英硕有毕业论文吗推荐

你同学说的对

看你学什么专业啦有一些专业 是不需要写论文的大家一起做个项目就好但并不比写论文轻松

定量分析一般情况字数会多点，大概12000-18000字。如果定性分析的话字数相对要少很多，大概8000-12000字。因为定性分析相对会难的，需要收集大量有效的数据，运用软件，研究方法等做各种材料进行思维软件加工，从而能去粗取精、去伪存真。如果结果不好得找原因，看下那部分出现问题了，所以相对比较麻烦，字数也少一些的。我学金融的，导师要求字数就10000字，当时我找英国翰思教育辅导的，结果最后加上数据，reference，目录等差不多有15000字了.他们服务很好，内容、数据分析方面都不错，建议你可以去他们官网咨询下

现成的，要不要The Discussion of English Vocabulary Teaching In Middle SchoolIntroduction 1. The importance of vocabulary Vocabulary plays an important role in learning a foreign language. It is one element that links closely with the four skills of learning English, speaking, listening, reading and writing. Vocabulary is our tools to communicate with others, as well as to explore and to analyze the world around us. The most obvious effect of an underdeveloped vocabulary will be seen in limited reading comprehension, as students struggle to extract the meaning from passages. A well-developed vocabulary and efficient skills of reading comprehension are essential for success in the standardized tests used in most states. “Vocabulary is more important than grammar. It is frustrating for intermediate learners when they discover they can’t communicate effectively because they do not know many of the words they need” (Davied, 58). “Vocabulary is to the Chinese learner as building materials are to the architect. Without a large English vocabulary, no one can claim a good command of the language. Theoretically, the large one’s vocabulary size, the more competent one feels with the language”. ( zhang, 2003, 53) In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them more plays an important role in learning a foreign language, but they are somewhat neglected in vocabulary teaching in some middle schools in china and there are some questions existing in vocabulary teaching of junior middle school at present. 2. Some questions existing in vocabulary teaching in middle school at present. Some single teaching methods of the vocabulary.“It is not uncommon that teachers in some English classrooms present new words by asking the class to read after them the word list printed in the textbook .Even more disappointing ,some teachers lead the students in reading the words list in a translation format”(Allen): English →Chinese equivalent→English ,or English→English →Chinese equivalent . The meaning of new words can be presented through translation, in other words, giving an equivalent word or expression in the learners’ native language. But there are several potential disadvantages exist in this technique. For example, it may stimulate learners to think in their own language, always translating to from English , also, it may stimulate learners to feel they have learnt a word permanently once they have been given the translation. And it may bring some wrong ideas about a word—for example, French la politique is equivalent to English ‘politics’, but it can also be equivalent to ‘the politician’ or ‘the policy’ in different contexts. Finally, it may lead to lengthy and perhaps confusing discussion in the learners’ first language. Take another word “culture” for example, its Chinese equivalent is “wenhua” which is very rich in its denotations and connotations. The sentence “We peasants had no culture before liberation” does not make much sense to a westerner. If it is rewritten like: “We peasants did not know how to read and write before liberation”, it makes perfect sense. The trouble here lies in direct translation from the Chinese equivalent back into English, a common error due to improper method of approaching English vocabulary. The word “open” is almost the same as “kai” in Chinese. To translate English phrases like “open the door”, “open fire”, “open a box”, we all use the Chinese character “kai”. But when we want to say things like “kaijing”, and “kaidao” and others, we say “dig a well” and “perform an operation” and etc. This kind of single, passive learning method often makes students feel uninteresting, and make some mistakes. Of course, it is natural and useful to use translation from time to time, but it is important to avoid making it the usual way of presenting the meaning of new items. Most vocabulary items can be presented very clearly without translation. In fact, other techniques of teaching vocabulary generally involve the learners more, and they can remember the words better. For example, pictures, and demonstration are especially useful for presenting the concrete vocabulary of beginners and at the stage of elementary courses, Examples are also often useful at these levels. Definitions as well as examples are especially useful for the more abstract vocabulary of upper elementary and intermediate courses. You can also present their meaning with mime and gesture, for example, ‘driving a car’, or ‘swimming’. Using synonym, or antonyms is another technique, for example, ‘This building is ugly. It isn’t beautiful—it’s ugly. Ugly.’ The opposite of using antonyms is using equivalence, or synonyms, form example, ‘They’re having a chat –a conversation.’ Presenting the meaning of vocabulary items, translation is best used as a last resort. We should avoid translating as much as possible, if we can do like that, that must be the source for creativity and ingenuity in teaching. Teachers merely ask students to memorize the words list printed in the textbook.“Teachers of English in china, however, do not seem to encourage students in a right direction .They merely ask them to memorize as many words as they can”(Zhang,2003,54). The vocabulary which one obtains may be divided into two categories: active and passive. Active vocabularies mean those words which are not only understood in reading and listening but also produced readily in speech and writing. In teaching active vocabulary, it is usually worth spending time giving and asking questions, so that the students can exactly know how the word is used. Its counterpart, the passive vocabulary, is only recognized when read or heard but not easily or readily produced. To save time, in teaching passive vocabulary, it is often best to present it quite quickly with a simple example .If it appears as part of a text or dialogue, we can often leave students to guess the word from the context, we should not try to treat all new words as active vocabulary. Each, however, can be converted into the other. At the early stages of learning, because students’ vocabularies are very limited. They use them frequently in drills both orally and in written, form so their active vocabulary outnumbers their passive vocabulary. Later, when they have control of certain basic structural patterns, their vocabulary increases by leaps and bounds. The chance they have in using their vocabulary becomes accordingly less; and the less they use their vocabulary, the more their passive, or recognition, knowledge of vocabulary increases. Then, only a part of their vocabulary becomes active as they use it in speech and writing. This is by no means abnormal. Just as in Chinese, students seldom expect to be able to use actively all the words and expressions they can recognize in their reading. The limited capacity of active vocabulary will hinder the students from expressing themselves. Teachers then should, help students to increase the capacity of their active vocabulary, on the other hand, think of ways to prevent their active vocabulary from reverting to passive vocabulary. This can only be done by constant practice of both the words being learned and those learned previously. Every teacher must remember that accumulation and retention of active vocabulary are the products of frequent use. Of course, you should not expect learners to remember and use every one of the words and expressions that occur in the classes. Because some words need only understand or recognize in context when they hear or read them, but they will not be able to use them in their own speaking and writing. The teachers require students to grasp all of the words in the class. However, students can not memorize most daily used words, let alone master all of these words. Thus, too many students have lost confidence in reading the article gradually. Students repeat what the teacher said. Some teachers read aloud each word from the list while the students’ books are closed. Others permit students to look at words while the teacher pronouncing it. Each procedure has some disadvantages. They will have bad effects on students’ pronunciation, as English spelling sometimes has little relation to sounds of the words. At such times, students are encouraged to look at the word while hearing its pronunciation, since learners tend to remember a word more easily if they see and hear it. Students repeat what the teacher said. Some students find it helpful; many enjoy repeating the word as soon as they hear it. Hearing the word, seeing it, and repeating it-all of these may be relating helpful for language learning. But they are only parts of the learning process. More is needed. There are classes in which every student is asked to say every new word before anyone knows (or cares) how the word is used for communication. In such classes, too much time goes into this repeating of words. When too much time is wasted on seeing and saying words (without relation to their normal use), too little time remain for more useful activities. The alphabetized list of words at the top of our sample vocabulary page is not very conducive to those activities. Yet before leaving that list of words, let’s think about ways of showing their . Several useful methods of vocabulary Visual method is a method in which the teacher is trying to create a context to show the meaning of the word. For example, teaching with pictures, real objects, Actions, equipments, stick figures. Etc. Example, preposition, can be conveniently introduced through the use of visual aids. Classroom objects can be used to teach words like desk, chair, blackboard, etc. Objects like toys, plastic fruits, models may also be brought into the classroom. Pictures and stick-figures are excellent for teaching words like car, train, plane, fish, factory, for those things can hardly be brought into the classroom. Students and teachers themselves are good models to teach words like man, boy, girl, etc. Their demonstrations can be made to teach action words like come, go, open, shut ,sit, stand, write and their expressions to teach adjectives like happy, sad worried, and ill, and verbs like smile and laugh. Slides, if available, can be shown to teach words like hot-dog, skyscraper and words concerning another culture. Words and expressions like good morning, thank you, here, there, etc. can be taught through dramatization in real situations .Example. deliberately knocking a student’s book of the desk and saying “ I’m sorry and teaching the reply ” “That’s all right” or “That’s ”. All of the following dialogues are good example to showing the meaning through the use of visual methods.⑴Look-(someone is sneezing) Atchoo! I’ve just sneezed. Sneeze. Sneeze. Can you say it?Ss: Sneeze,T: : Sneeze.⑵T: Look-this is a watch (pointing to his or her watch).A watch .A : A : (gesture) what is it?Ss: A watch.(And so on)⑶T: Look-he’s smiling. Now look at me. I’m smiling (show by facial expression).Smile. We smile when we are happy. Smile.(gesture)Ss: : Good. What does it mean?(Students translate it).We can use the different techniques in demonstration. Picture on board, it is very interesting and students can remember it easily. Facial expression, it gives meaning clearly. Examples, it shows how‘smile’is used as a verb. Translation, to make sure everyone some words, this method is a very effective method: it is direct, it is interesting .It’s easy to memorize the words and it makes a vivid impression on the students. Of course, not all words can be presented in these ways. It’s useful to show the meaning of some abstract words. If presented visually vocabulary can be memorized quickly, easily and Word formation, derivation, collocation, synonymy and formation, derivation, collocation, synonymy and antonym are important methods of vocabulary teaching and learning .For example, these words abstain, attain， contain, detain，entertain，maintain, obtain，pertain, retain，sustain might appear to the students totally irrelevant to one another, but a brief analysis of their formation will show that they, all have the same root “tain”. With good illustration, students can realize that the words “abstract” and “abstain” have connections with each other. If the teacher goes on explaining the prefix “con” in the word “contain”, then gives students more examples like “convene”, “conceive”, and “conclude”, the students can not only know how words are formed but also understand the significance of English word formation. This can positively help them understand and memorize the words they encounter. In the long run they will find it more effective to memorize words according to the association among words. Memorizing lexical items have proved to be effective. As Nattinger puts it: “to know the meaning of a word becomes the task of knowing its associations with other words”. Therefore, for teaching it effectively, we must present it in its network of associations. At the same time, the teacher needs also to impart to the students the notion that the true objective of obtaining a big vocabulary is to make a good and correct use Presenting vocabularies in contextWords seldom occur in isolation. We have seen how important it is for the learner to know the usual collocations that the words occur. So from very beginning word must appear in its natural environment as it is, among the words it normally collocates with. The vocabulary is always presented in a context, not as isolated words. An appropriate context helps learners to understand the use of the item as well as its basic meaning. The item is associated with a certain type of context or situation. Another way to show the meaning of the words is by giving examples, using the word in a context. Demonstrating this by presenting the word ‘lazy’ .A good example should clearly show the meaning of the word to someone who does not know it. So it is not enough just to say ‘My brother is lazy’-it doesn’t show what ‘lazy’ means. We need to add, example. ‘He gets up late, and then does nothing all day’. Demonstrating this by presenting the word‘building’. In big cities there are many large buildings-there are hotels, and offices, and cinemas. There are all buildings of different kinds. This is also an example, using the word in a context, but it is not necessary to give a complicated explanation; the meaning can be shown by simple sentences. Examples are especially useful for showing the meaning of some abstract words, example. love, happiness, . 4 teaching words through playing games. Playing games is one of the activities which require students to communicate actively with their classmates, using their own language. Many experts of language methodology teaching also agree that playing games is a good way to learn vocabulary, with games, the teacher can create various contexts in which students have to use the language to communicate, exchange information and express their own opinions (Wright, Betteridge and Buckby, 1984). Huang (1996: 1). “Some experts have also figured out characteristics of games that make vocabulary learning more effectively”. Lee (1995:35) Teachers can use games to help their students practice more their skills of communication. In addition, Uberman (1998) also affirms the helpful role of games in vocabulary teaching after quoting and analyzing different opinions of experts. From her own teaching experiences, Uberman observed the enthusiasm of her students in learning through games. She considers games a way to help students not only enjoy and entertain with the language they learn, but also practice it incidentally. In summary, games are useful and effective tools that should be applied in vocabulary teaching. The use of vocabulary is a way to make the lessons more interesting, enjoyable and a word, teachers need to pay more attention to vocabulary teaching, update the teaching method, excite students’ "motives of study", and make students grasp the vocabulary with more relaxed mood, and at the same time improve their levels of English vocabulary teaching in middle schools. You can use real objects, pictures, demonstration, examples, definition, mime, antonyms and synonyms to arouse students’ interesting in studying of words in English. It is also best to present vocabulary in context, and so on. Teachers need to analyze the question existing in English vocabulary, and use different vocabulary teaching method in different Allen, J. (1999). Words, Words, Words. : Teaching Vocabulary in Grades 4-12. York, Maine: Stenhouse Publishers Michael J .Wallace Teaching Vocabulary Paul Davies/Eric Pearse. M. Success in English Teaching. Shanghai Foreign Language Education French Allen. M. Techniques in Teaching Vocabulary. Shanghai Foreign Language Education Jianmin, J. Teaching English in China June, 2003 Foreign Language Teaching and Research Press..

是的，国外大学的硕士有一些专业是这样只要学分够了就可以毕业。也有一些专业是需要写论文的。但是并不代表不用写论文就容易毕业了，因为国外大学的考试通常很难，而且一般没什么题库可以刷，所以完全是通过考试测验的专业也并不简单的。

需要拿学位就要写，国际通行的做法。