英语专业本科论文范文

英语专业本科论文范文

A Brief Analysis of english teaching in senior high school

Abstract: Classroom teaching is the main way for students to learn En glish. But in senior high school, a lots of probelms still exsit in t he English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing wi ll be further discussed. Key words: reading writing techniques Introduction: Classes should be learner-centered, with meaningful, fu nctional activities, often, classes begin by finding out what the stu dents don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teache r and textbooks will impact that information to the students. Teacher s who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning pr ocess and at the same time, draw from their environment as they devel op new understandings. The basic principle will be used in the teachi ng of reading and writing.

Section One------ How to teach reading

I. Why teach reading

There are many reasons why getting students to read English texts is an important p art of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their career s, for study purposes or simply for pleasure. Anything we can do to m ake reading easier for them must be a good idea.

Reading texts provide good models for English writing, provide oppo rtunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good readi ng texts can introduce interesting topics, stimulate discussion, exci te imaginative responses and be the springboard for well-rounded, fas cinating lessons.

The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experienc es in their short lives.

II. What kind of reading should students do?

When the teachers give reading class to students, they should notic e a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. The re is some authentic written material which beginner students can und erstand to some degree: menus, timetables, signs and basic instructio

ns, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, whi le being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interest ing and meaningful. Teachers should become better acquainted with boo ks written specially for teenagers and dealing with their problems. III. What are the principles behind the teaching of reading?

i) Permit Students To Read

No one has learned to swim by practicing the skills of backstrokes, f lutter kicks or treading water while staying on the edge of the swimm ing pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definition s of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.

ii) Encourage students to respond to the content of a reading text, n ot just to the language

Of course, it is important to study reading texts for the way they us e language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is mu ch more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the mean ing is not in the teacher, but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedl y, “Does this make sense to me?” Students should be encouraged to r eject and to be intolerant of reading materials that do not make sens e.

iii) Encourage students to guess or predict

Readers’ guesses or predictions are based on the cumulative inform ation and syntactic structure they have been learning as they have be en reading. Therefore, their guesses are more often than not appropri ate to the materials. Students have to realize that risk taking in re ading is appropriate; that using context to decide what words mean is a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and se mantic sense of what they are reading.

iv) Match the task to the topic

Once a decision has been taken about what kind of reading text the

students are going to read, teachers need to choose good reading task s—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imagin ative and challenging tasks. Working in groups, the English teacher a nd students take turns asking each other questions following the read ing. The teacher may ask, “ What is the significance of the characte r’s age?” These questions require inferences based on details from the reading text.

Section Two------How to teach writing (Developing correctness in stud ents’ writing)

“Students learn to write by writing, and they learn to write corr ectly by writing, revising, and proofreading their own work”---with some help or direction from the teacher when it is necessary. They do not learn to write correctly by studying about writing or doing isol ated workbook exercises unrelated to their own writing. So, the most important technique a teacher can use to guide students toward gramma tically correct writing is to let them write, let them write things r elated to their own experiences. There is no limit to the kinds of te xt the teacher can ask students to write. Teachers’ decisions, thoug h, should based on how much language the students know, what their in terests are.

“Do I read a paper and ignore all punctuation, what good is that f or students

We spend hours at night with papers---I’m not sure the students g et as much from it as the time I spend on it.”

These comments by senior high school English teachers discussing t he process of marking student papers reflect the dissatisfaction and frustration of many teachers over the problem of dealing with the err ors in student writing-----the obvious mistakes in spelling, punctuat ion----Traditionally, teachers have worked to correct errors in two w ays: by teaching grammatically correctness through exercise in gramma r texts; by pointing out all errors when making student papers.

Most students find it very dispiriting if they get a piece of writ ten work back and it is covered in red ink, underlings and crossing-o ut. It is a powerful visual statement of the fact that their written English is terrible. Of course, some pieces of written work are compl etely full of mistakes, but even in these cases, the teacher has to a chieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other.

Some techniques can be used in dealing with the errors in student papers:

i) Selectivity

Rather than engage in intensive error-correction when responding to s tudent writing, teachers are encouraged to adopt a more moderate appr oach to error. If the teacher over-corrects the students’ mistakes, the students would be likely to focus on errors instead of ideas. Stu dents are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making pape rs, it is more helpful to select one or two kinds of errors the indiv idual student is making than to point out every error in the paper. T he teacher can identify a selected error, show an example or two on t he student paper, and either explain the correct form or direct the s tudent to a handbook for further explanation. It is always worth writ ing a comment at the end of a piece of written work -----anything fro m “Well done” to “This is a good story, but you must look again at your use of past tenses---see X grammar book page xx.”

ii) Error-analysis

Another method for working with student error, one that can be especi ally fruitful for teachers, is to approach it from an analytic perspe ctive. Teachers, as error-analyst, look for patterns in the errors of an individual student, tries to discover how the mistake arrived at the mistakes by analyzing the error (Lack of knowledge about a certai n grammatical point; A careless one or a mis-learned rule?), and plan s strategies accordingly.

iii) Publish Student Writing

The final basic strategy is publishing. Students need a reason for la boring over a draft until it is perfect; the urge to see oneself in p rint can be a powerful drive toward revision and proofreading.

Conclusion: As teachers to the students who are in senior high scho ol, they shoul d learn to turn students’ hard work toward supporting the language strengths students already have, proving students with a feeling of success, finding materials and planning classroom experie nces will turn students on to reading and writing, the reading and wr iting will develop with much greater ease than it does at the present time.

Reference:

Gu Xueliang, The Basic Technical Training in English Teaching, Hangzh ou University Press, 1998.

Wilga M.Rivers & Mary S. Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford Univers

ity Press, 1978

Smith F. Understanding Reading (2d ed), New York: Holt, Rinehart and Winston, 1978

David Freeman&Yvome S. Freeman, 龚雅芳&张连忠&李静军（编辑），英语教学基本讲座，北京师范学院出版社，1991

院英语专业本科生毕业论文写作指南.doc

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要基本一致，但不必每字每句的对应。 5) 英文论文摘要、英文关键词(此项单列一页)：主要概述论题的背景介绍、目的，以 及研究所要解决的主要问题、可能产生的主要结果、结论和建议等。 6) 目录(此项单列) 7) 正文：包括引言（Introduction）、主体(Body)、结论(Conclusion)。引言主要说明研 究工作的目的、涉及范围、相关领域的前人研究成果和知识空白、研究设想、研究方法等方面的概述、理论意义和实用价值等。主体要求论据充分，论点明确。 行文必须实事求是，客观真切，准确完备，合乎逻辑，层次分明，简练可读。结论是最终的、总体的结论，它是对主体部分的论述的概述，也可以在结论或讨论中提出建议、研究设想、尚待解决的问题等。 8）参考文献(此项单列)：写作学位论文过程中，阅读或运用过的文献书目清单，置于正文之后，另页书写，参考文献的著录按原文献语种为原则语。此部分详见附件1之第8点。 4. 论文质量和评分标准 1) 论文评分依据：选题的理论价值和现实意义，内容的开拓性和深度、广度，分析方法，综合表达能力，文字质量，论文的格式等。论文评语和成绩评定均用汉语书写，评语的内容和措辞应与所评定的成绩一致。 2) 论文评分等级：成绩分为“优”、“良”、“中等”、“及格”和“不及格”五个等级（每级不再分等）。所有“优秀”论文组织答辩（时间在每年的五月底），优秀毕业论文控制在15％以内。 3) 指导教师评语的基本内容 ①对论文内容的概述及论文选题的理论意义和实践意义； ②学生是否按要求独立完成了毕业论文各环节所规定的任务； ③论点是否明确和有创新性，文献收集和论据是否充分可靠； ④学生是否较好地掌握了课题所涉及到的基础理论、基本技能和专业知识； ⑤论文的体例是否规范，结构是否合理和有逻辑性，语言是否流畅、表达是否清 楚； ⑥论文尚存在的缺点或不足； ⑦论文是否达到或基本达到学士学位论文要求，是否同意提交答辩。 4) 答辩小组评语的基本内容 ①对论文的评价: 论文选题的理论意义和实践意义；论点是否明确和有创新性，

英语专业毕业论文范文

关于论文结构和格式规范的有关问题，请认真阅读“外国语学院英语本科毕业论文撰写要求”，同时可查阅“MLA格式学位论文写作规范（供查询用）”。（建议：以本范文作为模板，把自己论文的相应部分复制后，以“选择性粘贴”—“无格式文本”的方式，粘贴到范文的相应位置，以保持与范文格式完全一致。）论文单面打印1份，左侧装订（两个钉子）。（这些说明打印时删除） 文学方向的请务必参考此范文（语言学教学、文化类也可参考）。 山东财经大学 本科毕业论文(设计) 范文2 题目：论《诺桑觉寺》的反哥特观念 学院外国语学院 专业英语 班级英语0801（注意原山经、原山财班级名称不同） 学号67 姓名李晓慧 指导教师王俊华 山东财经大学教务处制 二Ｏ一二年五月

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On Anti-Gothicism in Northanger Abbey by Li Xiaohui Under the Supervision of Wang Junhua Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts School of Foreign Studies Shandong University of Finance and Economics May 2012

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