1、give more than you planned to.通用參考模板（頁眉可刪）英語專業本科畢業論文提綱范文 在正式撰寫論文之前，以論文提綱的形式把_的結構反映出來，是提高_質量的一個重要手段，下面是搜集整理的英語專業本科畢業論文提綱范文，供大家閱讀查看。英語專業畢業論文提綱范文一acknowledgements 4-6contents 6-10list of figures 10-12list of tables 12-20abstract 20-22摘要 23-25chapter 1 introduction 25-321.1 purpose of the study and rese

2、arch questions 28-291.2 significance of the study 29-301.3 organization of the study 30-311.4 a note on terminology 31-32chapter 2 literature review 32-512.1 t/tp and coherence in english writing 32-352.1.1 defining coherence 32-332.1.2 t/tp as means to realize coherence 33-352.2 t/tp in efl/esl wri

3、ting 35-422.2.1 t/tp and coherence in efl/esl writing 35-372.2.2 t/tp in efl/esl writing as compared to ns writing 37-422.3 t/tp in english research articles by efl/esl scholars 42-442.4 the factors that influence t/tp in efl/esl writing 44-472.5 training in t/tp 47-492.6 summary 49-51chapter 3 theo

4、retical background 51-703.1 systemic functional grammar 51-553.1.1 five dimensions of language as a semiotic system 51-533.1.2 three metafunctions of language as a functional system 53-543.1.3 three lines of meaning from metafunctions 54-553.2 theme and thematic progression 55-703.2.1 theme 56-623.2

5、.2 thematic progression 62-70chapter 4 research design 70-884.1 the participants and the educational context 70-734.1.1 background of the participants and the participating school 704.1.2 the allocation of participants to the training 70-714.1.3 the sample sizes 71-724.1.4 the pilot study 72-734.2 t

6、he interventional procedures 73-744.3 the questionnaire 74-754.4 the training 75-804.4.1 considerations behind the training 75-764.4.2 the training material 76-794.4.3 the role of the researcher as the trainer 79-804.5 data analysis 80-864.5.1 analysis of the writing 80-864.5.2 analysis of the quest

7、ionnaire 864.6 ethical considerations 86-884.6.1 informed consent 86-874.6.2 anonymity 874.6.3 harm 87-88chapter 5 results and analysis of pre-training writing 88-1155.1 comparison of themes in eel pre-training writing and cel pre-writing 88-1025.1.1 topical,textual and interpersonal themes 88-915.1

8、.2 topical themes:marked and unmarked themes 91-955.1.3 textual themes:continuatives,conjunctions and conjunctive adjuncts 95-1005.1.4 interpersonal themes 100-1025.2 comparison of thematic progression in eel pre-training writing and cel pre-writing 102-1105.2.1 linear,constant,summative and split p

9、rogressions 102-1075.2.2 back,contextual and new themes 107-1105.3 summary 110-115chapter 6 results and analysis of post-training writing 115-1376.1 comparison of themes in eel post-training writing and cel post-writing 115-1296.1.1 topical,textual and interpersonal themes 115-1176.1.2 topical theme

10、s:marked and unmarked themes 117-1216.1.3 textual themes:continuatives,conjunctions and conjunctive adjuncts 121-1266.1.4 interpersonal themes 126-1296.2 comparison of thematic progression in eel post-training writing and cel post-writing 129-1326.2.1 linear,constant,summative and split progressions

11、 129-1316.2.2 back,contextual and new themes 131-1326.3 summary 132-137chapter 7 results and analysis of pre- and post- training writing 137-1557.1 comparison of themes in pre- and post- training writing 137-1477.1.1 topical,textual and interpersonal themes 137-1397.1.2 topical themes:marked and unm

12、arked themes 139-1427.1.3 textual themes:continuatives,conjunctions and conjunctive adjuncts 142-1457.1.4 interpersonal themes 145-1477.2 comparison of thematic progression in pre- and post- training writing 147-1507.2.1 linear,constant,summative and split progressions 147-1497.2.2 back,contextual a

13、nd new themes 149-1507.3 summary 150-155chapter 8 results and analysis of the questionnaire 155-1658.1 findings from closed questions 155-1608.1.1 eel participants general attitude to training on t/tp 155-1578.1.2 eel participants perception of the usefulness of the training on t/tp 157-1588.1.3 eel

14、 participants perception of the learnability of t/tp 158-1598.1.4 eel participants perception of the applicability of t/tp in writing 159-1608.2 findings from open questions 160-1648.2.1 the changes that occurred 161-1628.2.2 the perceived difficulty of applying the theory of t/tp in writing 162-163

15、8.2.3 the reasons for the perceived difficulty in learning 1638.2.4 eel participants suggestions for future training 163-1648.3 summary 164-165chapter 9 discussion 165-1959.1 findings with regard to research questions 165-1879.1.1 chinese college students use of t/tp in pre-training writing 165-1729

16、.1.2 chinese college students use of t/tp in post-training writing 172-1819.1.3 effects of the training on t/tp in chinese college students english writing 181-1879.2 positioning the study within the literature 187-1909.2.1 t/tp in chinese college students english writing 187-1899.2.2 effects of tra

17、ining on chinese college students use of t/tp 189-1909.3 implications 190-1949.3.1 pedagogical implication 190-1939.3.2 methodological implication 193-1949.4 limitations 194-195chapter 10 conclusion 195-20010.1 summary 195-19710.2 putting everything together 197-19910.3 suggestions for future work 1

18、99-200notes 200-202references 202-214appendix 1: plan for the interventional procedures 214-215appendix 2: the post-training questionnaire 215-217appendix 3: training material 217-229appendix 4: teachers guide to the training 229-237appendix 5: consent form for eel group 237-238appendix 6: consent f

19、orm for cel group 238-239appendix 7: consent form for ns group 239英語專業畢業論文提綱范文二中文摘要 3-4abstract 4chapter one introduction 7-101.1 motivation of the present study 7-81.2 significance of this study 81.3 composition of this thesis 8-10chapter two literature review 10-192.1 language production 10-142.1.

20、1 l1 production 10-112.1.2 l2 production 11-122.1.3 dimensions of language production 12-142.2 theories on oral output 14-152.2.1 skehans dual-model system 142.2.2 swains output hypothesis 14-152.3 task repetition 15-172.3.1 task 15-162.3.2 task repetition 16-172.4 relevant studies on effects of tas

21、k repetition on l2 oral output 17-19charpter three the current study 19-253.1 research justification and questions 193.2 hypothesis 19-203.3 methods 20-253.3.1 participants 20-213.3.2 material 213.3.3 research design 21-233.3.4 measures 23-25chapter four results and discussion 25-414.1 results and a

22、nalysis 25-344.1.1 quantitative analysis 25-274.1.2 qualitative analysis 27-344.2 discussion 34-414.2.1 fluency 34-364.2.2 complexity 36-384.2.3 accuracy 38-394.2.4 interlanguage development path of learner l 39-41chapter five conclusions 41-445.1 conclusion and implication 41-435.2 limitations and

23、recommendations 43-44acknowledgements 44-45references 45-49appendixes 49-54a. instructions of the experiment 49-50b. the same-content task 50-51c. the different-content task 51-52d. sample of oral pre-task 52-53e. sample of oral post-task 53-54f. sample of writing repetition task 54英語專業畢業論文提綱范文三abst

24、ract 3-4摘要 5-8list of abbreviations 8-9chapter one introduction 9-131.1 research background 9-111.2 necessity and objectives of the study 11-121.3 thesis organization 12-13chapter two literature review 13-272.1 defining explicit linguistic knowledge (elk) and implicit linguistic knowledge (ilk) 13-1

25、6 2.2 relationship between explicit and implicit knowledge 16-192.2.1 non-interface hypothesis 16-172.2.2 strong-interface hypothesis 172.2.3 weak-interface hypothesis 17-192.3 measuring elk and ilk 19-212.4 explicit and implicit learning and instruction 21-242.5 relevant previous researches 24-272.

26、5.1 previous studies abroad 242.5.2 previous studies at home 24-27chapter three research methodology 27-313.1 hypotheses 273.2 participants 273.3 instruments 27-303.4 data collection 303.5 data analysis 30-31chapter four results and discussion 31-434.1 the current level of non-english majors ilk 31-

27、344.2 the current level of non-english majors elk 34-364.3 comparing learner ilk and elk 36-394.4 the relationship between learner ilk and elk 39-434.4.1 correlation analysis between elk and ilk 40-414.4.2 correlation analysis between the elk and ilk of each specific grammatical structure 41-43chapt

28、er five conclusion 43-475.1 research findings 435.2 implications 43-455.3 significance of the study 455.4 limitations and further suggestions 45-47references 47-50appendix i 50-52appendix ii 52-54acknowledgements 54在正式撰寫論文之前，以論文提綱的形式把_的結構反映出來，是提高_質量的一個重要手段，下面是搜集整理的英語專業本科畢業論文提綱范文，供大家閱讀查看。英語專業畢業論文提綱范文

29、一acknowledgements 4-6contents 6-10list of figures 10-12list of tables 12-20abstract 20-22摘要 23-25chapter 1 introduction 25-321.1 purpose of the study and research questions 28-291.2 significance of the study 29-301.3 organization of the study 30-311.4 a note on terminology 31-32chapter 2 literature

30、review 32-512.1 t/tp and coherence in english writing 32-352.1.1 defining coherence 32-332.1.2 t/tp as means to realize coherence 33-352.2 t/tp in efl/esl writing 35-422.2.1 t/tp and coherence in efl/esl writing 35-372.2.2 t/tp in efl/esl writing as compared to ns writing 37-422.3 t/tp in english re

31、search articles by efl/esl scholars 42-442.4 the factors that influence t/tp in efl/esl writing 44-472.5 training in t/tp 47-492.6 summary 49-51chapter 3 theoretical background 51-703.1 systemic functional grammar 51-553.1.1 five dimensions of language as a semiotic system 51-533.1.2 three metafunct

32、ions of language as a functional system 53-543.1.3 three lines of meaning from metafunctions 54-553.2 theme and thematic progression 55-703.2.1 theme 56-623.2.2 thematic progression 62-70chapter 4 research design 70-884.1 the participants and the educational context 70-734.1.1 background of the part

33、icipants and the participating school 704.1.2 the allocation of participants to the training 70-714.1.3 the sample sizes 71-724.1.4 the pilot study 72-734.2 the interventional procedures 73-744.3 the questionnaire 74-754.4 the training 75-804.4.1 considerations behind the training 75-764.4.2 the tra

34、ining material 76-794.4.3 the role of the researcher as the trainer 79-804.5 data analysis 80-864.5.1 analysis of the writing 80-864.5.2 analysis of the questionnaire 864.6 ethical considerations 86-884.6.1 informed consent 86-874.6.2 anonymity 874.6.3 harm 87-88chapter 5 results and analysis of pre

35、-training writing 88-1155.1 comparison of themes in eel pre-training writing and cel pre-writing 88-1025.1.1 topical,textual and interpersonal themes 88-915.1.2 topical themes:marked and unmarked themes 91-955.1.3 textual themes:continuatives,conjunctions and conjunctive adjuncts 95-1005.1.4 interpe

36、rsonal themes 100-1025.2 comparison of thematic progression in eel pre-training writing and cel pre-writing 102-1105.2.1 linear,constant,summative and split progressions 102-1075.2.2 back,contextual and new themes 107-1105.3 summary 110-115chapter 6 results and analysis of post-training writing 115-

37、1376.1 comparison of themes in eel post-training writing and cel post-writing 115-1296.1.1 topical,textual and interpersonal themes 115-1176.1.2 topical themes:marked and unmarked themes 117-1216.1.3 textual themes:continuatives,conjunctions and conjunctive adjuncts 121-1266.1.4 interpersonal themes

38、 126-1296.2 comparison of thematic progression in eel post-training writing and cel post-writing 129-1326.2.1 linear,constant,summative and split progressions 129-1316.2.2 back,contextual and new themes 131-1326.3 summary 132-137chapter 7 results and analysis of pre- and post- training writing 137-1

39、557.1 comparison of themes in pre- and post- training writing 137-1477.1.1 topical,textual and interpersonal themes 137-1397.1.2 topical themes:marked and unmarked themes 139-1427.1.3 textual themes:continuatives,conjunctions and conjunctive adjuncts 142-1457.1.4 interpersonal themes 145-1477.2 comp

40、arison of thematic progression in pre- and post- training writing 147-1507.2.1 linear,constant,summative and split progressions 147-1497.2.2 back,contextual and new themes 149-1507.3 summary 150-155chapter 8 results and analysis of the questionnaire 155-1658.1 findings from closed questions 155-1608

41、.1.1 eel participants general attitude to training on t/tp 155-1578.1.2 eel participants perception of the usefulness of the training on t/tp 157-1588.1.3 eel participants perception of the learnability of t/tp 158-1598.1.4 eel participants perception of the applicability of t/tp in writing 159-1608

42、.2 findings from open questions 160-1648.2.1 the changes that occurred 161-1628.2.2 the perceived difficulty of applying the theory of t/tp in writing 162-1638.2.3 the reasons for the perceived difficulty in learning 1638.2.4 eel participants suggestions for future training 163-1648.3 summary 164-16

43、5chapter 9 discussion 165-1959.1 findings with regard to research questions 165-1879.1.1 chinese college students use of t/tp in pre-training writing 165-1729.1.2 chinese college students use of t/tp in post-training writing 172-1819.1.3 effects of the training on t/tp in chinese college students en

44、glish writing 181-1879.2 positioning the study within the literature 187-1909.2.1 t/tp in chinese college students english writing 187-1899.2.2 effects of training on chinese college students use of t/tp 189-1909.3 implications 190-1949.3.1 pedagogical implication 190-1939.3.2 methodological implica

45、tion 193-1949.4 limitations 194-195chapter 10 conclusion 195-20010.1 summary 195-19710.2 putting everything together 197-19910.3 suggestions for future work 199-200notes 200-202references 202-214appendix 1: plan for the interventional procedures 214-215appendix 2: the post-training questionnaire 215

46、-217appendix 3: training material 217-229appendix 4: teachers guide to the training 229-237appendix 5: consent form for eel group 237-238appendix 6: consent form for cel group 238-239appendix 7: consent form for ns group 239英語專業畢業論文提綱范文二中文摘要 3-4abstract 4chapter one introduction 7-101.1 motivation of the present study 7-81.2 significance of this study 81.3 composition of this thesis 8-10chapter two literature r