英語教育畢業論文提綱參考模板有關英語教學畢業論文提綱模板精選3篇英語教學畢業論文提綱模板一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唐衛海提問行為類別觀察表61-62AppendixIII攻讀碩士學位期間發表的論文62英語教學畢業論文提綱模板二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英語教學畢業論文提綱模板三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關于英語學習風格的問卷調查55-59AppendixB英語學習策略培訓觀察量表59-60AppendixCListeningMaterial60-61英語畢業論文提綱英語畢業論文提綱模板緊張又充實的`大學生活即將結束，畢業前要通過最后的畢業論文，畢業論文是一種有準備的檢驗學生學習成果的形式，畢業論文應該怎么寫才好呢？以下是我整理的英語畢業論文提綱模板，希望能夠幫助到大家。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英語專業的畢業論文提綱英語專業的畢業論文提綱模板2017英語專業的畢業論文提綱的模板是怎樣的呢?英語專業的畢業論文提綱的目的和意義是什么呢?下面是我分享的英語專業的畢業論文提綱的模板，歡迎閱讀!一、目的和意義英語專業的畢業論文寫作是完成本科教學計劃、實現本科培養目標的重要階段;是對學生的英語實踐技能、英語語言知識、經貿英語知識以及其他相關學科知識、全面素質、研究與創新能力進行檢驗考核的重要手段;是學生學士學位資格認證的重要依據;是衡量、評估英語專業教學質量與水平的重要內容之一。二、選題原則畢業論文選題應從本專業培養目標的要求出發，結合學科發展的動態和研究現狀，盡可能使其具有發展與創新的空間，從而有利于鞏固和拓寬學生的知識面，有利于對學生進行科研能力基本訓練以及獨立工作能力的培養。畢業論文屬于研究性論文，講求一定的學術性，但其要求與目的有別于刊于學術雜志的學術論文，因而為確保學生在教學計劃規定的時間內，在教師指導下完成所要求的工作，選題應遵循如下基本原則：1、選題須符合教學大綱的基本要求和人才培養的基本規格，須體現專業訓練的基本內容，須與所學的專業知識相銜接。2、選題須充分考慮學生的語言能力、知識構成和專業興趣。3、選題的類型應多種多樣，力求有益于學生綜合運用多學科的理論知識與技能，有利于培養學生獨立工作的能力。4、選題須考慮完成的工作量與所需的時間應符合教學計劃的要求，內容既要有探索、鉆研的余地，又要考慮完成的可能性。工作量原則上應控制在經過努力能夠在規定的時間內完成規定任務的范圍內，以保證教學任務的完成。三、類型及基本要求英語專業畢業論文依據學術性質和類型不同應符合如下要求：1、語言及語言學研究類論文就本科畢業論文而言，純語言研究無論在理論知識的儲備上，還是在語料的收集上都有很大難度，不宜提倡。此類論文可以在語言結構(語音、語法、詞匯、語篇等)，語言運用(獨特的語言現象、語言手段、語言變化等)，語言文化(文化對語言理解、使用和學習的影響等)，兩種語言對比等領域進行應用性的研究。應用性研究的重點在于如何運用現有的知識提出、分析、論證或解決在實踐中出現的各種新問題，做出有參考或應用價值的結論。2、文學評論類論文此類論文應建立在對所評述的對象，尤其是文學文本的正確理解、解讀的基礎上，通過具體、細致、深入的分析與研究提出令人信服的、言之成理的結論。論文的形式可以是作家論、文學思潮或流派論、斷代文學史論、文學批評介紹等。文學評論可采用不同的方法進行，如社會歷史學的、美學與詩學的，也可以是比較的、文化學的方法。無論哪一種方法，都要求學生運用唯物主義與歷史唯物主義的學術思想，要求以中國讀者的評論視角與立場，進行具有一定新意的'探討。3、翻譯研究類論文此類論文可以是純理論的研究，或具體翻譯技巧的研究，或翻譯與文化的關系(或與其他學科的關系)的研究，也可以由學生對名家名譯做對比性研究，另加對作品本身的評述，對某一翻譯理論或技巧進行闡述。4、語言教學研究類論文此類研究屬交叉學科的研究，涉及語言學、心理語言學、社會語言學、教育學及教學法等，是一個十分廣泛的研究領域。其研究范圍包括語言研究(教師語言及學習者語言研究)，教學方法與技巧研究，課堂教學管理策略研究，學生個體差異研究，影響教學效果的外部條件研究，教育技術的使用與開發研究，教材的分析與評估研究，測試與評估研究，素質教育與外語教學等。此類研究無論從選題，還是方法，或是研究的過程以及結論都應具有應用的意義和價值，突出對語言教學的指導意義和作用。5、經貿方向研究類論文此類論文可以是經濟、金融、財會、國際貿易、貿易法規、現代管理學等相關領域的純理論或實證性研究，可結合所學相關經貿及管理類課程，運用現有的知識提出、分析、論證或解決在實踐中出現的各種新問題，作出有參考或應用價值的結論。四、任務及深度要求畢業論文的主要內容包括：選題、開題報告、論文提綱、論文撰寫、論文答辯等，其具體要求遵照《南京工程學院外語系畢業論文實施方法(試行)》相關規定;論文工作與所學專業知識相關，工作量飽滿，滿足學生一人一題的要求。論文用英文撰寫，具有一定的創新性和應用性，正文篇幅在5，000詞以上，參考文獻8篇(種)以上。指導教師與學生定期見面，并填寫《畢業論文指導記錄》。五、考核辦法畢業論文考核及成績評定由三部分組成：1、根據畢業論文撰寫過程中學生分析、解決問題能力的表現，論文觀點的新穎性，論文結構的合理性，論文論證的邏輯性，英語表達的正確性和地道性，以及學生的工作態度，指導教師給予滿分為40分的成績評定。2、根據畢業論文的指導思想與方案制訂的科學性，論文論據的充分性，論文的創見與突破性，論文的結構、文字表達情況，評閱老師給予滿分為20分的成績評定。3、根據學生本人對論文工作的總體介紹，畢業論文的質量，答辯中回答問題的正確程度，英語語音、語調的規范性和流暢性，答辯小組給予滿分為40分的成績評定。六、畢業論文時間分配序號內容時間(周)1完成開題報告及相關參考文獻的選定工作42完成論文初稿的撰寫53完成論文二稿的撰寫24完成論文三稿的撰寫并定稿25畢業論文答辯1合計14七、其它說明外語系畢業論文實行“末位淘汰制”，即綜合評定成績倒數1-3名的學生論文將被判定為不合格，學生無權獲得學士學位。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)英語專業的論文提綱英語專業的論文提綱模板導語：在畢業論文的.寫作過程中，指導教師一般都要求學生編寫提綱。從寫作程序上講，它是作者動筆行文前的必要準備；從提綱本身來講，它是作者構思謀篇的具體體現。下面我整理了英語專業的論文提綱模板，歡迎參考借鑒！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