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本科英語專業(yè)畢業(yè)論文提綱格式
論文提綱只是論文的一個思路框架，因此論文提綱既要簡潔，又要達(dá)到寫作目的，下面是小編搜集整理的本科英語專業(yè)畢業(yè)論文提綱，歡迎閱讀參考。
本科英語專業(yè)畢業(yè)論文提綱格式一
ACKNOWLEDGEMENTS 5-6
摘要 6-8
Abstract 8-9
Contents 10-12
Chapter I Introduction 12-17
1.1 Background of the research 12-13
1.2 Significance of the research 13-14
1.3 Organization of the thesis 14-17
Chapter II Literature Review 17-27
2.1 The Research on Task-Based Language Teaching at home and abroad 17-21
2.1.1 The Research on Task-Based Language Teaching abroad 17-18
2.1.2 The Research on Task-Based Language Teaching in China 18-20
2.1.3 Comments 20-21
2.2 Previous research on senior English reading teaching 21-27
2.2.1 Previous research on senior English reading teaching abroad 21-23
2.2.2 Previous research on senior English reading teaching at home 23-25
2.2.3 Comments 25-27
Chapter III Task-Based Language Teaching 27-42
3.1 Definition of Task-based Language Teaching 27
3.2 Principles of Task-based Language Teaching 27-29
3.3 Theories of Task-based Language Teaching 29-32
3.3.1 Constructivism 29-30
3.3.2 Interactive language teaching 30
3.3.3 Communicative language teaching 30-31
3.3.4 Second Language Acquisition Theory 31-32
3.3.5 Structuralism 32
3.4 Task 32-37
3.4.1 Definition of task 32-34
3.4.2 Types of task 34-35
3.4.3 Principles in designing task 35-36
3.4.4 The Steps to Design a Task 36-37
3.5 English reading 37-40
3.5.1 Definition of English reading 37
3.5.2 English reading ability 37-38
3.5.3 Models of English reading 38-40
3.6 Task-based senior English reading 40-42
Chapter IV Research Design 42-57
4.1 Research hypotheses 42
4.2 Research subjects 42-43
4.3 Research purpose 43
4.4 Research methods 43-56
4.4.1 Questionnaires 43-44
4.4.2 Tests 44
4.4.3 Classroom experiment 44-47
4.4.4 Asample lesson for the Experimental Class 47-56
4.5 Research procedure 56-57
Chapter V Results and Discussion 57-65
5.1 Results and discussion of the information from questionnaires 57-60
5.1.1 Results and discussion of the information from pre-questionnaire 57-58
5.1.2 Results and discussion of the information from post-questionnaire 58-60
5.1.3 Comparison 60
5.2 Results and discussion of the information from tests 60-63
5.2.1 Results and discussion of the information from pre-test 60-61
5.2.2 Results and discussion of the information from post-test 61-62
5.2.3 Comparison 62-63
5.3 Discussion of the classroom experiment 63-65
Chapter VI Findings and Suggestions 65-70
6.1 Major findings 65-67
6.2 Suggestions 67-70
Chapter VII Conclusion 70-73
7.1 Limitations 70-71
7.2 Conclusion 71-73
Bibliography 73-77
Appendix I 77-78
Appendix II 78-79
Appendix III 79-84
Appendix IV 84-90
Appendix V 90-91
Appendix VI 91
本科英語專業(yè)畢業(yè)論文提綱格式二
Abstract 3-4
摘要 5-8
Chapter One Introduction 8-15
1.1 Statement of the Problem 8-13
1.2 Significance of the Study 13
1.3 Statement of the Research Questions 13
1.4 Organization of the Thesis 13-15
Chapter Two Literature Review 15-23
2.1 Definitions and Features of Lexical Chunks 15-16
2.1.1 Definition of Lexical Chunks 15-16
2.1.2 Features of Lexical Chunks 16
2.2 Classification of Lexical Chunks 16-19
2.2.1 Lewis’s Classification 16-17
2.2.2 Nattinger&DeCarrrico’s Classification 17-19
2.3 Theoretical Background of Lexical Chunks 19-21
2.3.1 Psychological Linguistic Basis 19-20
2.3.2 Language Acquisition Theory 20-21
2.4 Previous Study of the Relationship between Lexical Chunks and Writing 21-23
Chapter Three Research Methodology 23-43
3.1 Restatement of Research Questions 24-25
3.2 Experimental Subjects 25-26
3.3 Experimental Instruments 26-27
3.3.1 Questionnaire 26
3.3.2 Pre-test and Post-test 26-27
3.4 Procedure of the Experiment 27-41
3.4.1 Pre-Test 27
3.4.2 Implementation of the Experiment 27-41
3.4.3 Post-Test 41
3.5 Data Collection and Analysis 41-43
3.5.1 Collecting Data from Questionnaire 41
3.5.2 Collecting Data from Pre-test and Post-test 41-42
3.5.3 Data Analysis 42-43
Chapter Four Data Analysis and Discussions 43-52
4.1 Answers to Research Question One: Do most of the senior school students enjoy writing before the experiment? If not, what is the reason? 43-46
4.2 Answers to Research Question Two: Can students’ ability of writing be promoted by using lexical chunks? How can students’ writing ability be promotedin this way? 46-49
4.3 Answers to Research Question Three: Do students tend to adopt this writing approach after the experiment? What are the students’ responses to lexical chunks approach? 49-51
4.4 Summary 51-52
Chapter Five Conclusions, Implications and Suggestions for Further Research 52-57
5.1 Conclusions 52-53
5.2 Implications 53-56
5.3 Suggestions for Further Research 56-57
References 57-60
Appendix 60-64
Acknowledgements 64
本科英語專業(yè)畢業(yè)論文提綱格式三
Abstract 5-6
摘要 7-11
List of Tables 11-12
List of Figures 12-13
Abbreviations 13-14
Chapter One Introduction 14-20
1.1 The Background of the Study 15-17
1.1.1 The Current Situation of the Study 15-16
1.1.2 The Reflection of the Current Study 16-17
1.1.3 The Requirement of the Syllabus of College English Teaching 17
1.2 The Significance of the Study 17-18
1.3 The Research Questions 18-19
1.4 The Structure of the Thesis 19-20
Chapter Two Literature Review 20-33
2.1 Language and Culture 20-25
2.1.1 Language 20-21
2.1.2 Culture 21-24
2.1.2.1 The Definition of Culture 21-22
2.1.2.2 The Characteristics of Culture 22
2.1.2.3 The Functions of Culture 22-23
2.1.2.4 The Classification of Culture 23-24
2.1.3 The Relationship between Language and Culture 24-25
2.2 Intercultural Communication 25-31
2.2.1 Communication Competence 26-27
2.2.2 Intercultural Communicative Competence 27-31
2.3 Content-Based Instruction (CBI) 31-33
2.3.1 The Definition and Characteristics of CBI 31
2.3.2 The Advantages of CBI 31-33
Chapter Three Research Design 33-40
3.1 Restatement of Research Questions 33
3.2 Subjects 33
3.3 Instruments 33-37
3.3.1 Instrument One: Eight Textbooks of NHCE (2nd Edition) 34-37
3.3.1.1 A General Introduction to NHCE (2nd Edition) 34
3.3.1.2 The Compiling Style of NHCE (2nd Edition) 34-35
3.3.1.3 The Content Proportion between Western Culture and Chinese Culture 35-37
3.3.2 Instrument Two: A Test Concerning Chinese Culture for Students 37
3.3.3 Instrument Three: Questionnaire for Both Students and Teachers 37
3.4 Data Collection Procedures and Data Analysis 37-40
Chapter Four Data Analysis and Discussion 40-59
4.1 Answers to Research Question 1 40-45
4.1.1 Descriptive Statistics of the Dissemination of Chinese Culture and Western Culture Concerning Reading and Writing of NHCE (2ndEdition) 40-41
4.1.2 Descriptive Statistics of the Dissemination of Chinese Culture and Western Culture Concerning Listening and Speaking of NHCE (2ndEdition) 41-45
4.2 Answers to Research Question 2 45-52
4.3 Answers to Research Question 3 52-59
Chapter Five Conclusions, Implications and Suggestions for Future Study 59-66
5.1 Conclusions 59-60
5.2 Implications 60-65
5.2.1 Improvement of Students’ Autonomous Learning Awareness Towards Chinese Culture 60-61
5.2.2 Improvement of the Teaching Materials 61-62
5.2.3 Enhancement of Teachers’ Competence 62-63
5.2.4 Adjustment of College English Teaching Syllabus 63
5.2.5 Adjustment of Evaluation 63-65
5.3 Limitations of the study and Recommendations for Future Study 65-66
5.3.1 Limitations of the study 65
5.3.2 Recommendations for Future study 65-66
Bibliography 66-75
Appendix Ⅰ 75-79
Appendix Ⅱ 79-86
Appendix Ⅲ 86-89
Appendix Ⅳ 89-91
Acknowledgements 91
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