英語專業(yè)論文提綱

時間：2022-10-26 08:22:00 論文范文我要投稿

英語專業(yè)論文提綱模板

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英語專業(yè)論文提綱模板

　　Contents

　　Introduction………………………………………………………………1

　　1.The common historical background……………………………………1

　　1.1 International………………………………………………………1

　　1.2 National…………………………………………………………1

　　2.The common beliefs of beats and rockers……………………………2

　　2.1 Rebellion against conventions……………………………………2

　　2.1.1 Beats in literature………………………………………………2

　　2.1.2 Rockers in music circles………………………………………3

　　2.2 Ideologies in between……………………………………………4

　　2.2.1 Beatniks were fed up with their government about

　　the explanations of why things happened……………………4

　　2.2.2 Their same destiny……………………………………………4

　　2.2.3 Beat culture and rock culture were not accepted by

　　both capitalist and socialist ideologies………………………5

　　2.3 Belief in oriental religion…………………………………………5

　　2.3.1 Beatniks study on Chinese Buddhism…………………………6

　　2.3.2 Rockers belief in Indian Buddhism……………………………6

　　3.Their identical lifestyles………………………………………………6

　　3.1 Bohemian…………………………………………………………7

　　3.1.1 Beats…………………………………………………………7

　　3.1.2 Rockers………………………………………………………7

　　3.2 Madness…………………………………………………………8

　　3.2.1 The beats regarded modern American life as cruel, selfish,

　　and impersonal that writers and artists were being driven

　　to madness……………………………………………………8

　　3.2.2 Rockers were mad enough to drive rockniks crazy on

　　rock circus spot………………………………………………9

　　3.3 Self-indulgent……………………………………………………9

　　3.3.1 Drugs…………………………………………………………9

　　3.3.2 Homosexual…………………………………………………10

　　4. The same conduct……………………………………………………10

　　4.1 Beats of Satan and angles………………………………………10

　　4.2 Rockers' conduct of the two sides………………………………11

　　Conclusion………………………………………………………………13

　　英語專業(yè)論文提綱【2】

　　ACKNOWLEDGEMENTS 5-6

　　摘要 6-8

　　Abstract 8-9

　　Contents 10-12

　　Chapter I Introduction 12-17

　　1.1 Background of the research 12-13

　　1.2 Significance of the research 13-14

　　1.3 Organization of the thesis 14-17

　　Chapter II Literature Review 17-27

　　2.1 The Research on Task-Based Language Teaching at home and abroad 17-21

　　2.1.1 The Research on Task-Based Language Teaching abroad 17-18

　　2.1.2 The Research on Task-Based Language Teaching in China 18-20

　　2.1.3 Comments 20-21

　　2.2 Previous research on senior English reading teaching 21-27

　　2.2.1 Previous research on senior English reading teaching abroad 21-23

　　2.2.2 Previous research on senior English reading teaching at home 23-25

　　2.2.3 Comments 25-27

　　Chapter III Task-Based Language Teaching 27-42

　　3.1 Definition of Task-based Language Teaching 27

　　3.2 Principles of Task-based Language Teaching 27-29

　　3.3 Theories of Task-based Language Teaching 29-32

　　3.3.1 Constructivism 29-30

　　3.3.2 Interactive language teaching 30

　　3.3.3 Communicative language teaching 30-31

　　3.3.4 Second Language Acquisition Theory 31-32

　　3.3.5 Structuralism 32

　　3.4 Task 32-37

　　3.4.1 Definition of task 32-34

　　3.4.2 Types of task 34-35

　　3.4.3 Principles in designing task 35-36

　　3.4.4 The Steps to Design a Task 36-37

　　3.5 English reading 37-40

　　3.5.1 Definition of English reading 37

　　3.5.2 English reading ability 37-38

　　3.5.3 Models of English reading 38-40

　　3.6 Task-based senior English reading 40-42

　　Chapter IV Research Design 42-57

　　4.1 Research hypotheses 42

　　4.2 Research subjects 42-43

　　4.3 Research purpose 43

　　4.4 Research methods 43-56

　　4.4.1 Questionnaires 43-44

　　4.4.2 Tests 44

　　4.4.3 Classroom experiment 44-47

　　4.4.4 Asample lesson for the Experimental Class 47-56

　　4.5 Research procedure 56-57

　　Chapter V Results and Discussion 57-65

　　5.1 Results and discussion of the information from questionnaires 57-60

　　5.1.1 Results and discussion of the information from pre-questionnaire 57-58

　　5.1.2 Results and discussion of the information from post-questionnaire 58-60

　　5.1.3 Comparison 60

　　5.2 Results and discussion of the information from tests 60-63

　　5.2.1 Results and discussion of the information from pre-test 60-61

　　5.2.2 Results and discussion of the information from post-test 61-62

　　5.2.3 Comparison 62-63

　　5.3 Discussion of the classroom experiment 63-65

　　Chapter VI Findings and Suggestions 65-70

　　6.1 Major findings 65-67

　　6.2 Suggestions 67-70

　　Chapter VII Conclusion 70-73

　　7.1 Limitations 70-71

　　7.2 Conclusion 71-73

　　Bibliography 73-77

　　Appendix I 77-78

　　Appendix II 78-79

　　Appendix III 79-84

　　Appendix IV 84-90

　　Appendix V 90-91

　　Appendix VI 91

　　英語專業(yè)論文提綱【3】

　　Abstract 3-4

　　摘要 5-8

　　Chapter One Introduction 8-15

　　1.1 Statement of the Problem 8-13

　　1.2 Significance of the Study 13

　　1.3 Statement of the Research Questions 13

　　1.4 Organization of the Thesis 13-15

　　Chapter Two Literature Review 15-23

　　2.1 Definitions and Features of Lexical Chunks 15-16

　　2.1.1 Definition of Lexical Chunks 15-16

　　2.1.2 Features of Lexical Chunks 16

　　2.2 Classification of Lexical Chunks 16-19

　　2.2.1 Lewis’s Classification 16-17

　　2.2.2 Nattinger&DeCarrrico’s Classification 17-19

　　2.3 Theoretical Background of Lexical Chunks 19-21

　　2.3.1 Psychological Linguistic Basis 19-20

　　2.3.2 Language Acquisition Theory 20-21

　　2.4 Previous Study of the Relationship between Lexical Chunks and Writing 21-23

　　Chapter Three Research Methodology 23-43

　　3.1 Restatement of Research Questions 24-25

　　3.2 Experimental Subjects 25-26

　　3.3 Experimental Instruments 26-27

　　3.3.1 Questionnaire 26

　　3.3.2 Pre-test and Post-test 26-27

　　3.4 Procedure of the Experiment 27-41

　　3.4.1 Pre-Test 27

　　3.4.2 Implementation of the Experiment 27-41

　　3.4.3 Post-Test 41

　　3.5 Data Collection and Analysis 41-43

　　3.5.1 Collecting Data from Questionnaire 41

　　3.5.2 Collecting Data from Pre-test and Post-test 41-42

　　3.5.3 Data Analysis 42-43

　　Chapter Four Data Analysis and Discussions 43-52

　　4.1 Answers to Research Question One: Do most of the senior school students enjoy writing before the experiment? If not, what is the reason? 43-46

　　4.2 Answers to Research Question Two: Can students’ ability of writing be promoted by using lexical chunks? How can students’ writing ability be promotedin this way? 46-49

　　4.3 Answers to Research Question Three: Do students tend to adopt this writing approach after the experiment? What are the students’ responses to lexical chunks approach? 49-51

　　4.4 Summary 51-52

　　Chapter Five Conclusions, Implications and Suggestions for Further Research 52-57

　　5.1 Conclusions 52-53

　　5.2 Implications 53-56

　　5.3 Suggestions for Further Research 56-57

　　References 57-60

　　Appendix 60-64

　　Acknowledgements 64

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