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            英语毕业论文提纲格式

            来源: www.zsalud.com 作者:lgg 发布时间:2015-05-04 16:36 论文字数:3524字
            论文编号: sb2015050414595112365 论文地区:中国 论文语言:English 论文类型:论文格式 论文价格: 0
            本文是论文提纲格式,介绍了英语毕业论文的几个提纲格式范文。

            英语毕业论文提纲格式一


            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


            英语毕业论文提纲格式二


            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
            2.2.1 Non-interface Hypothesis 16-17
            2.2.2 Strong-interface Hypothesis 17
            2.2.3 Weak-interface Hypothesis 17-19
            2.3 Measuring ELK and ILK 19-21
            2.4 Explicit and Implicit Learning and Instruction 21-24
            2.5 Relevant Previous Researches 24-27
            2.5.1 Previous Studies Abroad 24
            2.5.2 Previous Studies at Home 24-27
            Chapter Three Research Methodology 27-31
            3.1 Hypotheses 27
            3.2 Participants 27
            3.3 Instruments 27-30
            3.4 Data Collection 30
            3.5 Data Analysis 30-31
            Chapter Four Results and Discussion 31-43
            4.1 The Current Level of Non-English Majors’ ILK 31-34
            4.2 The Current Level of Non-English Majors’ ELK 34-36
            4.3 Comparing Learner ILK and ELK 36-39
            4.4 The Relationship Between Learner ILK and ELK 39-43
            4.4.1 Correlation Analysis Between ELK and ILK 40-41
            4.4.2 Correlation Analysis Between the ELK and ILK of Each Specific Grammatical Structure 41-43
            Chapter Five Conclusion 43-47
            5.1 Research Findings 43
            5.2 Implications 43-45
            5.3 Significance of the Study 45
            5.4 Limitations and Further Suggestions 45-47
            References 47-50
            Appendix I 50-52
            Appendix II 52-54
            Acknowledgements 54


            英语毕业论文提纲格式三


            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
             


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