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英语本科论文修改模板

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英语本科论文修改模板

在Word里面有template的,theses就是了。

英语专业毕业论文其实格式和一般其它专业差不多,具体论文格式要以你学校提供的毕业论文模板为准,因为每个学校的论文格式多多少少都是不一样的,如果找不到合适的格式,可以百度下:普刊学术中心,也提供有很多论文格式模板和范文,可以多学习下

英语专业论文格式规范 A Contrastive Study between English and Chinese Idioms (题目:二号,黑体,加粗,居中,除了英语小词外,其他单词首字母都要大写;另外:除了题目外,论文中所有英文的字体均采用“Times New Roman”) (学院、专业、学号、作者姓名、指导教师姓名(小四号宋体字,加粗),依次排印在论文题目下,上空二行,居中) 【Abstract】 This paper centers on the different expressions of …… (英文摘要:上空二行;题目采用五号“Times New Roman”字体,加粗,置于粗体方括号【】内,顶格放置;随后的内容与前面的粗体方括号【】之间空一格,不用其他任何标点符号;采用五号“Times New Roman”字体,不加粗;单倍行距。) 【Key Words】 idiom; comparison; English; Chinese (英文关键词:题目采用五号“Times New Roman”字体,加粗,两个单词的首字母要大写,置于粗体方括号【】内,顶格放置;随后的内容与前面的粗体方括号【】之间空一格,不用任何其他标点符号,采用五号“Times New Roman”字体,不加粗,除了专有名词外,其他单词的首字母不大写,各单词之间用分号“;”隔开,分号之后空一格;最后一个关键词之后不用任何标点符号;单倍行距。) 1. Introduction (顶格,除了第一个单词及专有名词外,其他单词首字母都不要大写;标题最后不用任何标点符号,上空两行) In both English and Chinese, …. So, this essay is trying to focus on the differences between Chinese and English idoms in terms of their essential meaning, customary usage and typical expression (Chang Liang, 1993:44; Li Guangling, 1999). (段落第一行缩进4个英文字符;夹注的标注法:出现在夹注中的作者必须与文后的参考文献形成一一对应关系;注意一个或多个作者间的标点符号,时间、页码等的标注法;另外,汉语参考文献的作者要以拼音形式出现,不能出现汉语姓氏;夹注出现在标点符号之前) 2. The similarities between English idioms and Chinese idioms In English, …. And it can be clearly seen in the below examples: (1) I don’t know。我不知道。 (2) I am not a poet. 我不是诗人。 (正文中的例子以(1),(2)…为序号排列,直至最后一个例子;而①, ②…则为脚注或尾注的上标序号) 3. The differences between English idioms and Chinese idioms The characteristics of English idioms (正文章节序号编制:章的编号:1. ,2., 3.,…;节的编号:…,…;小节的编号为:, …。小节以下层次,采用希腊数字加括号为序,如(i),(ii)…;之后再采用字母加括号,如(a), (b),…;每章题目左顶格,小四号字,加粗;每节(及小节以下)题目左顶格,小四号字,不加粗但要斜体;所有章节的题目都单独一行,最后不加任何标点符号) …. In conclusion, …. The characteristics of Chinese idioms …. Feng (1998) found some problems as shown in the following examples (注意此句中夹注的另一种写法): (9) We never know the worth of water till the well is dry. (10) People take no thought of the value of time until they lose it. …. The analysis of the differences between English and Chinese idioms … (i) …. …. (ii) …. …. 4. Conclusion …. Bibliography (References) (小四号,加粗,后面不加任何标点符号) Sanved, ed. The Oxford book of American literary anecdotes[C]. New York: OUP, 1981. 一、英语论文的标题 一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:Dr./)及本门课程的编号或名称(如:English 734或British Novel)。打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为(论文其他部分行距同此)。 就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。第一行为作者姓名,与打印纸顶端距离约为,以下各行依次为教师学衔和姓、课程编号(或名称)及日期;各行左边上下对齐,并留出左右的页边空白(下同)。接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。 二、英语论文提纲 英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为左右)的始端打上 Thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第一个字母上下对齐。主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。各数字或字母后均为一句点,空出一格后再打该项内容的第一个字母;处于同一等级的纲目,其上下行左边必须对齐。需要注意的是,同等重要的纲目必须是两个以上,即:有Ⅰ应有Ⅱ,有A应有B,以此类推。如果英文论文提纲较长,需两页纸,则第二页须在右上角用小写罗马数字标出页码,即ii(第一页无需标页码)。 三、英语论文正文 有标题页和提纲页的英语论文,其正文第一页的规范格式为:论文标题居中,其位置距打印纸顶端约5cm,距正文第一行约。段首字母须缩进五格,即从第六格打起。正文第一页不必标页码(但应计算其页数),自第二页起,必须在每页的右上角(即空出第一行,在其后部)打上论文作者的姓,空一格后再用阿拉伯数字标出页码;阿拉伯数字(或其最后一位)应为该行的最后一个空格。在打印正文时尚需注意标点符号的打印格式,即:句末号(句号、问号及感叹号)后应空两格,其他标点符号后则空一格。 四、英语论文的文中引述 正确引用作品原文或专家、学者的论述是写好英语论文的重要环节;既要注意引述与论文的有机统一,即其逻辑性,又要注意引述格式 (即英语论文参考文献)的规范性。引述别人的观点,可以直接引用,也可以间接引用。无论采用何种方式,论文作者必须注明所引文字的作者和出处。目前美国学术界通行的做法是在引文后以圆括弧形式注明引文作者及出处。现针对文中引述的不同情况,将部分规范格式分述如下。 1.若引文不足三行,则可将引文有机地融合在论文中。如: The divorce of Arnold's personal desire from his inheritance results in “the familiar picture of Victorian man alone in an alien universe”(Roper9). 这里,圆括弧中的Roper为引文作者的姓(不必注出全名);阿拉伯数字为引文出处的页码(不要写成);作者姓与页码之间需空一格,但不需任何标点符号;句号应置于第二个圆括弧后。 2.被引述的文字如果超过三行,则应将引文与论文文字分开,如下例所示: Whitman has proved himself an eminent democratic representative and precursor, and his “Democratic Vistas” is an admirable and characteristic diatribe. And if one is sorry that in it Whitman is unable to conceive the extreme crises of society, one is certain that no society would be tolerable whoses citizens could not find refreshment in its buoyant democratic idealism.(Chase 165) 这里的格式有两点要加以注意。一是引文各行距英语论文的左边第一个字母十个空格,即应从第十一格打起;二是引文不需加引号,末尾的句号应标在最后一个词后。 3.如需在引文中插注,对某些词语加以解释,则要使用方括号(不可用圆括弧)。如: points out that“he [Charles Darw in] has been an important factor in the debate between evolutionary theory and biblical creationism”(9). 值得注意的是,本例中引文作者的姓已出现在引导句中,故圆括弧中只需注明引文出处的页码即可。 4.如果拟引用的文字中有与论文无关的词语需要删除,则需用省略号。如果省略号出现在引文中则用三个点,如出现在引文末,则用四个点,最后一点表示句号,置于第二个圆括弧后(一般说来,应避免在引文开头使用省略号);点与字母之间,或点与点之间都需空一格。如: Mary Shelley hated tyranny and“looked upon the poor as pathetic victims of the social system and upon the rich and highborn...with undisguised scorn and contempt...(Nitchie 43). 5.若引文出自一部多卷书,除注明作者姓和页码外,还需注明卷号。如: Professor Chen Jia's A History of English Literature aimed to give Chinese readers“a historical survey of English literature from its earliest beginnings down to the 20thcentury”(Chen,1:i). 圆括弧里的1为卷号,小写罗马数字i为页码,说明引文出自第1卷序言(引言、序言、导言等多使用小写的罗马数字标明页码)。此外,书名 A History of English Literature 下划了线;规范的格式是:书名,包括以成书形式出版的作品名(如《失乐园》)均需划线,或用斜体字;其他作品,如诗歌、散文、短篇小说等的标题则以双引号标出,如“To Autumn”及前面出现的“Democratic Vistas”等。 6.如果英语论文中引用了同一作者的两篇或两篇以上的作品,除注明引文作者及页码外,还要注明作品名。如: Bacon condemned Platoas“an obstacle to science”(Farrington, Philosophy 35). Farrington points out that Aristotle's father Nicomachus, a physician, probably trained his son in medicine(Aristotle 15). 这两个例子分别引用了Farrington的两部著作,故在各自的圆括弧中分别注出所引用的书名,以免混淆。两部作品名均为缩写形式(如书名太长,在圆括弧中加以注明时均需使用缩写形式),其全名分别为 Founder of Scientific Philosophy 及 The Philosophy of Francis Baconand Aristotle。 7.评析诗歌常需引用原诗句,其引用格式如下例所示。 When Beowulf dives upwards through the water and reaches the surface,“The surging waves, great tracts of water, / were all cleansed...”(). 这里,被引用的诗句以斜线号隔开,斜线号与前后字母及标点符号间均需空一格;圆括弧中小写的1是line的缩写;21不必写成1621。如果引用的诗句超过三行,仍需将引用的诗句与论文文字分开(参见第四项第2点内容)。 五、英语论文的文献目录 论文作者在正文之后必须提供论文中全部引文的详细出版情况,即文献目录页。美国高校一般称此页为 Works Cited, 其格式须注意下列几点: 1.目录页应与正文分开,另页打印,置于正文之后。 2.目录页应视为英语论文的一页,按论文页码的顺序在其右上角标明论文作者的姓和页码;如果条目较多,不止一页,则第一页不必标出作者姓和页码(但必须计算页数),其余各页仍按顺序标明作者姓和页码。标题Works Cited与打印纸顶端的距离约为,与第一条目中第一行的距离仍为;各条目之间及各行之间的距离亦为,不必留出更多空白。 3.各条目内容顺序分别为作者姓、名、作品名、出版社名称、出版地、出版年份及起止页码等;各条目应严格按各作者姓的首字母顺序排列,但不要给各条目编码,也不必将书条与杂志、期刊等条目分列。 4.各条目第一行需顶格打印,回行时均需缩进五格,以将该条目与其他条目区分开来。 现将部分较为特殊的条目分列如下,并略加说明,供读者参考。 Two or More Books by the Same Author Brooks, Cleanth. Fundamentals of Good Writing: A Handbook of Modern Rhetoric. NewYork: Harcourt, 1950. ---The Hidden God: Studies in Hemingway, Faulkner, Yeats, Eliot, and Warren. New Haven: Yale UP,1963. 引用同一作者的多部著作,只需在第一条目中注明该作者姓名,余下各条目则以三条连字符及一句点代替该作者姓名;各条目须按书名的第一个词(冠词除外)的字母顺序排列。 An Author with an Editor Shake speare, William. The Tragedy of Macbeth. Ed. Louis B. Wright. New York: Washington Square, 1959. 本条目将作者 Shakespeare 的姓名排在前面,而将编者姓名(不颠倒)放在后面,表明引文出自 The Tragedy of Macbeth;如果引文出自编者写的序言、导言等,则需将编者姓名置前,如: Blackmur, Richard . The Art of the Novel: Critical Prefaces. By Henry James. New York: Scribner's, . 如果引言与著作为同一人所写,则其格式如下例所示(By后只需注明作者姓即可): Emery, Donald. Preface. English Fundamentals. By Emery. London: Macmillan, . A Multivolume Work Browne, Thomas. The Works of Sir Thomas Browne. Ed. Geoffrey Keynes. 4 vols. London: Faber, 1928. Browne, Thomas. The Works of Sir Thomas Browne. Ed. Geoffrey Keynes. . London: Faber, 1928. 4 vols. 第一条目表明该著作共4卷,而论文作者使用了各卷内容;第二条目则表明论文作者只使用了第2卷中的内容。 A Selection from an Anthology Abram, M. H.“English Romanticism: The Spirit of the Age.” Romanticism Reconsidered. Ed. Northrop Frye. New York: Columbia UP,. 被引用的英语论文名须用引号标出,并注意将英语论文名后的句点置于引号内。条目末尾必须注明该文在选集中的起止页码。 Articles in Journals, Magazines, and Newspapers Otto, Mary L.“Child Abuse: Group Treatment for Parents.” Personnel and Guidance Journal 62(1984): 336-48

英语论文格式模板2017

英语论文格式模板是怎样的呢?撰写一篇优秀的毕业论文,除了细心严谨之外,还要了解论文格式。下面是我分享的英语论文格式模板,欢迎阅读!

英文论文格式均以美国土木工程师协会出版社发布的标准格式为准。

英语论文用激光打印机打印,打印稿为黑白稿,彩色打印件会影响出版效果。 版心:a4纸,上、下页边距 cm,左、右页边距均为 mm。论文内容宽不得超过, 长不得超过。

字体和字号:正文,标题,作者联络信息和图表中的文字均为times new roman 12号字。可以跟据需要使用同类字体中的粗体,斜体。

行距:单倍行距。

页码:论文正文和文后所附图例都需添加页码。页码为阿拉伯数字,位于页面下方居中。

文体:文章应语法正确,技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长,请采用title: subtitle的形式。

数学公式:文中的数学公式不得手写,必须打印。公式如果在文中多次被引用,应该编号。公式之间,公式和正文之间都应该空一行。 单位: 文中所用的度量衡单位应为国际单位。可在括号内,单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-向asce索取。其他相关使用参考文献,如anmc metric editorial guide, 5th ed,1992 可向美国国家公制协会 索取(american national metric council, 1735n. lynn street, suite 950, arlington, va 22209-2022)

图表:

标题说明和图例:插入的图表应该以出现顺序编号(figure 1,figure 2,table 1,table 2)。图的说明和标题,包括图的序号应该位于图的下方。表的说明和标题,包括表的序号应该位于表格上方。

位置:图可以插入到正文中,或者集中放在文章最后。如果在正文中插入图,尽量放在页面的顶部或尾部。不要选择文字环绕图形的对齐方式,可选择上下环绕方式。

底纹:插图中不要选择带阴影或底纹,否则会影响印刷效果。

照片:如果文中需要附上照片,在文中出现照片的地方贴上其黑白光面冲洗照片,标题说明位于照片下方。照片将和正文一起缩印,请不要提供彩色照片,以免影响印刷效果。

扫描图:印刷后的扫描图不如原件清晰。如果文中有扫描图,请提供灰色色标扫描图。

作者联络信息:请用横线和正文隔开。联络信息可以为一位作者或所有作者的,包括以下内容:作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。

参考文献:所有参考文献为单倍行距,放在文章最后,按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献,按出版年代先后排列。正文中引用参考文献时,作者和出版年代应该放入括号内。由于上标缩印后会变小,难于辨认,正文中不使用上标标注参考文献。所列出的参考文献应当在正文中都有所引用,如果正文中没有引用,请将文献列入文章最后的附加信息(additional information)部分,或者相关材料(related materials)部分。

论文一般由题名、作者、摘要、关键词、正文、参考文献和附录等部分组成,其中部分组成(例如附录)可有可无。论文各组成的'排序为:题名、作者、摘要、关键词、英文题名、英文摘要、英文关键词、正文、参考文献、附录和致谢。

1、毕业论文格式的写作顺序是:标题、作者班级、作者姓名、指导教师姓名、中文摘要及关键词、英文摘要及英文关键词、正文、参考文献。

2、毕业论文中附表的表头应写在表的上面,居中;论文附图的图题应写在图的下面,居中。按表、图、公式在论文中出现的先后顺序分别编号。

3、毕业论文中参考文献的书写格式严格按以下顺序:序号、作者姓名、书名(或文章名)、出版社(或期刊名)、出版或发表时间。

4、论文格式的字体:各类标题(包括参考文献标题)用粗宋体;作者姓名、指导教师姓名、摘要、关键词、图表名、参考文献内容用楷体;正文、图表、页眉、页脚中的文字用宋体;英文用TimesNewRoman字体。

5、论文格式的字号:论文题目用三号字体,居中;一级标题用四号字体;二级标题、三级标题用小四号字体;页眉、页脚用小五号字体;其它用五号字体;图、表名居中。

6、格式正文打印页码,下面居中。

7、论文打印纸张规格:A4210297毫米。

8、在文件选项下的页面设置选项中,字符数/行数选使用默认字符数;页边距设为上:3厘米;下:厘米;左:厘米;右:厘米;装订线:厘米;装订线位置:左侧;页眉:厘米;页脚厘米。

9、在格式选项下的段落设置选项中,缩进选0厘米,间距选0磅,行距选倍,特殊格式选(无),调整右缩进选项为空,根据页面设置确定行高格线选项为空。

10、页眉用小五号字体打印XX大学XX学院20XX级XX专业学年论文字样,并左对齐。

11、使用软件:MicrosoftWord2000以上版本。

文献注释

注释不同于参考文献。参考文献是作者写作论著时所参考的文献书目,集中列于文末。而注释则是作者对正文中某一内容作进一步解释或补充说明的文字,不要列入文末的参考文献,而要作为注释放在页下,用①②标识序号。注释中提到的论著保持通常格式,如:

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英语教学论文修改建议模板

英语是世界上普遍使用的语言,英语教学得到了极大的重视,尤其是初中英语教学也日益受到人们的关注。下面是我为大家整理的初中英语教学论文,供大家参考。初中英语教学论文篇一:《初中英语教学中多媒体技术运用》 摘要:对多媒体技术在初中英语教学中的应用进行 反思 ,分析其正面作用与存在的问题。 关键词:多媒体技术;初中英语;学习资料 1前言 英语作为一门语言课,随着社会的进步而不断发展。当今社会充满信息化,故而英语这门语言课中所蕴含的信息量越来越大。多媒体技术是学生在课堂上接触信息化社会的重要媒介,随着科学技术的不断发展,多媒体技术的安装成本逐渐降低,越来越多的学校实现了多媒体教学,多媒体教学实现广泛应用,多媒体技术在初中英语教学中的作用日益明显,成为初中英语教学效率提高的重要因素。 2多媒体技术应用于初中英语课堂的正面效应 巧用多媒体提高学生 学习英语 的兴趣多媒体技术应用于初中英语的一个首要作用就是提高了学生学习英语的兴趣。对于初中阶段的学生来说,他们虽然在小学阶段接触过英语,但是 英语学习 更多是集中在口语练习和兴趣培养方面,到了初中阶段英语学习发生很大变化,学生除了要记忆单词、 句子 之外,还要学习系统的语法知识。随着英语难度的增加,学生逐渐对英语学习失去兴趣。而多媒体技术运用于初中英语课堂,可以将抽象的语言知识以文字、动画等形象展现出来,将枯燥的英语学习变得生动有趣,激发学生学习英语的兴趣。在小学阶段学习英语时,由于教课内容较为简单,教师多采取直观的教学方式,如模型、实物、挂图等,采用这种方式可以让学生听觉、视觉受到直观的冲击,激发学生学习英语的兴趣。 但是这种教学随着初中学生学习内容的增加,实物教学的效果受到限制。采用多媒体技术进行教学,则可以极大避免这种情况出现,多媒体技术具有实物模拟功能,为学生提供声情并茂、形象生动的学习资料。巧用多媒体创造真实的学生练习口语的情境在日常教学中经常会听到一些学生抱怨: 英语口语 学习怎么那么难;很难遇到外国人,见了也不敢说话……英语学习是语言的学习,学习语言就需要口语训练环境。学生耳濡目染的都是汉语的各种说法,英语练习缺乏真实的能够说英语的环境。尽管学生在英语课堂上学到很多的英语知识,但是受到母语的限制,在课下很少有练习的机会,仅靠课堂上的学习很难掌握。再加上初中英语知识要比小学阶段复杂难懂得多,教师在课堂上的教学多是讲解性质的,不可能向小学教师那样玩耍着教学,同时也很少关注学生的语言练习,故而也就成为初中学生学习英语的一大困难。采用多媒体工具进行初中英语教学,将文字、图片、动画等元素进行有机融合,为学生创设跟本课内容相关的英语学习真实环境,使学生更好地进行学习口语练习,并学以致用。 对于英语学习来说,除了记忆一些词汇、词组之外,还需要了解英语国家的风土人情、语言习惯等,这些单靠教师的讲解并不能在学生心中留下深刻的印象,但是通过多媒体技术的图片、视频等展示,则可以加深学生的印象,提高学习兴趣。巧用多媒体活跃英语课堂学习氛围巧用多媒体技术可以激发学生的学习兴趣,活跃初中英语课的学习氛围。运用多媒体教学可以活跃学生的思维,让学生在一个相对轻松的氛围下学习英语。对于初中阶段的学生来说,他们仍然保留有孩提时代活泼好动的秉性,通过多媒体技术学习初中英语,将抽象的知识转化为以图片、动画展现的具象知识,可以激发学生的学习兴趣,让兴趣转化成为最强大的学习动力,挖掘出学生的潜力。兴趣是学生学习的最大动力,如果学生对英语学习可以保留有浓厚的兴趣,那么这股兴趣将成为学生英语成绩提高的最强大的力量来源。对于教师来说,运用多媒体教学,教师就节省了书写大量板书的时间,教师可以在上课之前将需要讲解的知识全部打在课件上,这样便有了更多的时间跟学生进行交流,有利于师生关系的融洽,同时促进课堂氛围的活跃。 3多媒体技术应用于初中英语课堂的负面效应 随着多媒体技术的广泛使用,滥用或错用的现象在各个课堂都可以见到。多媒体技术运用于初中英语课堂的初衷是要提升教学效率,但是随着滥用多媒体的现象出现,教师在使用多媒体技术时便产生一系列的问题。下面谈一谈多媒体技术在初中英语课堂应用中出现的负面效应。 现象之一:教师应付备课随着多媒体技术在教学中应用的逐渐普及,一些负面的影响也随之产生,阻碍了英语课堂的高效。如教师在备课中有种应付的心态,在原来的英语教学模式下,教师要想上好课离不开对教材、教学参考的认真研读,这样才能提高课堂的教学效率。但是随着多媒体技术在英语课堂的使用,教师可以借助多媒体课件开展英语教学。网络是一个包罗万象的资源库,教师可以从网络上很方便地寻找、下载自己所需要的课件和资源,这样就造成教师在备课时不认真对待,应付心态严重,最终阻碍了教师自我素质的提升,同时也造成课堂教学的低效,不利于学生英语成绩的提高。 现象之二:板书的重要性被忽视板书是课堂的灵魂,是学生在课堂上掌握教师讲课脉络的重要凭借。在传统的教学模式下,教师主要凭借板书传递给学生英语知识,加深学生对教师所讲解知识的理解。随着多媒体技术在初中英语课堂的使用,教师适应了点击鼠标展现知识的方式,将书写板书这一重要的步骤基本省略。虽然上文提到多媒体技术在初中英语课堂的使用节省了教师书写板书的时间,但是这并不意味着在教学中完全抛弃书写板书的环节。对于学生来说,虽然他们可以从课件上学到一些知识,但是学生无法区分知识的重要与否,这样不利于学生对英语知识的系统掌握。书写板书可以给学生进行知识的强调,帮助他们区分知识的重要性,有利于学生的长远发展。 现象之三:课件制作不合理在多媒体技术和初中英语课堂整合过程中,有些英语教师对多媒体课件的新奇性过分推崇和追求,认为只要英语课的课件制作得精美新奇就可以吸引学生学习英语的兴趣,让学生臣服于课件,提高其英语成绩。在这一目的的驱使之下,教师将一些动态的图案、漫画穿插进英语课件之中,如旋转的小球、奔跑的小狗、跳动的小闹钟、一闪一闪的小灯等,通过这些动态图案的应用把学生的注意力全部抓住,使之造成学生无法集中注意力在教师的知识讲解上,最终影响了学生的听课效果。 参考文献 [1]俞毅成.浅谈多媒体教学及其在英语教学活动中的应用[J].青海师范大学学报:哲学社会科学版,2004(6). [2]王军.多媒体在英语教学中的应用[J].辽宁高职学报,2004(2). [3]赵雪芹.多媒体在英语教学中的应用[J]. 教育 实践与研究,2001(6). [4]曾小艳.多媒体辅助教学在初中英语课堂中的应用[J].教育教学论坛,2011(25). [5]张冬梅.多媒体与英语教学[J].资治文摘:管理版,2010(4). [6]陈艳.多媒体技术在英语课堂教学中的优势、误区及其对策[J].安徽电子信息职业技术学院学报,2009(2). 初中英语教学论文篇二:《初中英语课堂教学效率提升 措施 》 摘要:课堂教学是英语教学的主要形式,提高英语课堂教学效率,是提高学生英语听、说、读、写能力的主要途径,是提高教学质量的关键。因此,英语教师要认真备课,精心设计课堂教学,改进 教学 方法 和手段,激发学生的学习兴趣,提高学生的自学能力以及综合运用语言的能力,提高课堂教学效率。 关键词:初中英语;课堂教学;效率兴趣;自学能力 提高初中英语课堂教学效率,就要在一定的时间内更好地完成教学任务,使学生获得更多的知识和技能,而且学生学习的过程是愉快的。为此,教师要采用多种教学方法和手段,培养学生的学习兴趣,充分调动学生学习的积极性和主动性,多鼓励学生,引导学生,使学生掌握学习策略,增强学生学习英语的自信心,使学生积极参与课堂教学活动。只有这样,才能充分体现以教师为主导、以学生为主体的教学理念,使学生能够更好更快地掌握英语知识,并能够灵活运用这些语言知识,达到提高学生语言能力,培养学生创新精神和实践能力的目的。下面笔者就如何提高初中英语课堂教学效率谈几点粗浅的认识。 一、培养学生学习英语的兴趣 长期以来,有些初中生对英语缺乏兴趣,甚至存在一定的畏惧心理,成为提高教学效率的障碍。因此,如何激发和培养学生学习英语的兴趣是当前我们需要认真思考的问题。笔者认为,激发学生的英语学习兴趣,可从以下几方面入手。首先,建立和谐的师生关系,营造良好的教学氛围。和谐的师生关系是提高教学效率的前提。在英语教学中,教师不仅要传授知识,还要有爱心,有责任心,热爱学生、尊重学生,加强师生间的沟通交流互动,使学生“亲其师,信其道”,产生浓厚的学习兴趣。另外,良好的教学氛围也是激发学生学习兴趣和提高教学效率的重要条件。教师在英语教学中应尊重学生的个性和人格,为学生营造民主、和谐、愉悦的教学环境,给学生提供均等的展示自己的机会,在课堂上要多使用表扬用语,鼓励学生,使学生感到自信、轻松、愉快,激发他们学习英语的兴趣,从而使他们全身心地投入到英语学习中去,积极主动地获取知识和技能。其次,通过趣味导课,激发学生学习兴趣。教师要在上课伊始就调动起学生的学习积极性,可通过风趣幽默的开场白、生动有趣的小 故事 ,用多媒体播放视听材料、歌曲、电影片段等,吸引学生的注意力,激发学生的学习兴趣。再次,运用游戏激发学生的学习兴趣。教师可在英语教学中适当开展游戏活动,将教学内容融入游戏中,使学生在游戏过程中学习和巩固知识,比如教学词汇时可用猜词游戏,讲授课文时,可组织小组竞争游戏。最后,开辟第二课堂,拓宽学生视野,激发学习兴趣。教师要注意课内外相结合,课下可让学生在教室办英语角、英语专栏,收集一些英语小故事、 成语 、笑话等,组织学生开展故事会、游戏、对话比赛等活动。这样,学生会兴趣盎然,积极准备,踊跃参加,能够拓宽他们的视野,使他们学到更多的知识,并学以致用。这些活动的开展,有效地激发了学生的学习兴趣,学生在活动过程中会感受到学习英语的乐趣,能学到更多的英语知识和技能,且印象深刻,经久不忘。 二、提高学生自学英语的能力 “授之以鱼,不如授之以渔。”在英语教学中,教师要教给学生学习的方法,加强听、说、读、写的训练,提高学生综合运用语言的能力和自学能力。只有学生具备一定的实际运用语言的能力和自学能力,才能更好地进一步学习和运用英语,才能在学习过程中不断克服困难、解决问题。从这个角度看来,培养学生的英语自学能力比直接传授给学生英语知识更能有效提高教学效率,更具现实和长远的意义。因此,教师要注意启发学生,让学生多读多练,激发学生的阅读兴趣,提高学生的 英语阅读 能力,从而全面提高学生的听、说、读、写能力。阅读重在理解,学生要注意从整体上把握 文章 内容,还要从细节上理解,注意关键词句。教师要让学生多进行听说读写的练习,通过不断的练习,提高学生自学英语的能力,使学生学会自主提出问题并解决问题。教师还要注意指导学生掌握学习英语的方法,比如,记忆单词的方法、各种阅读方法、写作的方法技巧等,使学生能够举一反三。此外,教师也要引导学生多做 总结 ,使学生将前后学习的知识联系起来,使所学的知识系统化、整体化。通过这些环节,全面提高学生自学英语的能力。 三、巧设活动,注重实效 课堂活动是激发学生学习兴趣、使学生掌握英语知识和技能的重要途径。那么,在初中英语教学中,教师怎样设计课堂活动才能达到最佳的教学效果呢?我认为,要想使活动更具实效性,我们要遵循以下几方面的原则:教学活动目标要明确,情境创设要合理,要让全体学生都积极参与活动,要注意合理利用教学资源,要注意有效的评价和反馈。具体而言,首先,活动要围绕内容展开。每节课都有一定的教学内容和教学目标,教师在课前一定要理清思路,安排好教学内容和教学环节,根据每一个环节要达到的目标设置相关的教学活动,循序渐进,并突出教学重难点。其次,活动要难易适当。学生是课堂教学的主体,教师要保证学生能够积极参与,在有限的时间内完成教学任务,就要把握好课堂活动的难易程度,分层设计课堂活动,在学生的最近发展区内使各个层次的学生都能有所进步,在较有难度的地方给学生一些支持是非常必要的。这样,英语基础好的学生可以尽情表现,基础差的学生也能积极参与、有所收获。 四、科学地运用评价手段 教学评价是教学过程中的重要组成部分。教师通过评价,能够使学生认识到自己的优点和进步、缺点和不足,从而达到鼓励学生,增强学生自信心,纠正学生错误,使学生有效弥补不足的目的。如果学生在学习中得到了正面评价,那么他们就得到了教师和同学的肯定,就会产生成就感,增强自信心,就会产生学习英语的兴趣和学习进步的需要。相反,如果学生得到的负面评价过多,就会产生消极情绪,有些学生,特别是成绩较差的学生,学习英语的信心会下降。因此,教师应多鼓励学生,尊重学生的个体差异,对不同的学生提出不同的要求,只要他们有进步,就要鼓励他们,使各个层次的学生都能增强自信心,在英语学习上都能进步。教师还要注意在表扬的同时也要指出学生的不足,使学生查漏补缺,积极进步。总之,在教学过程中,教师要科学合理地评价学生,要善于捕捉学生的闪光点,多表扬、少批评,使学生信心十足、积极主动地学好英语。 参考文献: [1]徐永芳.初中英语教学问题及应对策略[J].科教文汇:中旬刊,2011(12). [2]陈露露.基于分层教学法的初中英语教学探索[J].科教文汇:中旬刊,2010(9). 初中英语教学论文篇三:《初中英语口语教学》 近年来,随着教学改革的不断深入,初中英语口语教学取得了一定的进展,但是由于受到应试的影响,以及教学方法、教学观念的落后,初中英语口语教学仍然存在着很多问题。而新课程标准的要求,21世纪的英语教学的主要目的在于引导和培养学生掌握语言行为交际,这就突出强调了英语口语教学的重要性。难么我们应从哪些方面做起来提高英语口语教学呢? 一、口语教学存在的不利因素 初中英语口语教学方案中容易出现的误区,主要表现在教学方式、教学内容两个方面。 1.从教学方式来看 虽然我国初中教育已经实现了九年义务教育,但是,应试教育体制的本质还并没有发生变化,在传统的教学理念影响之下,初中英语教师在口语教学方案中就容易延续以往的应试教学作风,采用照本宣科和理念式教学,也就是将口语的基本理论进行重点强调,而忽视口语练习的教学,在这样的教学中,教师更注重通过阅读课文或者背诵课本的方式,企图让学生通过更多的自我阅读,来提升其口语水平,而忽视了对学生口语中的偏差指正和标准化教导;另一方面,在初中的口语教学中,教师的教学方式更多的是让学生独自学习,并没有采用现代化的信息教学方式,或者合作教学方式,这就会让初中的英语口语教学失去了趣味性,而无法带动学生的积极性和主动性,影响英语口语教学的质量。 2.从教学内容上来看 初中英语口语教学是以课本内容为主,也就是模范课本的对话和句子内容,来让学生进行口语方面的联系,从本质上上来说,初中英语口语教学的内容是专注于英语本身,而没有加注对英语的各类相关性的延生,那么,像 英语 文化 、影视等内容并没有引用到初中英语的口语教学中,而英语教学发展到现阶段,口语教学已经脱离了传统的机械式的教学,开始走向丰富性和多样化的教学,像影视和文化等内容早就已经进入了口语教学,成为了英语口语教学的有效手段,初中英语口语教学的教师却因为教学课程的难度系数低,而存在一定的疏忽,这就让初中英语口语教学的教学内容显得单一,再加上教学方式上的疏忽,则会导致整个英语口语教学课堂的枯燥和乏味。 3.教师的综合素质低 无论是从数量上,还是从质量上来看,中学英语教师都非常的紧缺。这方面在农村体现得更为严重,甚至在大量的农村学校中因为没有英语教师而放弃了英语这一学科,也有许多其他的学校没有足够的资金聘请合格的英语教师,只能聘请读过高中的短期的代课教师,这些教师严重缺少规范而系统的训练,只是随自己的习惯心性来给学生授课,结果将使学生缺乏正确的训练方法,进而接受了错误的发音,学习了地道的方言英语,最终错失了学习标准英语的机会。 二、口语教学的具体对策 1.口语教学生活化 一节成功的外语课,应该设有丰富的情境,学生在这种情境中不断增强对已学知识的驾驭能力。英语口语教学应为学生创设情境,引导学生身临其境。可与生活实际密切联系,创设生活情景,这样更利于口语教学生活化。设置情境可以将学生带入一个特定的空间之中,让他们用情感去体验,在较短时间内能激发他们的情感。在设置情境时如果能结合教材内容及学生的年龄特点,将大大提高课堂效率。 学好外语,学生只有更多接触外语和使用外语。学习口语要有讲究,让学生学习不常用的口语是没有任何意义的。因此,教师在设置情景时一定要贴近生活,是学生喜闻乐见,感兴趣的生活趣事。由学生已知的信息,导入目 标语 言结构,学生学起来就会轻松很多。甚至遇到一些生词时,单凭理解就可以知道它的意思与用法。 2.注重学生英语基本功 语言基本功直接影响学生的英语水平,是影响学生口语水平的重要因素。大多数学生语言基本功不扎实,如语音不标准、语调不规范、句型运用不熟练、语法不过关等都是学生口语水平偏低的原因。 针对这一具体情况,教师应从基本的语音语流讲解开始,夯实学生英语基本功。语音语流学习中有很多学生较难掌握的重要内容,如连读、爆破、弱读等。教师可先向学生讲解相关的基本知识,再慢慢过渡到句型训练,并以教材内容为依托。引导学生进行大量巩固练习,力争在短时间内提升学生的语音面貌。 语法也是制约学生英语口语水平的原因之一.所以语法讲解是西部不发达地区初中英语教学中的重要内容。教师应以教材为基础进行语法讲解。并引导学生大量背诵教材中的 经典句子 ,让学生在掌握语法基础的同时提升英语语感。 3.鼓励学生大胆说 在初中英语口语教学中,为了鼓励学生大胆说讲英语,从而增强学生的口语交际能力,教师应该在教学中坚持尽量用英语跟学生进行口语交流。比如,学习了简单的交际用语后,教师早上上课前要求学生用英语问好:“Good morning,Teacher!”迟到时先问:“May I come in?”打扰别人要说:“Excuse me.”得到别人帮助以及受到别人赞美应回答:“Thank you!”等等。让学生先由简单的对话开始,慢慢习惯用英语交流,从而提高自身英语口语能力。而在学生运用英语的过程中,即使有时发音不准或者表达不够流畅时,教师应委婉地帮助其纠正,并给予积极鼓励。这样,才能有效增强学生的自信心,从而让他们大胆说英语,最终提高口语交际能力。 4.适时纠正错误 犯错误是语言学习过程中的必然现象。在口语教学中,教师最主要的任务是帮助、鼓励学生开展各项交际活动.以期达到学生口语练习的最大实践量。口语能力的提高一定是在实际运用中来实现的。教师切忌盲目地责怪学生.而要耐心地对学生加以引导.让学生发现自己的错误,从而提高他们说英语的自信心和兴趣.促使他们能够在课堂外自觉不自觉地运用英语交流.只有这样,我们学生的口语能力才能不断得到提高。 5.提高自身素质 初中英语口语的培养对于同学们日后的发展都是十分重要的,所以英语教师一定要更加重视口语的训练,提升自身素质,在日后的教学中改进课堂教育方式,让口语课堂内容丰富多彩,更加具有意义,同学们能够在课堂中得到更多的锻炼英语口语的机会。 三、结语 随着我国改革开放进一步深化扩大以及国际交往日益频繁, 学习英语并运用英语进行口头交际已成为社会的需要。因此,加强英语口语的教学已被大家所注重,这不但是当前素质教育的一项要求,也反映了外语教学改革的趋势。教师要用英语组织课堂教学,用英语处理教材内容,并且要求学生用英语参加课堂实践活动,用英语提问及回答问题,通过说的实际培养听说能力。师生在课堂上都说英语,这已是英语课堂教学的显著特征和优秀课堂教学的重要标志之一,也是提高我国英语教学的方向。 猜你喜欢: 1. 初中英语教学论文 2. 初中英语优秀论文 3. 初中英语教学论文发表 4. 英语文学类论文范文 5. 初中英语教学计划范文

英语教学毕业论文提纲模板精选3篇

论文提要是内容提纲的雏型。一般书、教学参考书都有反映全书内容的提要,以便读者一翻提要就知道书的`大概内容,下面是我为大家推荐的3篇英语教学毕业论文的提纲模板,希望大家喜欢!

英语教学毕业论文提纲模板一

Abstract 5-6

摘要 7-9

1. Introduction 9-11

Background of the Research 9

Significance of the Research 9-10

Structure of the thesis 10-11

2. Literature Review 11-19

Some Attempts to Define expert and novice teacher 11-13

An overview of studies on teaching behaviors 13-16

An overview of the characteristics of expert teachers' teaching behaviors 16

Limitations of the Previous Studies 16

Theoretical bases 16-19

3. Research Design 19-25

Subjects 19-20

Observed teaching tasks 20-21

Classification of English teachers’ teaching behaviors 21-22

Research method 22-24

Research Procedures 24-25

4. Data Analysis and Discussion 25-51

Diversity in Speech Presentation behavior 25-33

Diversity in Text Presentation 33-38

Diversity in Action Presentation (body language) 38-40

Diversity in interaction behavior 40-51

5. Conclusions and Implications 51-55

Conclusions 51-53

Pedagogical Implications 53-54

Limitations and recommendations for the Further Research 54-55

Acknowledgments 55-56

References 56-59

Appendix I Classroom observation worksheet of teaching behavior 59-61

Appendix II 唐卫海提问行为类别观察表 61-62

Appendix III 攻读硕士学位期间发表的论文 62

英语教学毕业论文提纲模板二

Abstract 3-4

摘要 5-7

Tables 7-10

1. Introduction 10-14

Research Questions 11

The purpose and significance of this research 11-12

Layout of thesis 12-14

2. Literature Review 14-24

The concept and connotation of teaching journal 15-17

The Content of teaching journal 17-20

Reflective level 20

The styles of teaching journal 20-24

Design 24-26

Purpose of Research 24

Subjects 24

Instruments 24-25

Procesures of research 25

Data collection 25-26

4. Results and Discussions 26-52

Results and discussions of quesionnaire 26-32

The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45

The writing differences between teachers of different genders on reflective content and reflective level 45-52

5. Methods to Improve Teachers' Reflective Ability 52-56

Problems in the process of reflection 52-53

The ways to improve teachers' reflective ability 53-56

6. Conclusion 56-58

Present findings 56

Limitations 56-57

Suggestions for future research 57-58

Acknowledgements 58-60

Bibliography 60-64

Appendix 64-65

英语教学毕业论文提纲模板三

Abstract 3-4

摘要 5-8

1. Introduction 8-12

Research background 8

Significance of the study 8-10

Organization of thesis 10-12

2. Literature Review 12-22

Language learning strategies 12-15

Definition of the language learning strategies 12-13

Classification of learning strategies 13-14

Studies on learning strategies 14-15

Language learning styles 15-18

Definition of language learning style 15

Classification of language learning style 15-17

Studies on language learning style 17-18

Learning strategies training 18-19

. Review of the relationship of learning strategies and learning styles 19-22

3. Methodology 22-33

Purposes 22

Hypotheses 22

Research participants 22-23

Instruments of the research 23-24

Questionnaire 23

Observation 23-24

Procedures 24-33

Pre-treatment questionnaire 24-25

Language learning strategy training instruction 25-30

Post-treatment questionnaire 30-33

4. Results and Discussion 33-47

Results of the questionnaire 33-43

The results of the T-test in pre-treatment questionnaire 37-40

The results of the T-test in post-treatment questionnaire 40-43

Discussion 43-47

The senior high school students’ learning styles were expanded with the help of learning strategy training 44

The variety of learning styles helps the students to learn better with different learning tasks 44-45

The learning strategies help the students learn better, more easily and actively33 45-47

5. Conclusion 47-49

Major findings 47-48

The learning styles of the senior high students were tended to be various 47-48

The language learning strategy training can expand or even changethe language learning styles 48

Limitations and recommendations for further study 48-49

Acknowledgements 49-51

Bibliography 51-55

Appendix 55-61

AppendixA 关于英语学习风格的问卷调查 55-59

AppendixB 英语学习策略培训观察量表 59-60

AppendixC Listening Material 60-61

提高大学英语课堂教学质量的几点建议论文

摘 要: 国际经济体系的转变和大学英语教学改革的深入对大学英语课堂教学质量提出了更高的要求。本文从教师思想、教材、教学任务、教学内容、学生兴趣、教师素质六个方面探讨了如何提高大学英语课堂教学质量。

关键词: 大学英语 课堂教学 质量 提高

随着中国经济体系的转变,教育事业也面临着新的挑战:在保证拥有健全的理论研究队伍的同时,如何培养出适应新形势、能活跃于国际大舞台的复合型英语人才?而改革开放对大学英语教学更是提出了更高的要求:快速地培养出大批在国际性的文化、经济交流中起着桥梁作用的英语人才。这些挑战和要求对大学英语教学提出了新的要求,高校教师应转变思想,掌握教学大纲,研究教学方法,注重自身素质,以不断提高大学英语课堂教学质量。

一、转变教师思想

首先要摆正教与学的关系,树立教师为学生服务的正确观点,这是提高大学英语课堂教学质量的关键。在传统的教学中,多采取灌输式教学法。教师只是单纯地传授知识,忽略了学生的主观能动性,使整个教学环节枯燥乏味,教学过程形成一言堂形势,教学质量很难得以提升。这就要求教师在教学过程中摆正自己和学生的关系,注意按照大纲要求,把握重点和难点,以提问等课堂教学形式,集中学生的注意力,引导学生去分析问题和解决问题。这样学生不但掌握了重点内容,同时也培养了自己的思维能力,使课堂的气氛发生了根本的改变,学生的兴奋点也放到了课堂中,这对教学质量的提高有很大的促进作用。

二、选择适当的教材

合适的教材是提高大学英语课堂教学质量的基本保障。改革后的新教材有诸多优点:一是信息量大;二是文章内容新颖,题材广泛,趣味性强,文章所讲述的大多是学生们感兴趣的话题,容易产生共鸣;三是新教材注重调动学生的.积极性和增强课堂参与意识;四是新教材针对性地改进了课后练习题,使练习题内容全面、目的明确、形式多样,更加科学、合理。

三、明确教学任务

要提高大学英语教学质量,首先要明确课堂教学的主要任务,即英语教学的主要目标。确定教学目标,首先要充分理解教学大纲的规定,严格执行教学大纲。其次,要明确教学目标内容和水平要求。目标内容涉及知识、智能要点、非智力因素和思想品德等几个方面。水平要求有三个层次,即认知水平,智能水平、操作能力、创造能力的发挥程度和教育水平。

对教学目标的确定,还要体现英语学科特点和学生的实际水平状况,确定教学目标,其意义在于使课堂教学方向明确,有效组织教学环节。因此,教师必须熟悉教学大纲,吃透教材内容,掌握每个知识点,确定把握每一具体要求的区分度,然后,再就知识的完整性制定出每一课时明确的目标,增强教学的意识性,使课堂教学处于完整、有序发展的进程中。

四、优选教学内容

首先,教师要把握教材实质,使每一堂课实现最大的教学效果。教师必须认真备课,对教材进行分析研究,认准教学内容中主要的、本质的东西。教师不仅要知道教学内容的范围,而且要掌握教学内容的本质,把学生的注意力集中到主要的、本质的知识上去。教师只要掌握了教学内容中主要的、本质的内容,每一堂课的教学目标就能实现集中、具体、确切。其次,教师要掌握教学内容的重点和难点。每一堂课都有知识的重点和难点,因此复习、巩固练习、课后作业都应紧紧围绕重点和难点进行,且每个环节都应精选,避免重复。教师只有把有限的教学实践花在最核心的教学内容上,才能真正把握教材实质,学生智慧才能得到最大的发展,课堂教学质量才能得到最大的提升。

五、培养学生的英语学习兴趣

为了培养学生的英语学习兴趣,教师在教学过程中要严格遵循英语教学规律,通过听、说、读、写的训练,培养口、笔头运用英语进行交际的能力,创造条件让学生有强烈的成就感,在知识、内容、方法和情感等方面创造和谐的氛围,在愉快的环境和潜移默化的过程中掌握、运用正确的学习方法,养成良好的学习习惯,不断提高学习效率,让学生学习英语的主动性和积极性得到发挥。

六、提高教师的业务素质

教师的业务素质是教师从事教育教学的核心要素。高校英语教师首先必须具备良好的语言基本功,如发音标准,语音、语调准确等。教师在授课过程中语言不但要通俗明白,而且要准确无误,具有严密的科学性,生动有趣,具有启发性。教师要在备课时充分了解授课内容,安排授课环节,丰富授课内容。教师还要不断提高自身的业务素质,不断更新知识,交流并总结经验,时刻关注英语教学中的新动向、新趋势。

总之,在大学英语教学改革的大环境下,教师应更新观念,转变教学方法,不断探索,不断实践,不断提高英语课堂教学质量,以培养出更多更好的高素质英语人才。

参考文献

[1]葛均霞提高大学英语教学质量初探[J].魅力中国,2011(15)。

[2]乔艳大学英语教学质量的影响因素[J].读与写,2011(11)。

[3]宋秋炎探索提高大学英语教学质量与效率的有效途径[J].中国科技财富,2010(02)。

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在Word里面有template的,theses就是了。

英语专业论文格式规范 A Contrastive Study between English and Chinese Idioms (题目:二号,黑体,加粗,居中,除了英语小词外,其他单词首字母都要大写;另外:除了题目外,论文中所有英文的字体均采用“Times New Roman”) (学院、专业、学号、作者姓名、指导教师姓名(小四号宋体字,加粗),依次排印在论文题目下,上空二行,居中) 【Abstract】 This paper centers on the different expressions of …… (英文摘要:上空二行;题目采用五号“Times New Roman”字体,加粗,置于粗体方括号【】内,顶格放置;随后的内容与前面的粗体方括号【】之间空一格,不用其他任何标点符号;采用五号“Times New Roman”字体,不加粗;单倍行距。) 【Key Words】 idiom; comparison; English; Chinese (英文关键词:题目采用五号“Times New Roman”字体,加粗,两个单词的首字母要大写,置于粗体方括号【】内,顶格放置;随后的内容与前面的粗体方括号【】之间空一格,不用任何其他标点符号,采用五号“Times New Roman”字体,不加粗,除了专有名词外,其他单词的首字母不大写,各单词之间用分号“;”隔开,分号之后空一格;最后一个关键词之后不用任何标点符号;单倍行距。) 1. Introduction (顶格,除了第一个单词及专有名词外,其他单词首字母都不要大写;标题最后不用任何标点符号,上空两行) In both English and Chinese, …. So, this essay is trying to focus on the differences between Chinese and English idoms in terms of their essential meaning, customary usage and typical expression (Chang Liang, 1993:44; Li Guangling, 1999). (段落第一行缩进4个英文字符;夹注的标注法:出现在夹注中的作者必须与文后的参考文献形成一一对应关系;注意一个或多个作者间的标点符号,时间、页码等的标注法;另外,汉语参考文献的作者要以拼音形式出现,不能出现汉语姓氏;夹注出现在标点符号之前) 2. The similarities between English idioms and Chinese idioms In English, …. And it can be clearly seen in the below examples: (1) I don’t know。我不知道。 (2) I am not a poet. 我不是诗人。 (正文中的例子以(1),(2)…为序号排列,直至最后一个例子;而①, ②…则为脚注或尾注的上标序号) 3. The differences between English idioms and Chinese idioms The characteristics of English idioms (正文章节序号编制:章的编号:1. ,2., 3.,…;节的编号:…,…;小节的编号为:, …。小节以下层次,采用希腊数字加括号为序,如(i),(ii)…;之后再采用字母加括号,如(a), (b),…;每章题目左顶格,小四号字,加粗;每节(及小节以下)题目左顶格,小四号字,不加粗但要斜体;所有章节的题目都单独一行,最后不加任何标点符号) …. In conclusion, …. The characteristics of Chinese idioms …. Feng (1998) found some problems as shown in the following examples (注意此句中夹注的另一种写法): (9) We never know the worth of water till the well is dry. (10) People take no thought of the value of time until they lose it. …. The analysis of the differences between English and Chinese idioms … (i) …. …. (ii) …. …. 4. Conclusion …. Bibliography (References) (小四号,加粗,后面不加任何标点符号) Sanved, ed. The Oxford book of American literary anecdotes[C]. New York: OUP, 1981. 一、英语论文的标题 一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:Dr./)及本门课程的编号或名称(如:English 734或British Novel)。打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为(论文其他部分行距同此)。 就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。第一行为作者姓名,与打印纸顶端距离约为,以下各行依次为教师学衔和姓、课程编号(或名称)及日期;各行左边上下对齐,并留出左右的页边空白(下同)。接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。 二、英语论文提纲 英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为左右)的始端打上 Thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第一个字母上下对齐。主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。各数字或字母后均为一句点,空出一格后再打该项内容的第一个字母;处于同一等级的纲目,其上下行左边必须对齐。需要注意的是,同等重要的纲目必须是两个以上,即:有Ⅰ应有Ⅱ,有A应有B,以此类推。如果英文论文提纲较长,需两页纸,则第二页须在右上角用小写罗马数字标出页码,即ii(第一页无需标页码)。 三、英语论文正文 有标题页和提纲页的英语论文,其正文第一页的规范格式为:论文标题居中,其位置距打印纸顶端约5cm,距正文第一行约。段首字母须缩进五格,即从第六格打起。正文第一页不必标页码(但应计算其页数),自第二页起,必须在每页的右上角(即空出第一行,在其后部)打上论文作者的姓,空一格后再用阿拉伯数字标出页码;阿拉伯数字(或其最后一位)应为该行的最后一个空格。在打印正文时尚需注意标点符号的打印格式,即:句末号(句号、问号及感叹号)后应空两格,其他标点符号后则空一格。 四、英语论文的文中引述 正确引用作品原文或专家、学者的论述是写好英语论文的重要环节;既要注意引述与论文的有机统一,即其逻辑性,又要注意引述格式 (即英语论文参考文献)的规范性。引述别人的观点,可以直接引用,也可以间接引用。无论采用何种方式,论文作者必须注明所引文字的作者和出处。目前美国学术界通行的做法是在引文后以圆括弧形式注明引文作者及出处。现针对文中引述的不同情况,将部分规范格式分述如下。 1.若引文不足三行,则可将引文有机地融合在论文中。如: The divorce of Arnold's personal desire from his inheritance results in “the familiar picture of Victorian man alone in an alien universe”(Roper9). 这里,圆括弧中的Roper为引文作者的姓(不必注出全名);阿拉伯数字为引文出处的页码(不要写成);作者姓与页码之间需空一格,但不需任何标点符号;句号应置于第二个圆括弧后。 2.被引述的文字如果超过三行,则应将引文与论文文字分开,如下例所示: Whitman has proved himself an eminent democratic representative and precursor, and his “Democratic Vistas” is an admirable and characteristic diatribe. And if one is sorry that in it Whitman is unable to conceive the extreme crises of society, one is certain that no society would be tolerable whoses citizens could not find refreshment in its buoyant democratic idealism.(Chase 165) 这里的格式有两点要加以注意。一是引文各行距英语论文的左边第一个字母十个空格,即应从第十一格打起;二是引文不需加引号,末尾的句号应标在最后一个词后。 3.如需在引文中插注,对某些词语加以解释,则要使用方括号(不可用圆括弧)。如: points out that“he [Charles Darw in] has been an important factor in the debate between evolutionary theory and biblical creationism”(9). 值得注意的是,本例中引文作者的姓已出现在引导句中,故圆括弧中只需注明引文出处的页码即可。 4.如果拟引用的文字中有与论文无关的词语需要删除,则需用省略号。如果省略号出现在引文中则用三个点,如出现在引文末,则用四个点,最后一点表示句号,置于第二个圆括弧后(一般说来,应避免在引文开头使用省略号);点与字母之间,或点与点之间都需空一格。如: Mary Shelley hated tyranny and“looked upon the poor as pathetic victims of the social system and upon the rich and highborn...with undisguised scorn and contempt...(Nitchie 43). 5.若引文出自一部多卷书,除注明作者姓和页码外,还需注明卷号。如: Professor Chen Jia's A History of English Literature aimed to give Chinese readers“a historical survey of English literature from its earliest beginnings down to the 20thcentury”(Chen,1:i). 圆括弧里的1为卷号,小写罗马数字i为页码,说明引文出自第1卷序言(引言、序言、导言等多使用小写的罗马数字标明页码)。此外,书名 A History of English Literature 下划了线;规范的格式是:书名,包括以成书形式出版的作品名(如《失乐园》)均需划线,或用斜体字;其他作品,如诗歌、散文、短篇小说等的标题则以双引号标出,如“To Autumn”及前面出现的“Democratic Vistas”等。 6.如果英语论文中引用了同一作者的两篇或两篇以上的作品,除注明引文作者及页码外,还要注明作品名。如: Bacon condemned Platoas“an obstacle to science”(Farrington, Philosophy 35). Farrington points out that Aristotle's father Nicomachus, a physician, probably trained his son in medicine(Aristotle 15). 这两个例子分别引用了Farrington的两部著作,故在各自的圆括弧中分别注出所引用的书名,以免混淆。两部作品名均为缩写形式(如书名太长,在圆括弧中加以注明时均需使用缩写形式),其全名分别为 Founder of Scientific Philosophy 及 The Philosophy of Francis Baconand Aristotle。 7.评析诗歌常需引用原诗句,其引用格式如下例所示。 When Beowulf dives upwards through the water and reaches the surface,“The surging waves, great tracts of water, / were all cleansed...”(). 这里,被引用的诗句以斜线号隔开,斜线号与前后字母及标点符号间均需空一格;圆括弧中小写的1是line的缩写;21不必写成1621。如果引用的诗句超过三行,仍需将引用的诗句与论文文字分开(参见第四项第2点内容)。 五、英语论文的文献目录 论文作者在正文之后必须提供论文中全部引文的详细出版情况,即文献目录页。美国高校一般称此页为 Works Cited, 其格式须注意下列几点: 1.目录页应与正文分开,另页打印,置于正文之后。 2.目录页应视为英语论文的一页,按论文页码的顺序在其右上角标明论文作者的姓和页码;如果条目较多,不止一页,则第一页不必标出作者姓和页码(但必须计算页数),其余各页仍按顺序标明作者姓和页码。标题Works Cited与打印纸顶端的距离约为,与第一条目中第一行的距离仍为;各条目之间及各行之间的距离亦为,不必留出更多空白。 3.各条目内容顺序分别为作者姓、名、作品名、出版社名称、出版地、出版年份及起止页码等;各条目应严格按各作者姓的首字母顺序排列,但不要给各条目编码,也不必将书条与杂志、期刊等条目分列。 4.各条目第一行需顶格打印,回行时均需缩进五格,以将该条目与其他条目区分开来。 现将部分较为特殊的条目分列如下,并略加说明,供读者参考。 Two or More Books by the Same Author Brooks, Cleanth. Fundamentals of Good Writing: A Handbook of Modern Rhetoric. NewYork: Harcourt, 1950. ---The Hidden God: Studies in Hemingway, Faulkner, Yeats, Eliot, and Warren. New Haven: Yale UP,1963. 引用同一作者的多部著作,只需在第一条目中注明该作者姓名,余下各条目则以三条连字符及一句点代替该作者姓名;各条目须按书名的第一个词(冠词除外)的字母顺序排列。 An Author with an Editor Shake speare, William. The Tragedy of Macbeth. Ed. Louis B. Wright. New York: Washington Square, 1959. 本条目将作者 Shakespeare 的姓名排在前面,而将编者姓名(不颠倒)放在后面,表明引文出自 The Tragedy of Macbeth;如果引文出自编者写的序言、导言等,则需将编者姓名置前,如: Blackmur, Richard . The Art of the Novel: Critical Prefaces. By Henry James. New York: Scribner's, . 如果引言与著作为同一人所写,则其格式如下例所示(By后只需注明作者姓即可): Emery, Donald. Preface. English Fundamentals. By Emery. London: Macmillan, . A Multivolume Work Browne, Thomas. The Works of Sir Thomas Browne. Ed. Geoffrey Keynes. 4 vols. London: Faber, 1928. Browne, Thomas. The Works of Sir Thomas Browne. Ed. Geoffrey Keynes. . London: Faber, 1928. 4 vols. 第一条目表明该著作共4卷,而论文作者使用了各卷内容;第二条目则表明论文作者只使用了第2卷中的内容。 A Selection from an Anthology Abram, M. H.“English Romanticism: The Spirit of the Age.” Romanticism Reconsidered. Ed. Northrop Frye. New York: Columbia UP,. 被引用的英语论文名须用引号标出,并注意将英语论文名后的句点置于引号内。条目末尾必须注明该文在选集中的起止页码。 Articles in Journals, Magazines, and Newspapers Otto, Mary L.“Child Abuse: Group Treatment for Parents.” Personnel and Guidance Journal 62(1984): 336-48

英语本科论文摘要模板

A Contrastive Study between English and Chinese Idioms

(题目:二号,黑体,加粗,居中,除了英语小词外,其他单词首字母都要大写;另外:除了题目外,论文中所有英文的字体均采用“Times New Roman”)

(学院、专业、学号、作者姓名、指导教师姓名(小四号宋体字,加粗),依次排印在论文题目下,上空二行,居中)

【Abstract】 This paper centers on the different expressions of …… (英文摘要:上空二行;题目采用五号“Times New  Roman”字体,加粗,置于粗体方括号【】内,顶格放置;随后的内容与前面的粗体方括号【】之间空一格,不用其他任何标点符号;采用五号“Times  New Roman”字体,不加粗;单倍行距。)

【Key Words】 idiom; comparison; English; Chinese

(英文关键词:题目采用五号“Times New  Roman”字体,加粗,两个单词的首字母要大写,置于粗体方括号【】内,顶格放置;随后的内容与前面的粗体方括号【】之间空一格,不用任何其他标点符号,采用五号“Times New Roman”字体,不加粗,除了专有名词外,其他单词的首字母不大写,各单词之间用分号“;”隔开,分号之后空一格;最后一个关键词之后不用任何标点符号;单倍行距。)

1. Introduction

(顶格,除了第一个单词及专有名词外,其他单词首字母都不要大写;标题最后不用任何标点符号,上空两行)

In both English and Chinese, …. So, this essay is trying to

focus on the differences between Chinese and English idoms in terms

of their essential meaning, customary usage and typical expression

(Chang Liang, 1993:44; Li Guangling, 1999).

(段落第一行缩进4个英文字符;夹注的标注法:出现在夹注中的作者必须与文后的参考文献形成一一对应关系;注意一个或多个作者间的标点符号,时间、页码等的标注法;另外,汉语参考文献的作者要以拼音形式出现,不能出现汉语姓氏;夹注出现在标点符号之前)

…。小节以下层次,采用希腊数字加括号为序,如(i),(ii)…;之后再采用字母加括号,如(a),

(b),…;每章题目左顶格,小四号字,加粗;每节(及小节以下)题目左顶格,小四号字,不加粗但要斜体;所有章节的题目都单独一行,最后不加任何标点符号)

Feng (1998) found some problems as shown in the following

examples (注意此句中夹注的另一种写法):

(9) We never know the worth of water till the well is dry.

(10) People take no thought of the value of time until they lose

it.

….

The analysis of the differences between English and Chinese

idioms

… (i) ….

….

(ii) ….

….

4. Conclusion

….

Bibliography (References) (小四号,加粗,后面不加任何标点符号) Sanved, ed. The Oxford book of American literary anecdotes[C]. New

York: OUP, 1981.

常亮,“关于英语的偏离否定”[J] 。《外国语文》,1993,4:44。 冯树健,“否定之否定新说”[J] 。《英语辅导》,1998,6:11。 李光陵,“不完全否定浅析” [J] 。《大学英语》,2000,30:30。

(论文最后的参考文献中所有文献的排列顺序:尾注:按照编号顺序。夹注:英文文献----网络文献----汉语文献,各个文献的先后以作者的姓氏字母或拼音为序,不用单独加序号或编号;每个参考文献的第二行起必须缩进4个英文字符;倍行距;另外,与文中的夹注一一对应;不同类型的参考文献写法请参照写作指南中附件2的内容)

英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的;另外英语论文还包括英语相关专业人员必要地用英语撰写学术报告或毕业论文等等。不同的学科或专业领域、不同的刊物对英语论文的内容、格式等有不同的要求,不同领域的研究论文在文体和语言特点上既有许多共性,也不乏各自特点。

格式:

York: OUP, 1981.

标题

一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:Dr./)及本门课程的编号或名称(如:English 734或British Novel)。打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为(论文其他部分行距同此)。

就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。第一行为作者姓名,与打印纸顶端距离约为,以下各行依次为教师学衔和姓、课程编号(或名称)及日期;各行左边上下对齐,并留出左右的页边空白(下同)。接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。

提纲

英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为左右)的始端打上 Thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第一个字母上下对齐。主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。各数字或字母后均为一句点,空出一格后再打该项内容的第一个字母;处于同一等级的纲目,其上下行左边必须对齐。需要注意的是,同等重要的纲目必须是两个以上,即:有Ⅰ应有Ⅱ,有A应有B,以此类推。如果英文论文提纲较长,需两页纸,则第二页须在右上角用小写罗马数字标出页码,即ii(第一页无需标页码)。

摘要

1、英文摘要是应用符合英文语法的文字语言,提供论文内容梗概为目的的短文。(内容基本与中文摘要相同,但不用完全逐句对应)。

2、英文题目、摘要、关键词自成一页(1页即可),放在中文摘要页之后。

3、英文字体与行间距: 统一使用“西文字体”中的“Times New Roman”,倍行间距。

4、英文题目: 使用三号字加粗。

5、英文摘要: “Absract”顶格,使用四号字,并加粗。

英文摘要具体内容使用四号字。

6、英文关键词: “Key Words”顶格,使用四号字并加粗。

每个关键词使用四号字

正文

有标题页和提纲页的英语论文,其正文第一页的规范格式为:论文标题居中,其位置距打印纸顶端约5cm,距正文第一行约。段首字母须缩进五格,即从第六格打起。正文第一页不必标页码(但应计算其页数),自第二页起,必须在每页的右上角(即空出第一行,在其后部)打上论文作者的姓,空一格后再用阿拉伯数字标出页码;阿拉伯数字(或其最后一位)应为该行的最后一个空格。在打印正文时尚需注意标点符号的打印格式,即:句末号(句号、问号及感叹号)后应空两格,其他标点符号后则空一格。

参考资料:百度百科-英语论文

关键词:Title of Thesis:Name of Institute: Pages:Graduation Time:(MM/YY)Degree Conferred:Student Name: Advisor Name:Abstract:Key words:

英文论文摘要模板

英文论文摘要怎么写,你会写了吗?下面是我为大家收集的关于英文论文摘要模板,希望能够帮到大家!

ABSTRACT

As an important part of Chinese academic journals, sci-tech periodicalshave great significance to the spread of knowledge of science and to thedevelopment of technology. The level of internationalization of a sci-tec journalrepresents its recognition degree in the field of international publishing,besides, it is also a key criteria of the success for launching the journals. Thereare the largest number of sci-tech periodicals launched in Beijing, which leadsto a central role that taken by this area. Therefore, result from the researchwhich focus in Beijing can, to a certain extent, reflect the international level ofChinese sci-tech periodicals.

This paper is divided into six chapters: Chapter one is a brief review of theacademic theories and description about the practice status and the currentsystem of Chinese sci-tech periodicals. Also, it summarizes the stages andcharacteristics of the development of sci-tech periodicals in Beijing. In chaptertwo, it provides the historical foundation, system condition and thedevelopment of digital technology for the following analysis. Chapter three, tofive respectively elaborates the current situation of the development of sci-techperiodicals in Beijing area by 3 aspects: content innovation, business strategyand media. In chapter six, it concluded the problems that China's sci-techperiodicals are facing during the globalization and then provides possiblecountermeasures based on the analysis in previous chapters.

Key Words: Beijing; sci-tech periodicals; internationalization; impact factor

Abstract

Within the framework of feminism and archetypal criticism, this thesis, by taking ThePassion of New Eve as its discourse, analyzes and discusses Angela Carter's application ofdemythologizing as a feminist strategy. By rewriting and subverting those female archetypes,Carter aims to break the fetters and shackles of patriarchy, exploring the way to women'sliberation as well as the reconciliation between two genders.

Believing that human society has been established on patriarchy, feminists endeavor tochange women's subordinate status and achieve gender equality. Archetypal criticism, as oneof the most influential branches in literary criticism,regards myth as the origin of literature.

Myths,especially the Bible,cover all the forms and motifs known as archetypes in literature.

As a devoted pioneer and advocator of feminism, Carter realizes that those female archetypesare usually stereotyped and dogmatic, which is actually invented by patriarchy for theoppression and exploitation of women.

Based on intensive reading and exhaustive textual analysis, this thesis illustrates Carter'sdemythologizing of three female archetypes in The Passion of New Eve, which are“Temptress,,,”Mother Goddesses“ and ”Eve“ respectively. Firstly, the sufferings that Leilahencounter in the novel reveal that ”Temptresses“ are in fact victims of patriarchy instead oforigins of disloyalty and disasters. While seen by men as objects of their sexual desires, theyalso risk self-objectification, which results in the deprivation of subjectivity as independenthuman beings. Secondly, ”Mother“ in Beulah is just an artificial myth,汪 consolatory toolfabricated by patriarchy, behind the glorification of which are patriarchal values and codes.

Thirdly, the transformative journey Eve experienced from a chauvinist to a real womandemonstrates that femininity, rather than an inherent quality, is the result of social influenceand persistent imitations.

Through the demythologizing of those female archetypes, Carter overthrows thepatriarchal hegemony as well as Utopian matriarchal dreams,offering androgyny as a potentialsolution to the current sexual conflicts. In her opinion, the real reconciliation between twogenders should be based on mutual respect and understanding, which is confirmed by theunion between the new Eve and Tristessa in The Passion of New Eve.

Keywords: female archetype; demythologizing; Angela Carter; The Passion of New Eve

Abstract

In recent years, with the development of the financial sector, more and morepeople pay attention to the financial information search. However, the traditionalkeyword search method could hardly meet the needs of financial users. Therefore,semantic search products have gained more popularity. However, the semanticparsing process is complex and diverse. During the process of the analysis oflarge-scale real text, the sentence analysis which based on word granularity is verydifficult, but after chunk analysis, the accuracy can be significantly improved andthe complexity can be clearly reduced. At present, the user input method is almostthe Pinyin input method, thus it could probably happen that the input phonetic lettersare correct, while the Chinese character is wrong. In order to achieve the purpose ofimproving the user experience, the Pinyin text proofreading appears.

The content of this paper is a pretreatment subsystem of the finance Q & Asystem, and it contains two functions, Pinyin text proofreading and chunk partition.

Text proofreading is based on Pinyin, in the first place, putting the query sequenceinto phonetic sequence. Then it uses the multiple grammars, three grammars and twogrammars to fill the Chinese characters sequence. And if there is no ambiguity whenfilling, then it uses the text proofreading, otherwise, ignores the text proofreading.

For the chunk partition, this paper uses three different methods: the method ofthe shortest path chunk partition, the method of CRF chunk partition and the methodof neural network chunk partition. The subsystem designed and implemented thethree methods. The shortest path chunk partition is similar to the dictionary wordsegmentation method. CRF chunk partition divided the problem into the annotationproblem, through getting the optimal sequence labels, to reach the purpose of chunkpartition. Chunk neural network chunk partition is based on word segmentation,changing the query sequence into a sequence of nodes. If the sequence of possibilityimproved after adding chunk tag on each node sequence, the tag position is a chunkposition.

In practical test, the shortest path chunk partition based on the dictionary,cannot process the query which is not in the dictionary of chunk. CRF chunkpartition can solve the unknown chunk query, but the mark information is too simplewhen the training corpus increased,and the error percentage of results increasedsignificantly. When using neural networks in chunk partition, the predicted timeincreases significantly, however, the query generalization is a good idea. Throughthe above research, a reasonable way to chunk partition is the CRF method, whichproperly uses the query generalization.

Finally after testing, the pretreatment subsystem has not only met the needs ofthe finance Q & A system, largely improving the financial Q & A system userexperience, but also reduces the analytical complexity, significantly improved thecorrectness and performance.

Keywords: Pretreatment system question analysis, chunk, text proofreading, CRF,neural network

下面是关于学术论文英文摘要模板,希望对你们有帮助。

Abstract

Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.

According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.

Abstract

A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。

Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.

Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.

Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.

Heterogeneity exists in the three learning methods (g = = 0,01 < ),Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.

Abstract

The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture), aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?

This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999),the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b),andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008),to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.

The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.

Abstract

Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.

This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.

To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.

There are three hypotheses:

1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?

Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.

Abstract

In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.

Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.

Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.

Abstract

Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.

With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English),FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus), the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.

The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.

Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.

英语本科论文提纲模板

英语毕业论文提纲模板

紧张又充实的`大学生活即将结束,毕业前要通过最后的毕业论文,毕业论文是一种有准备的检验学生学习成果的形式,毕业论文应该怎么写才好呢?以下是我整理的英语毕业论文提纲模板,希望能够帮助到大家。

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

Purpose of the study and research questions 28-29

Significance of the study 29-30

Organization of the study 30-31

A note on terminology 31-32

Chapter 2 Literature review 32-51

T/TP and coherence in English writing 32-35

Defining coherence 32-33

T/TP as means to realize coherence 33-35

T/TP in EFL/ESL writing 35-42

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

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

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

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

Training in T/TP 47-49

Summary 49-51

Chapter 3 Theoretical background 51-70

Systemic Functional Grammar 51-55

Five dimensions of language as a semiotic system 51-53

Three metafunctions of language as a functional system 53-54

Three lines of meaning from metafunctions 54-55

Theme and thematic progression 55-70

Theme 56-62

Thematic progression 62-70

Chapter 4 Research Design 70-88

The participants and the educational context 70-73

Background of the participants and the participating school 70

The allocation of participants to the training 70-71

The sample sizes 71-72

The pilot study 72-73

The interventional procedures 73-74

The questionnaire 74-75

The training 75-80

Considerations behind the training 75-76

The training material 76-79

The role of the researcher as the trainer 79-80

Data analysis 80-86

Analysis of the writing 80-86

Analysis of the questionnaire 86

Ethical considerations 86-88

Informed consent 86-87

Anonymity 87

Harm 87-88

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

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

Topical,textual and interpersonal Themes 88-91

Topical Themes:marked and unmarked Themes 91-95

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

Interpersonal Themes 100-102

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

Linear,constant,summative and split progressions 102-107

Back,contextual and new Themes 107-110

Summary 110-115

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

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

Topical,textual and interpersonal Themes 115-117

Topical Themes:marked and unmarked Themes 117-121

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

Interpersonal Themes 126-129

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

Linear,constant,summative and split progressions 129-131

Back,contextual and new Themes 131-132

Summary 132-137

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

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

Topical,textual and interpersonal Themes 137-139

Topical Themes:marked and unmarked Themes 139-142

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

Interpersonal Themes 145-147

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

Linear,constant,summative and split progressions 147-149

Back,contextual and new Themes 149-150

Summary 150-155

Chapter 8 Results and analysis of the questionnaire 155-165

Findings from closed questions 155-160

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

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

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

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

Findings from open questions 160-164

The changes that occurred 161-162

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

The reasons for the perceived difficulty in learning 163

EEL participants' suggestions for future training 163-164

Summary 164-165

Chapter 9 Discussion 165-195

Findings with regard to research questions 165-187

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

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

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

Positioning the study within the literature 187-190

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

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

Implications 190-194

Pedagogical implication 190-193

Methodological implication 193-194

Limitations 194-195

Chapter 10 Conclusion 195-200

Summary 195-197

Putting everything together 197-199

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

中文摘要 3-4

ABSTRACT 4

Chapter One Introduction 7-10

Motivation of the present study 7-8

Significance of this study 8

Composition of this thesis 8-10

Chapter Two Literature Review 10-19

Language production 10-14

L1 Production 10-11

L2 Production 11-12

Dimensions of language production 12-14

Theories on oral output 14-15

Skehan’s dual-model system 14

Swain’s Output Hypothesis 14-15

Task Repetition 15-17

Task 15-16

Task repetition 16-17

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

CHARPTER THREE THE CURRENT STUDY 19-25

Research justification and questions 19

Hypothesis 19-20

Methods 20-25

Participants 20-21

Material 21

Research design 21-23

Measures 23-25

Chapter Four Results and Discussion 25-41

Results and Analysis 25-34

Quantitative analysis 25-27

Qualitative analysis 27-34

Discussion 34-41

Fluency 34-36

Complexity 36-38

Accuracy 38-39

interlanguage development path of learner L 39-41

Chapter Five Conclusions 41-44

Conclusion and implication 41-43

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

Contents

Chapter 1 Introduction

Research Background

Significance of the Study

Research Goals and Questions

Data Collection and Methodology

Analysis Procedures

Organization of the Thesis

Chapter 2 Literature Review

Introduction to Appraisal Theory

Studies on Appraisal Theory

Studies on Appraisal Theory Abroad

Studies on Appraisal Theory at Home

Studies on Personal Statements

Introduction to Personal Statement

Summary

Chapter 3 Theoretical Framework

An Overview of Attitude System

Affect Resources

Judgment Resources

Social Esteem

Social Sanction

Appreciation Resources

Interactions of Affect, Judgment and Appreciation

Borders of Affect, Judgment and Appreciation

Summary

Appendix 1: Papers Published during Graduate Studies

Appendix 2: Some Samples of the Study

References

Acknowledgements

英语论文提纲 范文

英语论文提纲怎样写呢?下面是我分享的英语论文提纲范文,欢迎大家阅读,也希望英语论文提纲范文能够帮助同学们顺利开展论文的撰写。

一、 title

from a new woman to a victim

二、 introduction

in china, the position of women becomes higher and higher, but discrimination and violence are existed all the same. there are a lot of women who have the same experience with desdemona. the intention of this study is to tell the importance of women’s independence in this modern society.

my attention was first directed to introduce desdemona and the good points of her character. this is because she is a new woman in the first two acts. then i put much attention on analyzing the reasons of her change. last i pointed out that women in modern society should learn from desdemona and try to be independent. however , the independence is not mean to stand against her husband or her father, but it means to find her own position in the society and establish a positive outlook on life. women should be independent not only from spirit, but also from finance.

三、outline

1 introduction

a brief introduction of othello

a particular introduction of desdemona as a new woman

2 the reasons of turning from a new woman to a victim

a deion of women’s position in the 16th of england

the influence of patriarchy-centered culture

desdemona’s own weakness of her character

3 the impact of desdemona on women in modern society.

social problems on women

the reasons why women should be independent

the new meaning of “independence”

what women should do if they want to be independent

from spirit

from finance

四、conclusion

theory guidance

1 feminism

2 freudian psychology

翻译:

一、标题

从一个新女人到一个受害者

二、介绍

在中国,妇女的地位越来越高,但歧视和暴力都是一样的存在。有很多有经验的女性苔丝狄蒙娜一样。本研究的目的是告诉女性在这个现代社会中的独立性的重要性。

我注意的是首先针对介绍苔丝狄蒙娜和她的性格好点。这是因为她是一个新的女人在前两个行为。然后我就把注意力放在分析她的变化的原因。最后我指出,现代社会中女性应该学会从苔丝狄蒙娜和尝试独立。然而,独立并不意味着要站在她的丈夫或她的父亲,但它意味着在社会中找到自己的位置,并建立一个积极的人生观。女性不仅要从精神上独立,也要从财务上独立。

三、概述

1引言

简要介绍奥赛罗

特别介绍苔丝狄蒙娜作为新女性

2从一个新的女人变成一个受害者的原因

描述一下女人的位置在英格兰第十六

父权中心文化的影响

苔丝狄蒙娜对她自己的性格弱点

3影响她对女性在现代社会中。

女性的个社会问题

女性应该独立的原因

“独立”的新意义

女性应该做什么,如果他们想独立

从精神

财务

四、结论

理论指导

1女性主义

2弗洛伊德心理学

知识扩展:英语毕业论文提纲怎么写?

I 英语毕业论文提纲的写作流程:

1.提纲写作需要先拟定论文标题;

2.根据论文题目写出总论点;

3.结合总论点考虑全篇的整体布局;

论文的整体布局需要充分考虑总论点的叙述顺序,这是论文写作的整体框架。

4.确定论文的`整体布局后再逐步考虑总论点下面的分论点,直至确定论点句;

5.结合段落部署,把相关材料组合起来,以便写作过程中的随用随取;

6.进行全面的检查,对于不必要的内容进行不必要的删减;

II英语毕业论文提纲的注意事项:

1.毕业论文提纲的编写方法:

标题式写法

用简洁的文字凝练出标题,并将这部分内容概括出来。这种写法的好处是简洁明了,一目了然,但是这种方法存在一定的缺陷,作者本人对此非常了解熟悉,但是外人乍看没有眉目,因此,在毕业论文的提纲写作中,很少使用这种方法。

句子式写法

就是用表述完整通畅的句子将所要描述出来的内容进行概括,这种写法更为具体,更为明确,自己了解的同时也能让外人看得懂。因为毕业论文不是针对个人,因此在毕业论文提纲的写作中得到广泛应用。

2.毕业论文提供的修改推敲

毕业论文提纲写好后,需要进行推敲和修改,修改的过程中需要注意以下几点:

题目是否合适;

题目是一篇文章的精华所在,其重要性不容忽视,不合适的论文题目会对接下来的论文写作带来阻碍。

结构是否合理;

合理的结构需要点明主题的基础上围绕主题进行拓展延伸,划分层次和段落,提高文章的逻辑性,检查过渡是否自然,然后进行全局性的把控。

层次是否完善;

提纲的层次必须完善,每个层次必须保证清晰,总论点应该重点突出,序论和结论部分应该简明扼要。本论是全文的重点,是需要集中精力写的一部分,因此,提纲应该罗列地详细一点,层层深入,体现总论和分论的巧妙融合。

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