第一篇：英語(yǔ)專(zhuān)業(yè)畢業(yè)論文開(kāi)題報(bào)告樣板

畢業(yè)論文開(kāi)題報(bào)告

論文題目：

學(xué)生姓名： 學(xué)

號(hào)：

系（院）：外語(yǔ)學(xué)院英語(yǔ)系 專(zhuān)

業(yè)：英語(yǔ)師范 班

級(jí)： 指導(dǎo)教師姓名： 指導(dǎo)教師職稱(chēng)：

2008年11月1日

Proposal for BA Thesis I．Title: A Study on the Function of the Classroom Activities in English Teaching and Learning

II．Introduction

Most of the traditional chinese English teaching methods are deductive method, the role of teachers is to initiate knowledge.It does help students to learn new words and sentence structures, but it’s difficult for them to form deep impression in minds, what students learn is quite plain and striped-pants, students lose interests and emthusiasm in English learning gradually because of teachers who hold this assumption view students as plants waiting passively to be fed and watered.Actually, classes should be learner-centered, with meaningful, functional activities, I think the students should be regarded as explorers, active learner who bring a great deal to the learning process.In order to achieve this aim, to let the students participate in modern classroom activities and learn it efficiently, this paper, therefore, tries to emphasize the sorts of the classroom activities and the function of it.III.Literature Review 3.1 Previous Studies ZhangCaiFeng points out in her paper 《初中英語(yǔ)課堂活動(dòng)的問(wèn)題與對(duì)策》 that there are many problems in arranging classroom activities in junior middle school, also she illustrates some solutions to handle it.In Read and Write Periodical ,ChenHong paid more attention to the principles and methods of classroom activities design in her article 《課堂活動(dòng)設(shè)計(jì)是提高英語(yǔ)教學(xué)質(zhì)量的關(guān)鍵》?！墩n堂教學(xué)是提高英語(yǔ)教學(xué)質(zhì)量的關(guān)鍵》From English Corner written by LiXiangPing, he indicates the terms and measures of the success in classroom teaching and learning.《淺談?wù)n堂活動(dòng)和英語(yǔ)教學(xué)》 written by JiYing focuses on how to arrange English classroom activities.In most of the teaching methods and customs papers, they are always concerned about how to carry out activities in the classroom, the important point we should pay attention to when arranging activities.And that these papers are always in their own teaching experience writing for the content and, where appropriate, together with some of the survey.Often told that we should abandon the traditional teaching of the

New Curriculum to adapt to carry out more activities in the classroom.However, each paper were only concerned about one or two focus and does not give a full description of the classroom to all aspects of activities.If you pay attention to all aspects of it, may be able to write a book, but my thesis chapter is limited, only can I focus on the point rare people pay attention to.According to previous studies showing above, I finally find out that many articles about classroom activities rarely focus on the functions of it.In my paper , I will analyse the functions of the classroom activities respectively so that teachers can choose what kind of activities to arrange to meet his/her ideal objectives.3.2 Theoretical Framework

The Communicative Approach, advocates that language teaching should be student-oriented, teachers should set proper language environment for students to master a language by joining in large quantity of language communicative activities, thus it avoids the conventional approaches which initiate purely language knowledge.The Task-Based Language Teaching is the development of the Communicative Approach, but not the substitute of it.It also emphasizes that the Communicative Approcach’s language acquisition comes from the language use.During the practice of Task-Based Approach ,real tasks should be designed first, after presented in the class teachers ought to guide students to master the knowledges and develop abilities by finishing the tasks.What the Task-Based Language Teaching emphasizes is to acquire knowledges and train abilities during the process of solving the tasks.So base on these theories, arranging classroom activities is very essential, and analysing the functions of them is very helpful for improving the activities efficiency, so that the students can learn English more easily.3.3 Summary

According to previous studies, rare person have written such topic on classroom activities, so my subject is fresh.And base on the theories, my title is necessary significant.IV.Methods and Materials

Through reading materials from library and the Internet, I will select and analyze data relevant to the subject of research.I will take notes from the articles of classroom activities.See the booklist in the references below.I will also obtain certain data by means of classroom observation and interviews.V.Discussion

Guided by the reality classroom activities, I will discuss in turns the concept of classroom activities, activities forms and the characteristics of it ,discussing the functions of the activity one by one, and last the problem which we should pay attention to in arranging classroom activities.VI.Outline of the paper

1.Introduction 2.Classroom activities

2.1Definition of classroom activities

2.2The characteristics of classroom activities 2.3The classification of classroom activities.3.The students’ and teacher’s role in classroom activities 4.How to do classroom activities 4.1 Using situation method in teaching 4.2.Playing games in classroom.4.3 hold some English competitions in classroom 4.4 The “three skills”

4.5 two minutes of English report before class.5.The Functions of Classroom Activity 5.1 Cultivating the students’ communicative competence 5.2Active classroom atmosphere 5.3Enhance student self-confidence 5.4Co-operation to develop study 5.5Improve interest in study 6.The problems we should notice 5.1 The students’ problems and solutions 5.2 The Teacher’s problems and solutions 7.Conclusion

References Acknowledgements References

[1]陳（Chen）紅.課堂活動(dòng)設(shè)計(jì)是提高英語(yǔ)教學(xué)質(zhì)量的關(guān)鍵［J］.讀與寫(xiě)雜志.2007,4(10):115 [2]郭(Guo)麗.挖掘非智力因素，促進(jìn)英語(yǔ)課堂教學(xué)［Z］Internet.2008年10月20日，Available: http://004km.cn/show.aspx?id=385&cid=45

[3]季(Ji)英.淺談?wù)n堂活動(dòng)和英語(yǔ)教學(xué)［J］新疆石油教育學(xué)院學(xué)報(bào).2007,9(1):77-78

[4]季(Ji)云豪.淺談?dòng)⒄Z(yǔ)課堂教學(xué)的技巧與藝術(shù)［Z］.Internet.2008年10月20日，Available: http://004km.cn/show.aspx?id=384&cid=45 [5]李(Li)春憶.趣味性：有效英語(yǔ)課堂教學(xué)活動(dòng)的最基本原則［J］.寧波教育學(xué)院學(xué)報(bào).2007,9(6):103-105 [6]尹（Yun）錫榮，李（Li）家玉.激活大學(xué)英語(yǔ)語(yǔ)口語(yǔ)課堂氣氛的策略研究［N］.安徽工業(yè)大學(xué)學(xué)報(bào)，2008-01—25(2).[7]張（Zhang）彩鳳.初中英語(yǔ)課堂活動(dòng)的問(wèn)題與對(duì)策［J］.新課程研究.2008,25(112):58-60 [8]朱(Zhu)建政.淺談中學(xué)英語(yǔ)教學(xué)中的『動(dòng)』［J］.教學(xué)時(shí)空.2008,4(9):79 [9] Chen ShuangMei.Happy to Learn English［J］.English Corner.2007,3(11):40

[10] Li XiaoPing.Classroom Teaching is to Improve the Quality of English Teaching in the Key［J］.英語(yǔ)角.2007,3(11):39 [11] Yu QinLan.Interactive Teaching Activities for Primary and Secondary School Students to Increase Interest in Learning English Study［D］.WuHan：Central China Normal University，2003 [12] Zhou Jiaqiu.Role-playing Activities in Theory and Practice［D］.WuHan：Central China Normal University，2002

第二篇：英語(yǔ)專(zhuān)業(yè)畢業(yè)論文開(kāi)題報(bào)告

下面是一篇英語(yǔ)論文的開(kāi)題報(bào)告范文，雖然不是特別好，但也反應(yīng)了開(kāi)題報(bào)告的格式和寫(xiě)法，有一定的借鑒價(jià)值。

Function and Application of Descriptive Translation StudiesIntroduction

The intention of this study is to explore possible advantages of Descriptive Translation Studies as in its application in translation practice and translation analysis.Since early 20th century, translation studies gradually broke away from the marginal status within other related disciplines and established itself as an empirical science.From then on, schools of thought have kept coming out and each claims its legitimacy for existence.Among these schools is Descriptive Translation Studies(DTS).DTS approaches translation from an empirical perspective.Translation is viewed to be a social activity having significant

importance in the receiving culture and for the target community.Therefore, translation is dealt with beyond the linguistic realization and language comparison, and is incorporated in social and cultural context.My attention was first directed to DTS by its peculiar characteristic of observation, description and explanation.The subject is whatever happens in translation practice, from the determination of prospective function of translation to the process of translator‘s choice of strategies, brainstorming and the revision, to the final product making appearance in the target community.The method of DTS is basically descriptive.The prescriptive tendency and the problem-solution pattern is abandoned.Translation phenomena are noted down.With accumulated data, some underlying truths about translation will come out which will prove to be instructive not only for theoretical probe but also for applied translation practice.I will apply this descriptive method in the case study of this thesis.A convenient tool has been set up to conduct DTS.―Norm‖ is operative at every stage of description and explanation.Function, process and product and their relationship as well are skeletal structure of what constitute descriptive studies.Translation phenomena are accounted for with the help of norm.The case taken in this thesis is the Chinese classic The Dream of Red Mansions.Two English versions translated respectively by Yang Hsien-yi and David Hawks are compared and observations are made in regard to their translation approaches.In this regard, my observations are limited to several aspects, I hope in-depth observation and explanation will done in light of DTS.Outline

2.1 Development and major concepts of DTS

In this part I will describe Holms‘ basic map of DTS and the relationship between function, process and product.I will also discuss some important concepts such as pseudo-translation, multiple translation, translationese, norm etc.2.2 Methodolgy

I will in this part discuss the methodology of DTS before I apply the same to the case study in this thesis with emphasis to be placed on semiotic approach and the concept norm.2.3 DTS in contrast to other theories

A contrast study will be conducted here with the objective to find the difference of DTS from other theories such as equivalence theory and the Chinese Xin Da Ya criteria.Some advantage will possibly be shown in this study.2.4 Case study

In this part, translation of The Dream of Red Mansions(also translated as The Story of The Stone)will be under investigation in light of DTS.Translation samples to be quoted here will be selected at random.2.5 Conclusion

Based on the above elaboration of DTS and the case study, possible conclusion will be on the advantage of DTS in specific study of translation.Suggestions on further research efforts will be made also.(Note: While the topic will remain the same, the above arrangement of contents is subject to change in the process of writing.)0

000

附錄2-引文范例(僅供參考)

―It is therefore pointless to try to make TC more scientific than is sensible in view of its complex subject-matter and available

methods.Translating is a mental, multi-factorial activity which cannot exhaustively be investigated within a linguistic framework ignoring the person of the translator.‖(Wilss, 1982: 217)

?―噢，這就是恐水病吧?你們貴族圈子怎么流行起這種病來(lái)啦?真夠嗆的!費(fèi)芬斯小姐，您喝點(diǎn)茶大概沒(méi)關(guān)系吧!‖‘(張南峰，1990：59-60)附錄3-參考文獻(xiàn)范例(僅供參考)

Wilss, Wolfram.The Science of Translation – Problems and Methods.Gunter Narr Verlag Tubingen,1982.Newmark, Peter.A Textbook of Translation.New York: Prentice Hall, 1988.Delabastita, Dirk.Translating Puns: A false Opposition in Translation Studies.Target, 1991(3:2):137-152.張南峰(譯).王爾德戲劇選.福州：海峽文藝出版社，1990.戴煒棟.構(gòu)建具有中國(guó)特色的英語(yǔ)教學(xué)―一條龍‖體系，外語(yǔ)教學(xué)與研究，2001(5).附錄4-封面范例(僅供參考)(中文)

對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)碩士學(xué)位論文

論品牌名稱(chēng)翻譯的特殊性

專(zhuān) 業(yè)：

研究方向：

作 者：

導(dǎo) 師：

寫(xiě)作時(shí)間： —

對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)

英語(yǔ)學(xué)院

(英文)

School of International Studies

University of International Business and Economics

Pragmatic Strategies

in Advertising: Implicatures

Wang Ying

A thesis submitted to School of International Studies of

University of International Business and EconomicsIn partial fulfillment of the requirement

For the degree of Master of Arts

April 2002

Beijing, China

第三篇：英語(yǔ)專(zhuān)業(yè)畢業(yè)論文開(kāi)題報(bào)告格式及

英語(yǔ)專(zhuān)業(yè)畢業(yè)論文開(kāi)題報(bào)告格式及范文

外語(yǔ)系2007屆英語(yǔ)專(zhuān)業(yè)開(kāi)題報(bào)告寫(xiě)作規(guī)范

為進(jìn)一步嚴(yán)格學(xué)術(shù)規(guī)范，加強(qiáng)指導(dǎo)教師對(duì)學(xué)生論文寫(xiě)作的有效指導(dǎo)以及減少學(xué)生在寫(xiě)作過(guò)程的盲目性，外語(yǔ)系特要求學(xué)生在論文選題和論文寫(xiě)作前期與指導(dǎo)教師保持聯(lián)系，認(rèn)真撰寫(xiě)開(kāi)題報(bào)告。外語(yǔ)系特對(duì)本屆畢業(yè)論文開(kāi)題報(bào)告作以下

規(guī)定：

I.英語(yǔ)專(zhuān)業(yè)學(xué)生開(kāi)題報(bào)告寫(xiě)作語(yǔ)言為英文（填寫(xiě)畢業(yè)論文登

記表中“開(kāi)題報(bào)告”用中文）。

II.開(kāi)題報(bào)告寫(xiě)作步驟為：

1.Title（論文題目）

2.Thesis Statement（中心論點(diǎn)）

3.Purpose and Significance of Study（研究目的和意義）

4.Situation of Study（研究現(xiàn)狀）

5.Difficulty of Study（研究難點(diǎn)）

6.Detailed Outline（詳細(xì)提綱）

7.References（參考文獻(xiàn)）。

III.學(xué)生按規(guī)定時(shí)間完成開(kāi)題報(bào)告后，指導(dǎo)教師組織小組開(kāi)

題并填寫(xiě)審核意見(jiàn)。

IV.指導(dǎo)教師同意后，學(xué)生方可進(jìn)行論文寫(xiě)作。

V.本期末學(xué)生離校前須與指導(dǎo)教師見(jiàn)面，商討下一步寫(xiě)作

計(jì)劃等事宜。

VI.下期開(kāi)學(xué)報(bào)到后小組長(zhǎng)召集全組成員與指導(dǎo)教師見(jiàn)面，匯報(bào)論文資料收集或?qū)懽髦写嬖诘膯?wèn)題。

VII.參考文獻(xiàn)要求用APA格式或MLA格式。

VIII.頁(yè)面設(shè)置

紙型：A4（210 X 297毫米）即寬度：21厘米，高度29.7

厘米。

頁(yè)邊距：上1.8厘米、下1.35厘米；左2.2厘米、右1.8厘米。裝訂線位置：左側(cè)，裝訂線：0厘米，距邊界：頁(yè)眉1.6，頁(yè)腳1.6。每頁(yè)：32行，跨度23.5磅。

第四篇：英語(yǔ)專(zhuān)業(yè)畢業(yè)論文開(kāi)題報(bào)告

河 南 師 范 大 學(xué)

外國(guó)語(yǔ)學(xué)院

School of Foreign Languages of Henan normal university

(B.A.Thesis Proposal)

論文題目：

專(zhuān)業(yè)：英語(yǔ)翻譯

指導(dǎo)教師：姚雪梅

學(xué)生：李菁菁

班級(jí)：2009級(jí)3班

學(xué)號(hào)：0913224016

日期：2013-3-1

11.Title

Mother tongue transfer on the English writing of Chinese EFL students

2.Thesis Statement

The current social backgrounds which make English writing become an important part in the English learning process are urgent.Teachers in schools always encounter many problems in their teaching of English writing.This study discusses the major causes, and gives some creative solutions to them.3.Purposes and Significance of Study

The objectives of the research are to try to investigate the main types of errors made by Chinese EFL students in their English writing, explore the sources of the identified errors and finally find out the specific proportion of errors caused by mother tongue transfer.It is hoped to help English teachers in China get a further understanding of the errors made by Chinese students and the psychological cause of making errors, hence stimulate them to treat errors properly and improve their English teaching.4.Situation of Study

Guo Chunjie and Liu Fang(1997)have found that the first language(L1)serve as intermediary language in logic(meaning)reasoning processing, in the formal monitoring in target language output, and in mutual retrieval of the world conception and the target language.Wen Qiufang and Guo Chunjie have made further research(1998)and found that the students with higher scores on composition use L1 far less than the students with lower scores, Liu Donghong(2002)has found 21 main types of errors in the picture compositions of Chinese college students, such as errors in subject-predicate agreement, errors in tense applying Chinese phrases mechanically, confusion of parts of speech, improper words, spelling errors and so on and has pointed out that of them 16 kinds are the result of mother tongue transfer except for the 5 types such as confusion of parts of speech, improper words, spelling errors and so on.5.Outline

1.Introduction

2.Literature review

2.1 Behaviorist view and contrastive analysis

2.2 Interlanguage and error analysis

2.2.1 Interlanguage

2.2.2 Error analysis

2.2.3 Procedure for error analysis

2.3 Empirical students on transfer

3.Methodology

3.1 Research questions

3.2 Subject

3.3 Instruments

3.3.1 Composition writing

3.3.2 Questionnaire

3.3.3 Interview

3.4 Data collection

4.Results and discussion

4.1 Error types

4.2 Sources of errors

4.2.1 Mistakes

4.2.2 Competence errors

4.2.2.1 Transfer errors

4.2.2.1.1 Transfer of structure

4.2.2.1.2 Interlingual/intralingual errors

4.2.2.2 Intralingual errors

4.2.2.2.1 Overgeneralization errors

4.2.2.2.2 Ignorance of rule restrictions

4.2.2.2.3 Incomplete application of rules

4.2.2.2.4 False concept hypothesized

5.Conclusion

References

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葛麗蓮.“母語(yǔ)遷移”對(duì)中國(guó)學(xué)生英語(yǔ)表達(dá)的影響——大學(xué)英語(yǔ)寫(xiě)作典型實(shí)例分析[J].首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版).2003(04)

劉東虹.大一學(xué)生寫(xiě)作中的母語(yǔ)策略與母語(yǔ)遷移[J].外語(yǔ)教學(xué).2002(04)

郭巍,韓曉惠.普遍語(yǔ)法框架下“母語(yǔ)遷移”作用的爭(zhēng)論[J].外語(yǔ)學(xué)刊.2002(02)

吳丁娥.中國(guó)學(xué)生英語(yǔ)寫(xiě)作中的母語(yǔ)負(fù)遷移及對(duì)策[J].湖南師范大學(xué)社會(huì)科學(xué)學(xué)報(bào).2001(01))

文秋芳,郭純潔.母語(yǔ)思維與外語(yǔ)寫(xiě)作能力的關(guān)系:對(duì)高中生英語(yǔ)看圖作文過(guò)程的研究[J].現(xiàn)代外語(yǔ).1998(04)唐仁芳.大學(xué)生英語(yǔ)寫(xiě)作中的母語(yǔ)負(fù)遷移研究[D].南京師范大學(xué) 2008

張瑤.四、六級(jí)英語(yǔ)寫(xiě)作中的選詞失誤分析[D].大連海事大學(xué) 2006

李春青.A Corpus-based Analysis of Collocation Errors in Writing by Chinese English Learners[D].電子科技大學(xué) 2004

劉麗軍.錯(cuò)誤與錯(cuò)誤分析：中國(guó)英語(yǔ)學(xué)習(xí)者常見(jiàn)錯(cuò)誤探究[D].內(nèi)蒙古大學(xué) 2004

周正履.中國(guó)大學(xué)生英語(yǔ)寫(xiě)作中的錯(cuò)誤分析[D].西安電子科技大學(xué) 2004

趙德軒.錯(cuò)誤分析與高中英語(yǔ)教學(xué)[D].華東師范大學(xué) 2006

陳瑩.非英語(yǔ)專(zhuān)業(yè)大學(xué)生英語(yǔ)寫(xiě)作僵化現(xiàn)象研究[D].遼寧師范大學(xué) 2009

顧玉潔.初中生英語(yǔ)寫(xiě)作錯(cuò)誤分析和對(duì)策研究[D].內(nèi)蒙古師范大學(xué) 2010

王海巖.以英語(yǔ)寫(xiě)作為基礎(chǔ)的中介語(yǔ)錯(cuò)誤分析與研究[D].大連海事大學(xué) 2004

周冠瓊.中國(guó)大學(xué)生英語(yǔ)寫(xiě)作中的母語(yǔ)負(fù)遷移[D].西安電子科技大學(xué) 2005

劉昕.中國(guó)大學(xué)生英文寫(xiě)作中語(yǔ)篇遷移現(xiàn)象的對(duì)比分析[D].遼寧師范大學(xué) 2005

張英.大學(xué)英語(yǔ)寫(xiě)作中的母語(yǔ)遷移研究[D].太原理工大學(xué) 2006

趙海艷.母語(yǔ)的正遷移作用[D].山東大學(xué) 2006

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第五篇：商務(wù)英語(yǔ)專(zhuān)業(yè)畢業(yè)論文開(kāi)題報(bào)告

Research proposal How to Improve the Reading Ability of College Students

By Yu Bin Yao I.Introduction Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know.These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students.Teachers 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 process and at the same time, draw from their environment as they develop new understandings.The basic principle will be used in the teaching of reading.And the teachers should cultivate the students’ consciousness of learning how to improve these essential English learning skill./ The purpose of college English teaching is to improve the student’s skill of learning English by themselves, take reading for example, with the base of necessary phonetics, large vocabulary and good grammar.Some people think that reading is a very simple matter.You move your eyes along the line, and the author's message appears somehow in your mind.When a person is highly skilled as a reader, it does seem that something like that takes place.However, the actual reading process is quite complicated.Try to think back when you were first learning to read, or observe a young child learning to read.It is a very difficult, complex, sometimes, painful process.Reduced to its simplest elements, we might say that comprehension is a part of the communication process of getting the thoughts that were in the author's mind into the reader's, but how does one reader can get the idea clearly? It depends on the reading ability of the reader's.How can the readers make improvements in reading? Especially for the college students.There are many skills to improve one's ability of reading comprehension.II.Outline Thesis statement: English reading ability, as an important capacity in our life and study, yet is not grasped well by most of our students, because we are lack of the components that include vocabulary , grammar, good reading habits, reading skills and so on.As long as we are ready for those , enhancing reading ability is not a problem.I.The significance of reading ability for college students.A.The definition of reading B.The importance of reading II.The Problems that students have A.lack of vocabularies B.weak at grammar C.no interests D.wrong reading habits and skills III.Components and Solutions of English reading comprehensive ability A.Enlarge vocabularies B.Improve grammar ability C.Change the reading habits D.Skimming and Scanning E.Read at a super speed F.Extensive and Intensive reading IV.Conclusion: Through the analysis above we should read between the lines so that we get closer to the author and have a better understanding to articles.Reference [1] David Nunan, Language Teaching Methodology P.70 Lexican relationship

[2] David Nunan, A Discourse Perspective Language Teaching Methodology.P.67 Reading: A Discourse Perspective.[3] Wilga M.Rivers & Mary S.Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford University Press, 1978 [4] David Freeman&Yvome S.Freeman, A Road to Success for Language, New York: Oxford University Press