Spoken English Teaching 2-2 Theoretical Basis of the Study 2-2-1 Autonomous Learning 2-2-2 Cooperative Learning 2-2-3 Constructivism Chapter 3 Experimental Study of Monitoring Mechanism in Extracurricular Spoken English Teaching 3-1 Aims 3-2 Subjects 3-3 Time of Study 3-4 Procedures 3-4-1 Preparation before the Experimental Study 3-4-1-1 Spoken English Test 3-4-1-2 Questionnaire 3-4-1-3 Individual Interview 3-4-1-4 Results and Analysis 3-4-2 Experimental Study 3-4-2-1 Four Styles of Monitoring Mechanism 3-4-2-2 Principles of the Experimental Study 3-4-2-3 Learning Phases Chapter 4 Results, Findings and Reflection 4-1 Results and Analysis 4-1-1 Analysis of Results of Spoken English Tests 4-1-2 Analysis of Results of Questionnaires 4-1-3 Analysis of Result of the Individual Interview 4-2 Findings and Reflection 4-2-1 Positive Effects 4-2-2 Negative Effects Chapter 5 Conclusion 5-1 Summary of the study 5-2 Suggestions for the New Problems 5-3 Limitations of the Study and Suggestions for the Further Study Bibliography Appendices Appendix A Appendix B Appendix C Publications during the Postgraduate Program (Chinese) (English) Abbreviations Introduction Chapter 1 General Studies of Motivation 1-1 The Definition of Motivation 1-2 The Classification of Motivation from Psychological Perspective 1-2-1 Intrinsic and Extrinsic Motivation 1-2-1-1 Intrinsic Motivation 1-2-1-2 Extrinsic Motivation 1-2-1-3 Intrinsic vs- Extrinsic Motivation 1-3 Theories of Motivation 1-3-1 Theories of Motivation from Behavioral Perspective 1-3-1-1 Classical (Respondent) Conditioning Theory 1-3-1-2 Contiguity Theory 1-3-1-3 Operant (Instrumental) Conditioning Theory 1-3-2 Theories of Motivation from Cognitive Perspective 1-3-2-1 Cognitive Dissonance Theory 1-3-2-2 Attribution Theory 1-3-2-3 Expectancy Theory 1-3-3 Theories of Motivation from Psychoanalytic Perspective 1-3-4 Theories of Motivation from Humanistic Perspective 1-3-5 Theories of Motivation from Social Learning Perspective 1-3-6 Theories of Motivation from Achievement Perspective 1-4 Factors Influencing the Development of Student Motivation 1-4-1 Socioculture-Related Factors 1-4-2 Family-Related Factors 1-4-3 School-Related Factors 1-4-3-1 Teacher-Related Factors 1-4-3-2 Textbook-Related Factors 1-4-3-3 Student-Related Factors Chapter 2 An Overview of Motivation Studies in SLA 2-1 Motivation Studies from Sociopsychological Perspective 2-1-1 Integrative and Instrumental Motivation 2-1-1-1 Integrative Motivation 2-1-1-2 Instrumental Motivation 2-1-1-3 Integrative vs- Instrumental Motivation 2-2 Motivation Studies from Cognitive Perspective 2-2-1 Self-Determination Theory 2-2-2 Attribution Theory 2-2-3 Goal Theories 2-2-4 Schumanns Neuroresearch 2-3 The Limitations of Motivation Studies 2-4 Motivation Studies in China Chapter 3 Methodology 3-1 Research Questions 3-2 Subjects 3-3 Instruments 3-4 Data Collection and Analysis Chapter 4 Results and Discussion 4-1 Eight Motivational Types 4-2 Motivational Differences Between Male and Female Learners 4-3 Motivational Differences Between Learners of Different Family Background 4-4 Factors Affecting the C-U Undergraduates Motivation and Motivational Intensity Chapter 5 Implications for Teaching and Learning 5-1- Generating and Maintaining Student Intrinsic Motivation 5-1-1- Stimulating and Maintaining Student Interest 5-1-2- Helping Students to Set and Maintain Goals for Learning 5-2 Generating and Maintaining Student Extrinsic Motivation 5-2-1 Providing Clear Expectations 5-2-2- Giving Appropriate Feedback 5-3 Creating Favorable Learning Environments- 5-3-1 Creating a Favorable Social Environment 5-3-2 Creating a Favorable Family Learning Environment 5-3-3 Creating a Favorable Classroom Environment 5-3-3-1 Establishing a Pleasant and Supportive Classroom Atmosphere 5-3-3-2 Developing a Good Teacher-Student Relationship 5-3-3-3 Maintaining Teacher Enthusiasm Conclusion Appendix Bibliography Acknowledgements 攻读学位期间学术论文及出版的著作 学位论文评阅及答辩情况表 摘要 第一章 绪论 1-1 研究背景 1-2 研究意义 1-3 研究目标与内容 1-3-1 研究目标 1-3-2 研究内容 1-4 研究思路与方法 1-4-1 研究思路 1-4-2 研究方法 第二章 文献综述 2-1 概念界定 2-1-1 自主学习 2-1-2 自主学习能力 2-2 自主学习能力相关理论研究 2-2-1 自主学习模型 2-2-2 自主学习能力构成 2-2-2-1 自主学习动机 2-2-2-2 自主学习策略 2-2-3 自主学习能力测量方式 2-3 自主学习能力相关实证研究 2-3-1 大学生自主学习能力调查研究 2-3-1-1 非英语专业大学生自主学习能力调查研究 2-3-1-2 英语专业大学生自主学习能力调查研究 2-3-1-3 专升本学生自主学习能力调查研究 2-3-2 自主学习能力与学业成绩相关性研究 2-3-3 促进学生自主学习能力提高的研究 第三章 研究设计 3-1 研究问题 3-2 研究对象 3-3 研究工具 3-3-1 英语自主学习能力问卷 3-3-1-1 问卷的编制 3-3-1-2 问卷的信度 3-3-2 访谈 第四章 结果与讨论 4-1 普通本科生和专升本学生自主学习能力差异分析 4-1-1 自主学习动机差异分析 4-1-1-1 融合型动机差异分析 4-1-1-2 工具型动机差异分析 4-1-1-3 内在价值动机差异分析 4-1-1-4 自我效能感差异分析 4-1-1-5 自我决定差异分析 4-1-1-6 归因差异分析 4-1-2 普通本科生和专升本学生自主学习策略差异分析 4-1-2-1 元认知策略差异分析 4-1-2-2 认知策略差异分析 4-1-2-3 情感策略差异分析 4-1-2-4 社会策略差异分析 4-1-3 普通本科生和专升本学生自主学习能力总体差异分析 4-2 自主学习能力与英语成绩相关性分析 4-2-1 英语成绩总体描述 4-2-2 自主学习能力与英语成绩总体相关性分析 4-2-3 自主学习动机与英语成绩相关性分析 4-2-4 自主学习策略与英语成绩相关性分析 第五章 结语 5-1 研究结论 5-2 培养大学生语言自主学习能力的策略 5-3 本研究的局限性 5-4 研究展望 _ 1 2 3 摘要 第1章 引言 1-1 研究背景 1-2 研究目的 1-3 文章框架 第2章 文献综述 2-1 学习策略 2-1-1 学习策略的定义 2-1-2 学习策略的分类 2-1-3 有关学习策略的研究 2-2 阅读策略 2-2-1 学习策略与阅读策略的关系 2-2-2 阅读策略的定义 2-2-3 阅读策略的分类 2-2-4 有关阅读策略的研究 2-3 阅读策略培训 2-3-1 国外的研究 2-3-2 国内的研究 第3章 大学英语阅读策略调查 3-1 引言 3-2 研究方法 3-2-1