英语专业论文提纲范文[1]
 

　　英语专业论文提纲范文[2]

　　Basic Knowledge for Thesis Writing

　　Why should we write the thesis?

　　To write a thesis before graduation is a must for every university graduate.

　　By writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.

　　It is the reflection of a student’s study in college.

　　Whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.

　　How long should we prepare for writing a thesis?One year or so

　　What do we need when we write a thesis?

　　Firstly, for English major, most important of all, it is English knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.

　　Secondly, the way of writing is also important.

　　A good title, some good ideas to support thesis statement, right language and standard format are what we need.

　　The language style is something that we should pay much attention to, for example:

　　Wording: we prefer big word to small one;

　　Sentence: Long sentences are quite expectable.

　　How do we write a thesis? How many steps should we follow?

　　Generally speaking, when we write a thesis, we follow 10 steps:

　　1. Choose a subject: that is, what you are going to write about. For English major, we may apply:

　　2. Choose a title/Title a paper;

　　3. Collect materials for reference in writing;

　　4. Analyze the collected materials;

　　5. Sort out the data and arguments;

　　6. List references;

　　7. Make up an outline;

　　8. 1—3 drafts;

　　9. Proofread;

　　10. The last version.

　　What subjects may we choose to write?

　　English and American Literature

　　The Practice and Theory of Translation

　　English Language

　　English Linguistics

　　English Grammar

　　English Phonetics

　　English Lexicology

　　English Rhetoric

　　Language and Culture

　　ELT Methodology

　　Teaching English in Middle School

　　English Teaching Research and Survey

　　The History of… (All mentioned above)

　　英语专业论文提纲范文[3]

　　Subject and Title

　　How to Choose a Suitable Subject

　　Whenever you plan and write a paper, you should keep these questions in mind:

　　What is my subject and what do I know about it?

　　Choose a subject that you care about and know about (or can find out about).

　　Who is my audience?

　　What you say about your subject depends greatly on who reads it. You must choose a subject that will interest your audience and try to present it interestingly.

　　What is my purpose?

　　You always communicate for a purpose—either to inform, to persuade, or to entertain.

　　What must You Write in a Thesis?

　　In the limited space of a thesis, you can’t say everything, so you must settle on the most important, most relevant, and most interesting.

　　Factors Influencing the Choice:

　　There are several factors which will influence your decision on which subject you are going to write about:

　　Interest/Experience/Science value/Ability /Scope of knowledge/Purpose…

　　How to Get a Title?

　　We have two ways to get a title:

　　Given by teachers

　　Designed by yourself

　　They both have their advantages. For the former, you will have a definite direction to guide you to the end, while, for the latter, it can be more flexible for you and everything depends on yourself.

　　What Is a Good Title?

　　A good title, usually created after some paragraphs or a theme is written, does two things:

　　1. It suggests what the subject of the thesis will be;

　　2. It sparks the reader’s interest

　　Some Basic Kinds of Titles

　　No-nonsense descriptive title: E.g.:

　　Advantages and Disadvantages of Multimedia Teaching

　　Two-part titles E.g.:

　　Sugar: The Hidden Drug

　　Rhetorical question. Then answer the question in your theme. E.g.:

　　What can be done about CET-4?

　　Some Basic Kinds of Titles

　　Relate the title to the method of development used :

　　Descriptive: Portrait of a Teacher

　　Illustration: Three Roles I Play

　　Comparison: Crazy English: The New All Physical Response Approach

　　Contrast: Pleasures and Problems of Owning a Computer

　　Definition: A Definition of CLT

　　Persuasion: The Need for Discipline in University

　　Classification: Three Types of Education

　　Process: How to Teach Young Children English

　　How long should a title usually be?

　　A title is usually four to five words long and is rarely an entire sentence. (1—10 words is more practical.)

　　Notice:We can’t write anything with the title “On…”, because this small “on” is too big for us.

　　Notice:The title is centered on the page above the body of the thesis and separated from it by one inch.

　　A puzzle

　　What is “make a fuss over a trifle”?

　　That is a principle for us when we write a thesis: Write as much as possible on a small title. When we write a thesis, we must make a full consideration of whether the possibility to choose a “big” or a “small” topic comparatively.

　　Disadvantages for a “Big” Topic

　　A big topic needs collecting more materials. So it is more difficult for beginners.

　　Hard to control. If there are too many sides in a thesis for us to make clear, the chance to be successful is very slim.

　　Hard to make clear about the statement within limited words (about 6000 words). Everything will stay on the surface.

　　Time problem (2-3months)

　　Notice

　　Remember: to see a student’s standard of writing isn’t by how “big” his or her topic is, but by his or her ability to find problems, analyze problems and solve problems.

　　Titling

　　Commonly, we can divide titling into four levels, for example:

　　Subject: ELT Methodology

　　Limited subject: Modern English Teaching Methods

　　Initial topic: CLT : A Modern Teaching Method

　　Topic: CLT in Grammar Teaching

　　Assignment

　　Choose a subject that you would be likely to write about and try to title your paper.

　　Consideration:When we make a title of a thesis, what factors should we consider?

　　在正式撰写论文之前，以论文提纲的形式把文章的结构反映出来，是提高文章质量的一个重要手段，，下面是小编收集的英语专业论文提纲范文样本，欢迎参考!

　　英语专业论文提纲范文样本一

　　Acknowledgements 4-6

　　Contents 6-10

　　List of Figures 10-12

　　List of Tables 12-20

　　Abstract 20-22

　　摘要 23-25

　　Chapter 1 Introduction 25-32

　　1.1 Purpose of the study and research questions 28-29

　　1.2 Significance of the study 29-30

　　1.3 Organization of the study 30-31

　　1.4 A note on terminology 31-32

　　Chapter 2 Literature review 32-51

　　2.1 T/TP and coherence in English writing 32-35

　　2.1.1 Defining coherence 32-33

　　2.1.2 T/TP as means to realize coherence 33-35

　　2.2 T/TP in EFL/ESL writing 35-42

　　2.2.1 T/TP and coherence in EFL/ESL writing 35-37

　　2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42

　　2.3 T/TP in English research articles by EFL/ESL scholars 42-44

　　2.4 The factors that influence T/TP in EFL/ESL writing 44-47

　　2.5 Training in T/TP 47-49

　　2.6 Summary 49-51

　　Chapter 3 Theoretical background 51-70

　　3.1 Systemic Functional Grammar 51-55

　　3.1.1 Five dimensions of language as a semiotic system 51-53

　　3.1.2 Three metafunctions of language as a functional system 53-54

　　3.1.3 Three lines of meaning from metafunctions 54-55

　　3.2 Theme and thematic progression 55-70

　　3.2.1 Theme 56-62

　　3.2.2 Thematic progression 62-70

　　Chapter 4 Research Design 70-88

　　4.1 The participants and the educational context 70-73

　　4.1.1 Background of the participants and the participating school 70

　　4.1.2 The allocation of participants to the training 70-71

　　4.1.3 The sample sizes 71-72

　　4.1.4 The pilot study 72-73

　　4.2 The interventional procedures 73-74

　　4.3 The questionnaire 74-75

　　4.4 The training 75-80

　　4.4.1 Considerations behind the training 75-76

　　4.4.2 The training material 76-79

　　4.4.3 The role of the researcher as the trainer 79-80

　　4.5 Data analysis 80-86

　　4.5.1 Analysis of the writing 80-86

　　4.5.2 Analysis of the questionnaire 86

　　4.6 Ethical considerations 86-88

　　4.6.1 Informed consent 86-87

　　4.6.2 Anonymity 87

　　4.6.3 Harm 87-88

　　Chapter 5 Results and analysis of pre-training writing 88-115

　　5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102

　　5.1.1 Topical,textual and interpersonal Themes 88-91

　　5.1.2 Topical Themes:marked and unmarked Themes 91-95

　　5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100

　　5.1.4 Interpersonal Themes 100-102

　　5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110

　　5.2.1 Linear,constant,summative and split progressions 102-107

　　5.2.2 Back,contextual and new Themes 107-110

　　5.3 Summary 110-115

　　Chapter 6 Results and analysis of post-training writing 115-137

　　6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129

　　6.1.1 Topical,textual and interpersonal Themes 115-117

　　6.1.2 Topical Themes:marked and unmarked Themes 117-121

　　6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126

　　6.1.4 Interpersonal Themes 126-129

　　6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132

　　6.2.1 Linear,constant,summative and split progressions 129-131

　　6.2.2 Back,contextual and new Themes 131-132

　　6.3 Summary 132-137

　　Chapter 7 Results and analysis of pre- and post- training writing 137-155

　　7.1 Comparison of Themes in pre- and post- training writing 137-147

　　7.1.1 Topical,textual and interpersonal Themes 137-139

　　7.1.2 Topical Themes:marked and unmarked Themes 139-142

　　7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145

　　7.1.4 Interpersonal Themes 145-147

　　7.2 Comparison of thematic progression in pre- and post- training writing 147-150

　　7.2.1 Linear,constant,summative and split progressions 147-149

　　7.2.2 Back,contextual and new Themes 149-150

　　7.3 Summary 150-155

　　Chapter 8 Results and analysis of the questionnaire 155-165

　　8.1 Findings from closed questions 155-160

　　8.1.1 EEL participants' general attitude to training on T/TP 155-157

　　8.1.2 EEL participants' perception of the usefulness of the training on T/TP 157-158

　　8.1.3 EEL participants' perception of the learnability of T/TP 158-159

　　8.1.4 EEL participants' perception of the applicability of T/TP in writing 159-160

　　8.2 Findings from open questions 160-164

　　8.2.1 The changes that occurred 161-162

　　8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163

　　8.2.3 The reasons for the perceived difficulty in learning 163

　　8.2.4 EEL participants' suggestions for future training 163-164

　　8.3 Summary 164-165

　　Chapter 9 Discussion 165-195

　　9.1 Findings with regard to research questions 165-187

　　9.1.1 Chinese college students' use of T/TP in pre-training writing 165-172

　　9.1.2 Chinese college students' use of T/TP in post-training writing 172-181

　　9.1.3 Effects of the training on T/TP in Chinese college students' English writing 181-187

　　9.2 Positioning the study within the literature 187-190

　　9.2.1 T/TP in Chinese college students' English writing 187-189

　　9.2.2 Effects of training on Chinese college students' use of T/TP 189-190

　　9.3 Implications 190-194

　　9.3.1 Pedagogical implication 190-193

　　9.3.2 Methodological implication 193-194

　　9.4 Limitations 194-195

　　Chapter 10 Conclusion 195-200

　　10.1 Summary 195-197

　　10.2 Putting everything together 197-199

　　10.3 Suggestions for future work 199-200

　　Notes 200-202

　　References 202-214

　　Appendix 1: Plan for the interventional procedures 214-215

　　Appendix 2: The post-training questionnaire 215-217

　　Appendix 3: Training material 217-229

　　Appendix 4: Teachers' guide to the training 229-237

　　Appendix 5: Consent form for EEL group 237-238

　　Appendix 6: Consent form for CEL group 238-239

　　Appendix 7: Consent form for NS group 239

　　英语专业论文提纲范文样本二

　　中文摘要 3-4

　　ABSTRACT 4

　　Chapter One Introduction 7-10

　　1.1 Motivation of the present study 7-8

　　1.2 Significance of this study 8

　　1.3 Composition of this thesis 8-10

　　Chapter Two Literature Review 10-19

　　2.1 Language production 10-14

　　2.1.1 L1 Production 10-11

　　2.1.2 L2 Production 11-12

　　2.1.3 Dimensions of language production 12-14

　　2.2 Theories on oral output 14-15

　　2.2.1 Skehan’s dual-model system 14

　　2.2.2 Swain’s Output Hypothesis 14-15

　　2.3 Task Repetition 15-17

　　2.3.1 Task 15-16

　　2.3.2 Task repetition 16-17

　　2.4 Relevant studies on effects of task repetition on L2 oral output 17-19

　　CHARPTER THREE THE CURRENT STUDY 19-25

　　3.1 Research justification and questions 19

　　3.2 Hypothesis 19-20

　　3.3 Methods 20-25

　　3.3.1 Participants 20-21

　　3.3.2 Material 21

　　3.3.3 Research design 21-23

　　3.3.4 Measures 23-25

　　Chapter Four Results and Discussion 25-41

　　4.1 Results and Analysis 25-34

　　4.1.1 Quantitative analysis 25-27

　　4.1.2 Qualitative analysis 27-34

　　4.2 Discussion 34-41

　　4.2.1 Fluency 34-36

　　4.2.2 Complexity 36-38

　　4.2.3 Accuracy 38-39

　　4.2.4 interlanguage development path of learner L 39-41

　　Chapter Five Conclusions 41-44

　　5.1 Conclusion and implication 41-43

　　5.2 Limitations and recommendations 43-44

　　Acknowledgements 44-45

　　References 45-49

　　Appendixes 49-54

　　A. Instructions of the experiment 49-50

　　B. The same-content task 50-51

　　C. The different-content task 51-52

　　D. Sample of oral pre-task 52-53

　　E. Sample of oral post-task 53-54

　　F. Sample of writing repetition task 54

　　英语专业论文提纲范文样本三

　　Abstract 3-4

　　摘要 5-8

　　List of Abbreviations 8-9

　　Chapter One Introduction 9-13

　　1.1 Research Background 9-11

　　1.2 Necessity and Objectives of the Study 11-12

　　1.3 Thesis Organization 12-13

　　Chapter Two Literature Review 13-27

　　2.1 Defining Explicit Linguistic Knowledge (ELK) and Implicit Linguistic Knowledge (ILK) 13-16

　　2.2 Relationship Between Explicit and Implicit Knowledge 16-19