英语专业毕业论文范文

英语专业毕业论文范文

[日期：2007-05-16] 来源：英语坊 作者： [字体：大 中 小] 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 part 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 lik ely 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 should learn to turn students’ hard w ork 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

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大学英文毕业论文提纲范例 1 introduction 1.1 significance of the research 1.2 organization of the thesis 2 literature review 2.1 researches on monolingual mental lexicon 2.1.1 definition of mental lexicon 2.1.2 models of mental lexicon: a developing one 2.2 research methodology of bilingual mental lexicon 2.2.1 word association paradigm 2.2.2 word translation task 2.2.3 cross-language priming paradigm 2.3 theories on bilingual mental lexicon 2.3.1 weinreich’s three hypotheses: the ancestor of bilingual mental lexicon models 2.3.2 paivio’s bilingual dual-coding theory 2.3.3 kroll & stewart’s revised hierarchical model 2.3.4 de groot’s distributed representation model 3 extended bilingual distributed representation model 3.1 setting and characteristic of l2 word acquisition

本科英语毕业论文标准范文

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商务英语本科毕业(学位)论文范文(1)

附件20： 广东外语外贸大学 商务英语本科毕业（学位）论文 ( 20 届 ) 论文题目Promoting Dynamic Interplay between Study （英文） and Research in ELT Practice 论文题目在英语教学中力求学习与研究的相互促进 （中文） 继教（公开）学院 商务英语 自考 成绩 作者姓名 专 业 学院 班级 指导老师 完稿时间 准考证号

A4纸打印，两端对齐，行间距1.25倍，左边距3厘米，右边距2.5厘米，上下边距2.5厘米。 Promoting Dynamic Interplay between Study and Research in ELT Practice Wu Benhu Abstract: This paper first explores the significance of research in comparison to the other two sources of human knowledge (i.e. experience and reasoning) in the context of ELT practice in China. It then elaborates the four kinds of study: receptive study, productive study, critical study and creative study, and proposes a practice of ever-advancing integration of various types of study with different levels of depth of information processing. It finally discusses possible relationships between study and research and suggests research-based study and study-oriented research as two potential approaches to mutual stimulation between study and research in ELT practice in China. Key words: study; research; English language teaching 摘要 : 本文首先结合中国英语教学实际探讨了研究在教学中的重大作用，指出它是人类知识三大来源中最重要的一项； 然后阐述了学习的四个层次，即接受性学习、运用性学习、评析性学习和创造性学习，还提出英语学习的全过程应当是一个在学习层次上包容性不断提高的实践，即能够融汇越来越多高层次学习的过程；最后讨论了学习与研究间的关系，并提出了在英语教学中实现学习研究相互促进的两种途径，即以研究为基点的学习和以学习为前导的研究。

关于英语教育毕业论文范文模板【精选两篇】

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2012级华南理工大学自考本科英语毕业论文 高等教育自学考试 毕业论文 Bronte sisters in the literary history 毕业学校：华南理工大学 办学单位：广东XX职业技术学院 班级：英语10级 学生：钟 X X 指导老师：曹老师 提交日期：2012年9月30日 华南理工大学高等教育自学考试 二○一二年六月

附表4华南理工大学高等教育自学考试 毕业设计（论文）任务书 注：1．毕业设计（论文）任务书由指导教师填写，由指导教师签发，经毕业设计（论文）指导小组组长审核后生效。 2．“课题来源”一栏： A．指导教师的科研课题； B．指导教师收集的科研和生产实际中的课题； C．学生在科学活动和工程实践中自立的课题； D．自拟课题。 在表中相应栏内打“√”。

华南理工大学自考办制表 附表5 华南理工大学高等教育自学考试 毕业设计（论文）水平指导教师审阅评语书 注：平时成绩评定依据：1、出勤、纪律、协作精神；2、独立工作能力；3、工作勤奋及刻苦精神； 4、独立思考与主动性； 5、外文资料翻译情况（本科）。

Abstract The Bront?s were a nineteenth-century literary family associated with the village of Haworth in the West Riding of Yorkshire, England. The sisters, Charlotte (born 21 April 1816), Emily (born 30 July 1818), and Anne (born 17 January 1820), are well known as poets and novelists. They originally published their poems and novels under masculine pseudonyms, following the custom of the times practised by female writers. Their stories immediately attracted attention, although not always the best, for their passion and originality. Charlotte's Jane Eyre was the first to know success, while Emily's Wuthering Heights, Anne's The Tenant of Wildfell Hall and other works were later to be accepted as masterpieces of literature. Key words: Bronte Sister, novel, literature

英语本科毕业论文范文[1]

Analysis of the Images of Nightingale in English Poems and Cuckoo in Chinese Poems A Thesis Submitted to the Department of Foreign Languages of 。。。。。。。College 。。。Province in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in English Language and Literature by Number: Supervised by: 。。。。。。。。。 March 2011

Acknowledgements I would like to express my gratitude to all those who have helped me during the writing of this thesis. I gratefully acknowledge the help of 。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。. I also owe a special debt of gratitude to all the professors in Foreign Languages Department, from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepared for the thesis. I should finally like to express my gratitude to my beloved parents who have always been helping me out of difficulties and supporting me without a word of complaint.

英语专业论文参考选题范文

注： 1、学生可自定选题，但须根据所选方向对照学院所提供的题目，不能重复选题； 2、每位同学只能选择一个题目； 3、可能提供的题目中也存在重复，为尽量避免重复，论文题目选定后可以在导师的指导 下进行微调，但选题方向不可更改。 一、翻译方向选题（编号为FY+序号） （预计导师16人，约可指导90人） 1.The Social and Cultural Factors in Translation Practice 2.On Translation Methods of Numerals in Chinese and English 3.On the Cross-Culture Pragmatic Failure in English Translation 4.Remarks on the Translation of Chinese Set-Phrase 5.On Translating the Passive Voice in Scientific and Technology English into Chinese 6.The Application of Semiotic Approach in Translation 7.On the Translation of Advertisement and Brand Name 8.Discourse Analysis of the Dialogues in Films 9.On Cultural Impact on Translation of Idioms 10.The Comparison of English and Chinese Euphemisms for Death 11.On Translating English Negative Sentence into Chinese 12.A Study on Animal Metaphors in English and Chinese 13.On Foreignization and Domestication of Cultural Factors in Translation 14.An Approach to the Translation of Poetic Image 15.A Study of the Chinese Version of Titles of English Films 16.On Culture Translation under Foreignization 17.On Fidelity and Expressiveness in Translation 18.Cultural Equivalence in Translation 19.On Transformation between Parts of Speech in E-C Translation 20.A Contrastive Study of English and Chinese Allusions 21.On Translation of Humor in Pride and Prejudice 22.On Cultural Discrepancies in Translation 23.On the Translation of English Pun into Chinese 24.On Translation of Chinese and English Idioms from Cultural Perceptives 25.Cultural Connotation and Translation for Color Words 26.Lexical Rhetorical Devices in English-Chinese Translation 27.Social-cultural Context and the Translator’s Choice Words ——A Comparison of Two Chinese Versions of Jane Eyre 28.On the Translation Strategy of Chinese Classics----With Special Reference to Arthur Waley’s English Version of THE ANALECTS 29.On the Translation of English and Chinese Proverbs from the Perspective of Intercultural Communication 30.Cross-cultural Awareness in Translating Tourist Materials from Chinese into English