英语教育毕业论文提纲参考模板

英语教育毕业论文提纲参考模板有关英语教学毕业论文提纲模板精选3篇英语教学毕业论文提纲模板一Abstract5-6摘要7-91.Introduction9-111.1BackgroundoftheResearch91.2SignificanceoftheResearch9-101.3Structureofthethesis10-112.LiteratureReview11-192.1SomeAttemptstoDefineexpertandnoviceteacher11-132.2Anoverviewofstudiesonteachingbehaviors13-162.3Anoverviewofthecharacteristicsofexpertteachers'teachingbehaviors162.4LimitationsofthePreviousStudies162.5Theoreticalbases16-193.ResearchDesign19-253.1Subjects19-203.2Observedteachingtasks20-213.3ClassificationofEnglishteachers’teachingbehaviors21-223.4Researchmethod22-243.5ResearchProcedures24-254.DataAnalysisandDiscussion25-514.1DiversityinSpeechPresentationbehavior25-334.2DiversityinTextPresentation33-384.3DiversityinActionPresentation(bodylanguage)38-404.4Diversityininteractionbehavior40-515.ConclusionsandImplications51-555.1Conclusions51-535.2PedagogicalImplications53-545.3LimitationsandrecommendationsfortheFurtherResearch54-55Acknowledgments55-56References56-59AppendixIClassroomobservationworksheetofteachingbehavior59-61AppendixII唐卫海提问行为类别观察表61-62AppendixIII攻读硕士学位期间发表的论文62英语教学毕业论文提纲模板二Abstract3-4摘要5-7Tables7-101.Introduction10-141.1ResearchQuestions111.2Thepurposeandsignificanceofthisresearch11-121.3Layoutofthesis12-142.LiteratureReview14-242.1Theconceptandconnotationofteachingjournal15-172.2TheContentofteachingjournal17-202.3Reflectivelevel202.4Thestylesofteachingjournal20-24chDesign24-263.1PurposeofResearch243.2Subjects243.3Instruments24-253.4Procesuresofresearch253.5Datacollection25-264.ResultsandDiscussions26-524.1Resultsanddiscussionsofquesionnaire26-324.2Thewritingdifferencesbetweenteachersofdiffernetprofessionalranksonreflectivecontentandreflectivelevel32-454.3Thewritingdifferencesbetweenteachersofdifferentgendersonreflectivecontentandreflectivelevel45-525.MethodstoImproveTeachers'ReflectiveAbility52-565.1Problemsintheprocessofreflection52-535.2Thewaystoimproveteachers'reflectiveability53-566.Conclusion56-586.1Presentfindings566.2Limitations56-576.3Suggestionsforfutureresearch57-58Acknowledgements58-60Bibliography60-64Appendix64-65英语教学毕业论文提纲模板三Abstract3-4摘要5-81.Introduction8-121.1Researchbackground81.2Significanceofthestudy8-101.3Organizationofthesis10-122.LiteratureReview12-222.1Languagelearningstrategies12-152.1.1Definitionofthelanguagelearningstrategies12-132.1.2Classificationoflearningstrategies13-142.1.3Studiesonlearningstrategies14-152.2Languagelearningstyles15-182.2.1Definitionoflanguagelearningstyle152.2.2Classificationoflanguagelearningstyle15-172.2.3Studiesonlanguagelearningstyle17-182.3Learningstrategiestraining18-192.4.Reviewoftherelationshipoflearningstrategiesandlearningstyles19-223.Methodology22-333.1Purposes223.2Hypotheses223.3Researchparticipants22-233.4Instrumentsoftheresearch23-243.4.1Questionnaire233.4.2Observation23-243.5Procedures24-333.5.1Pre-treatmentquestionnaire24-253.5.2Languagelearningstrategytraininginstruction25-303.5.3Post-treatmentquestionnaire30-334.ResultsandDiscussion33-474.1Resultsofthequestionnaire33-434.1.1TheresultsoftheT-testinpre-treatmentquestionnaire37-404.1.2TheresultsoftheT-testinpost-treatmentquestionnaire40-434.2Discussion43-474.2.1Theseniorhighschoolstudents’learningstyleswereexpandedwiththehelpoflearningstrategytraining444.2.2Thevarietyoflearningstyleshelpsthestudentstolearnbetterwithdifferentlearningtasks44-454.2.3Thelearningstrategieshelpthestudentslearnbetter,moreeasilyandactively3345-475.Conclusion47-495.1Majorfindings47-485.1.1Thelearningstylesoftheseniorhighstudentsweretendedtobevarious47-485.1.2Thelanguagelearningstrategytrainingcanexpandorevenchangethelanguagelearningstyles485.2Limitationsandrecommendationsforfurtherstudy48-49Acknowledgements49-51Bibliography51-55Appendix55-61AppendixA关于英语学习风格的问卷调查55-59AppendixB英语学习策略培训观察量表59-60AppendixCListeningMaterial60-61英语毕业论文提纲英语毕业论文提纲模板紧张又充实的`大学生活即将结束，毕业前要通过最后的毕业论文，毕业论文是一种有准备的检验学生学习成果的形式，毕业论文应该怎么写才好呢？以下是我整理的英语毕业论文提纲模板，希望能够帮助到大家。Acknowledgements4-6Contents6-10ListofFigures10-12ListofTables12-20Abstract20-22摘要23-25Chapter1Introduction25-321.1Purposeofthestudyandresearchquestions28-291.2Significanceofthestudy29-301.3Organizationofthestudy30-311.4Anoteonterminology31-32Chapter2Literaturereview32-512.1T/TPandcoherenceinEnglishwriting32-352.1.1Definingcoherence32-332.1.2T/TPasmeanstorealizecoherence33-352.2T/TPinEFL/ESLwriting35-422.2.1T/TPandcoherenceinEFL/ESLwriting35-372.2.2T/TPinEFL/ESLwritingascomparedtoNSwriting37-422.3T/TPinEnglishresearcharticlesbyEFL/ESLscholars42-442.4ThefactorsthatinfluenceT/TPinEFL/ESLwriting44-472.5TraininginT/TP47-492.6Summary49-51Chapter3Theoreticalbackground51-703.1SystemicFunctionalGrammar51-553.1.1Fivedimensionsoflanguageasasemioticsystem51-533.1.2Threemetafunctionsoflanguageasafunctionalsystem53-543.1.3Threelinesofmeaningfrommetafunctions54-553.2Themeandthematicprogression55-703.2.1Theme56-623.2.2Thematicprogression62-70Chapter4ResearchDesign70-884.1Theparticipantsandtheeducationalcontext70-734.1.1Backgroundoftheparticipantsandtheparticipatingschool704.1.2Theallocationofparticipantstothetraining70-714.1.3Thesamplesizes71-724.1.4Thepilotstudy72-734.2Theinterventionalprocedures73-744.3Thequestionnaire74-754.4Thetraining75-804.4.1Considerationsbehindthetraining75-764.4.2Thetrainingmaterial76-794.4.3Theroleoftheresearcherasthetrainer79-804.5Dataanalysis80-864.5.1Analysisofthewriting80-864.5.2Analysisofthequestionnaire864.6Ethicalconsiderations86-884.6.1Informedconsent86-874.6.2Anonymity874.6.3Harm87-88Chapter5Resultsandanalysisofpre-trainingwriting88-1155.1ComparisonofThemesinEELpre-trainingwritingandCELpre-writing88-1025.1.1Topical,textualandinterpersonalThemes88-915.1.2TopicalThemes:markedandunmarkedThemes91-955.1.3TextualThemes:continuatives,conjunctionsandconjunctiveadjuncts95-1005.1.4InterpersonalThemes100-1025.2ComparisonofthematicprogressioninEELpre-trainingwritingandCELpre-writing102-1105.2.1Linear,constant,summativeandsplitprogressions102-1075.2.2Back,contextualandnewThemes107-1105.3Summary110-115Chapter6Resultsandanalysisofpost-trainingwriting115-1376.1ComparisonofThemesinEELpost-trainingwritingandCELpost-writing115-1296.1.1Topical,textualandinterpersonalThemes115-1176.1.2TopicalThemes:markedandunmarkedThemes117-1216.1.3TextualThemes:continuatives,conjunctionsandconjunctiveadjuncts121-1266.1.4InterpersonalThemes126-1296.2ComparisonofthematicprogressioninEELpost-trainingwritingandCELpost-writing129-1326.2.1Linear,constant,summativeandsplitprogressions129-1316.2.2Back,contextualandnewThemes131-1326.3Summary132-137Chapter7Resultsandanalysisofpre-andpost-trainingwriting137-1557.1ComparisonofThemesinpre-andpost-trainingwriting137-1477.1.1Topical,textualandinterpersonalThemes137-1397.1.2TopicalThemes:markedandunmarkedThemes139-1427.1.3TextualThemes:continuatives,conjunctionsandconjunctiveadjuncts142-1457.1.4InterpersonalThemes145-1477.2Comparisonofthematicprogressioninpre-andpost-trainingwriting147-1507.2.1Linear,constant,summativeandsplitprogressions147-1497.2.2Back,contextualandnewThemes149-1507.3Summary150-155Chapter8Resultsandanalysisofthequestionnaire155-1658.1Findingsfromclosedquestions155-1608.1.1EELparticipants'generalattitudetotrainingonT/TP155-1578.1.2EELparticipants'perceptionoftheusefulnessofthetrainingonT/TP157-1588.1.3EELparticipants'perceptionofthelearnabilityofT/TP158-1598.1.4EELparticipants'perceptionoftheapplicabilityofT/TPinwriting159-1608.2Findingsfromopenquestions160-1648.2.1Thechangesthatoccurred161-1628.2.2TheperceiveddifficultyofapplyingthetheoryofT/TPinwriting162-1638.2.3Thereasonsfortheperceiveddifficultyinlearning1638.2.4EELparticipants'suggestionsforfuturetraining163-1648.3Summary164-165Chapter9Discussion165-1959.1Findingswithregardtoresearchquestions165-1879.1.1Chinesecollegestudents'useofT/TPinpre-trainingwriting165-1729.1.2Chinesecollegestudents'useofT/TPinpost-trainingwriting172-1819.1.3EffectsofthetrainingonT/TPinChinesecollegestudents'Englishwriting181-1879.2Positioningthestudywithintheliterature187-1909.2.1T/TPinChinesecollegestudents'Englishwriting187-1899.2.2EffectsoftrainingonChinesecollegestudents'useofT/TP189-1909.3Implications190-1949.3.1Pedagogicalimplication190-1939.3.2Methodologicalimplication193-1949.4Limitations194-195Chapter10Conclusion195-20010.1Summary195-19710.2Puttingeverythingtogether197-19910.3Suggestionsforfuturework199-200Notes200-202References202-214Appendix1:Planfortheinterventionalprocedures214-215Appendix2:Thepost-trainingquestionnaire215-217Appendix3:Trainingmaterial217-229Appendix4:Teachers'guidetothetraining229-237Appendix5:ConsentformforEELgroup237-238Appendix6:ConsentformforCELgroup238-239Appendix7:ConsentformforNSgroup239中文摘要3-4ABSTRACT4ChapterOneIntroduction7-101.1Motivationofthepresentstudy7-81.2Significanceofthisstudy81.3Compositionofthisthesis8-10ChapterTwoLiteratureReview10-192.1Languageproduction10-142.1.1L1Production10-112.1.2L2Production11-122.1.3Dimensionsoflanguageproduction12-142.2Theoriesonoraloutput14-152.2.1Skehan’sdual-modelsystem142.2.2Swain’sOutputHypothesis14-152.3TaskRepetition15-172.3.1Task15-162.3.2Taskrepetition16-172.4RelevantstudiesoneffectsoftaskrepetitiononL2oraloutput17-19CHARPTERTHREETHECURRENTSTUDY19-253.1Researchjustificationandquestions193.2Hypothesis19-203.3Methods20-253.3.1Participants20-213.3.2Material213.3.3Researchdesign21-233.3.4Measures23-25ChapterFourResultsandDiscussion25-414.1ResultsandAnalysis25-344.1.1Quantitativeanalysis25-274.1.2Qualitativeanalysis27-344.2Discussion34-414.2.1Fluency34-364.2.2Complexity36-384.2.3Accuracy38-394.2.4interlanguagedevelopmentpathoflearnerL39-41ChapterFiveConclusions41-445.1Conclusionandimplication41-435.2Limitationsandrecommendations43-44Acknowledgements44-45References45-49Appendixes49-54A.Instructionsoftheexperiment49-50B.Thesame-contenttask50-51C.Thedifferent-contenttask51-52D.Sampleoforalpre-task52-53E.Sampleoforalpost-task53-54F.Sampleofwritingrepetitiontask54ContentsChapter1Introduction1.1ResearchBackground1.2SignificanceoftheStudy1.3ResearchGoalsandQuestions1.4DataCollectionandMethodology1.5AnalysisProcedures1.6OrganizationoftheThesisChapter2LiteratureReview2.1IntroductiontoAppraisalTheory2.2StudiesonAppraisalTheory2.2.1StudiesonAppraisalTheoryAbroad2.2.2StudiesonAppraisalTheoryatHome2.3StudiesonPersonalStatements2.3.1IntroductiontoPersonalStatement2.4SummaryChapter3TheoreticalFramework3.1AnOverviewofAttitudeSystem3.2AffectResources3.3JudgmentResources3.3.1SocialEsteem3.3.2SocialSanction3.4AppreciationResources3.5InteractionsofAffect,JudgmentandAppreciation3.6BordersofAffect,JudgmentandAppreciation3.7SummaryAppendix1:PapersPublishedduringGraduateStudiesAppendix2:SomeSamplesoftheStudyReferencesAcknowledgements英语专业的毕业论文提纲英语专业的毕业论文提纲模板2017英语专业的毕业论文提纲的模板是怎样的呢?英语专业的毕业论文提纲的目的和意义是什么呢?下面是我分享的英语专业的毕业论文提纲的模板，欢迎阅读!一、目的和意义英语专业的毕业论文写作是完成本科教学计划、实现本科培养目标的重要阶段;是对学生的英语实践技能、英语语言知识、经贸英语知识以及其他相关学科知识、全面素质、研究与创新能力进行检验考核的重要手段;是学生学士学位资格认证的重要依据;是衡量、评估英语专业教学质量与水平的重要内容之一。二、选题原则毕业论文选题应从本专业培养目标的要求出发，结合学科发展的动态和研究现状，尽可能使其具有发展与创新的空间，从而有利于巩固和拓宽学生的知识面，有利于对学生进行科研能力基本训练以及独立工作能力的培养。毕业论文属于研究性论文，讲求一定的学术性，但其要求与目的有别于刊于学术杂志的学术论文，因而为确保学生在教学计划规定的时间内，在教师指导下完成所要求的工作，选题应遵循如下基本原则：1、选题须符合教学大纲的基本要求和人才培养的基本规格，须体现专业训练的基本内容，须与所学的专业知识相衔接。2、选题须充分考虑学生的语言能力、知识构成和专业兴趣。3、选题的类型应多种多样，力求有益于学生综合运用多学科的理论知识与技能，有利于培养学生独立工作的能力。4、选题须考虑完成的工作量与所需的时间应符合教学计划的要求，内容既要有探索、钻研的余地，又要考虑完成的可能性。工作量原则上应控制在经过努力能够在规定的时间内完成规定任务的范围内，以保证教学任务的完成。三、类型及基本要求英语专业毕业论文依据学术性质和类型不同应符合如下要求：1、语言及语言学研究类论文就本科毕业论文而言，纯语言研究无论在理论知识的储备上，还是在语料的收集上都有很大难度，不宜提倡。此类论文可以在语言结构(语音、语法、词汇、语篇等)，语言运用(独特的语言现象、语言手段、语言变化等)，语言文化(文化对语言理解、使用和学习的影响等)，两种语言对比等领域进行应用性的研究。应用性研究的重点在于如何运用现有的知识提出、分析、论证或解决在实践中出现的各种新问题，做出有参考或应用价值的结论。2、文学评论类论文此类论文应建立在对所评述的对象，尤其是文学文本的正确理解、解读的基础上，通过具体、细致、深入的分析与研究提出令人信服的、言之成理的结论。论文的形式可以是作家论、文学思潮或流派论、断代文学史论、文学批评介绍等。文学评论可采用不同的方法进行，如社会历史学的、美学与诗学的，也可以是比较的、文化学的方法。无论哪一种方法，都要求学生运用唯物主义与历史唯物主义的学术思想，要求以中国读者的评论视角与立场，进行具有一定新意的'探讨。3、翻译研究类论文此类论文可以是纯理论的研究，或具体翻译技巧的研究，或翻译与文化的关系(或与其他学科的关系)的研究，也可以由学生对名家名译做对比性研究，另加对作品本身的评述，对某一翻译理论或技巧进行阐述。4、语言教学研究类论文此类研究属交叉学科的研究，涉及语言学、心理语言学、社会语言学、教育学及教学法等，是一个十分广泛的研究领域。其研究范围包括语言研究(教师语言及学习者语言研究)，教学方法与技巧研究，课堂教学管理策略研究，学生个体差异研究，影响教学效果的外部条件研究，教育技术的使用与开发研究，教材的分析与评估研究，测试与评估研究，素质教育与外语教学等。此类研究无论从选题，还是方法，或是研究的过程以及结论都应具有应用的意义和价值，突出对语言教学的指导意义和作用。5、经贸方向研究类论文此类论文可以是经济、金融、财会、国际贸易、贸易法规、现代管理学等相关领域的纯理论或实证性研究，可结合所学相关经贸及管理类课程，运用现有的知识提出、分析、论证或解决在实践中出现的各种新问题，作出有参考或应用价值的结论。四、任务及深度要求毕业论文的主要内容包括：选题、开题报告、论文提纲、论文撰写、论文答辩等，其具体要求遵照《南京工程学院外语系毕业论文实施方法(试行)》相关规定;论文工作与所学专业知识相关，工作量饱满，满足学生一人一题的要求。论文用英文撰写，具有一定的创新性和应用性，正文篇幅在5，000词以上，参考文献8篇(种)以上。指导教师与学生定期见面，并填写《毕业论文指导记录》。五、考核办法毕业论文考核及成绩评定由三部分组成：1、根据毕业论文撰写过程中学生分析、解决问题能力的表现，论文观点的新颖性，论文结构的合理性，论文论证的逻辑性，英语表达的正确性和地道性，以及学生的工作态度，指导教师给予满分为40分的成绩评定。2、根据毕业论文的指导思想与方案制订的科学性，论文论据的充分性，论文的创见与突破性，论文的结构、文字表达情况，评阅老师给予满分为20分的成绩评定。3、根据学生本人对论文工作的总体介绍，毕业论文的质量，答辩中回答问题的正确程度，英语语音、语调的规范性和流畅性，答辩小组给予满分为40分的成绩评定。六、毕业论文时间分配序号内容时间(周)1完成开题报告及相关参考文献的选定工作42完成论文初稿的撰写53完成论文二稿的撰写24完成论文三稿的撰写并定稿25毕业论文答辩1合计14七、其它说明外语系毕业论文实行“末位淘汰制”，即综合评定成绩倒数1-3名的学生论文将被判定为不合格，学生无权获得学士学位。contentsintroduction………………1commonhistoricalbackground……11.1international………11.2national…………1commonbeliefsofbeatsandrockers……………22.1rebellionagainstconventions……22.1.1beatsinliterature………………22.1.2rockersinmusiccircles………32.2ideologiesinbetween……………42.2.1beatnikswerefedupwiththeirgovernmentabouttheexplanationsofwhythingshappened……42.2.2theirsamedestiny……………42.2.3beatcultureandrockculturewerenotacceptedbybothcapitalistandsocialistideologies………52.3beliefinorientalreligion…………52.3.1beatniksstudyonchinesebuddhism…………62.3.2rockersbeliefinindianbuddhism……………6identicallifestyles………………63.1bohemian…………73.1.1beats…………73.1.2rockers………73.2madness…………83.2.1thebeatsregardedmodernamericanlifeascruel,selfish,andimpersonalthatwritersandartistswerebeingdriventomadness……………………83.2.2rockersweremadenoughtodriverocknikscrazyonrockcircusspot………………93.3self-indulgent……………………93.3.1drugs…………93.3.2homosexual…………………104.thesameconduct……………………104.1beatsofsatanandangles………104.2rockers'conductofthetwosides………………11conclusion………………13Whyshouldwewritethethesis?Towriteathesisbeforegraduationisamustforeveryuniversitygraduate.Bywritingathesis,wemaygetsomeexperienceandsomebasicmethodsforfurthertheoreticalstudyandresearchandtheabilitytosolveproblems.Itisthereflectionofastudent’sstudyincollege.Whetherastudenthassuchanabilitytowriteathesisortosolveproblemsinhis/herfieldisonebasisforaunittoaccepthim/herornot.Howlongshouldweprepareforwritingathesis?OneyearorsoWhatdoweneedwhenwewriteathesis?Firstly,forEnglishmajor,mostimportantofall,itisEnglishknowledgeandabilitythatbasedonyourlanguageskills,especiallywritingskillandgrammarknowledge.Secondly,thewayofwritingisalsoimportant.Agoodtitle,somegoodideastosupportthesisstatement,rightlanguageandstandardformatarewhatweneed.Thelanguagestyleissomethingthatweshouldpaymuchattentionto,forexample:Wording:wepreferbigwordtosmallone;Sentence:Longsentencesarequiteexpectable.Howdowewriteathesis?Howmanystepsshouldwefollow?Generallyspeaking,whenwewriteathesis,wefollow10steps:1.Chooseasubject:thatis,whatyouaregoingtowriteabout.ForEnglishmajor,wemayapply:2.Chooseatitle/Titleapaper;3.Collectmaterialsforreferenceinwriting;4.Analyzethecollectedmaterials;5.Sortoutthedataandarguments;6.Listreferences;7.Makeupanoutline;8.1—3drafts;9.Proofread;10.Thelastversion.Whatsubjectsmaywechoosetowrite?EnglishandAmericanLiteratureThePracticeandTheoryofTranslationEnglishLanguageEnglishLinguisticsEnglishGrammarEnglishPhoneticsEnglishLexicologyEnglishRhetoricLanguageandCultureELTMethodologyTeachingEnglishinMiddleSchoolEnglishTeachingResearchandSurveyTheHistoryof…(Allmentionedabove)英语专业的论文提纲英语专业的论文提纲模板导语：在毕业论文的.写作过程中，指导教师一般都要求学生编写提纲。从写作程序上讲，它是作者动笔行文前的必要准备；从提纲本身来讲，它是作者构思谋篇的具体体现。下面我整理了英语专业的论文提纲模板，欢迎参考借鉴！ChapterOneInfluencingFactorsofCreativeTreason1.1TheBackgroundofGonewiththeWind1.1.1TheAuthor'sLifeandEmotionalExperience1.1.2TheDevelopmentoftheFeministMovement1.1.3TheInfluenceofEconomicCrisis1.2TheBackgroundoftheTranslator1.3TheReader'sExpectationsandtheAbilitytoAcceptChapterTwoCreativeTreasonandTranslatorStyle2.1TheSelectionandUseofWords2.1.1LogicalSymboltheUsageofIdioms2.1.2AestheticSymboltheUsageofReduplication2.2Sentences5StructureandModalitytheUsageofParallelConstruction2.3Paragraphs'LogicandCombination2.4Rhetoric'sDeviceandStyle2.5Register'sTransition2.5.1Witticisms,SlangsandFixedCollocations2.5.2BlackIdentity2.6ReappearanceofNarrativeStyleChapterThreeTheLimitationofTranslatorStyleChapterFourTheSocialityofCreativeTreason4.1CultureSignificance4.2SocialSignificance4.3Translators'EffortConclusionThisarticleconclusionCreativetreasondevelopsanewdomainforliterarytranslation.In