英语专业教学法论文大纲样本模板 英语专业教学法论文框架怎么写有关写作资料

目录

1. 五、过程体裁教学法在英语专业写作教学中的应用研究论文提纲
2. 四、内容依托教学法在中国大学英语专业基础阶段教学中的可行性研究论文提纲范文
3. 三、任务型教学法对英语专业学生英语学习动机影响的研究论文提纲格式范文模板
4. 二、项目教学法在高职英语专业翻译教学中的应用论文提纲范文
5. 一、语料库语言学视角下词块教学法对非英语专业学习者写作能力影响的实证性研究论文提纲范文

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五、过程体裁教学法在英语专业写作教学中的应用研究论文提纲

西北师范大学研究生学位论文作者信息

Contents

Abstract

摘要

List of Tables

List of Figures

List of Abbreviations

Chapter 1 Introduction

1-1 Background of the Present Study

1-2 Significance and Objective of the Present Study

1-3 Layout of the Present Study

Chapter 2 Literature Review

2-1 Classification of Terms

2-1-1 Genre

2-1-2 Text Type

2-2 Review of the Related Approaches to Writing Teaching

2-2-1 The Development of EFL Writing Pedagogy

2-2-2 Three Currently Popular Approaches to Writing Teaching

2-2-2-1 Product Approach

2-2-2-2 Process Approach

2-2-2-3 Genre Approach

2-2-3 Related Studies on Process-Genre Approach Home and Abroad

Chapter 3 Theoretical Framework

3-1 Definition and Principles of Process-Genre Approach

3-2 Main Theoretical Bases of Process-Genre Approach

3-2-1 Genre Analysis Theory

3-2-2 Input Hypothesis Theory

3-2-3 Cooperative Learning Theory

3-2-4 Constructivism

3-3 Advantages of Process-Genre Approach

3-4 Instructional Stages of Process-Genre Approach

3-5 Teachers’ Role in Process-Genre Approach

3-6 Learners’ Role in Process-Genre Approach

Chapter 4 Research Design

4-1 Research Questions

4-2 Subjects

4-3 Instruments

4-4 Implementation Procedures

4-5 Teaching Procedures

4-5-1 The Application Model of Two Approaches into Argumentative Essays

4-5-2 The Implementation Records and Composition Manuscripts of EC

4-6 Data Collection

Chapter 5 Data Analysis and Discussion

5-1 Analyzing Results of Pre-Test and Post-Test

5-1-1 Independent-Sample Analysis of EC and CC

5-1-2 Paired-Sample Analysis of EC and CC

5-2 Results of Pre-Questionnaires

5-2-1 Overall Results and Findings

5-2-2 Further Investigations from Four Specific Aspects

5-3 Results of Post-Questionnaires

5-4 Results of In-Depth Interview

Chapter 6 Conclusion

6-1 Major Findings

6-2 Other Findings

6-3 Pedagogical Implications for English Majors’ Writing Teaching

6-3-1 Integrating Writing with Other Skills

6-3-2 Developing Audience Awareness and Genre Awareness

6-3-3 Advocating Cooperative Learning in Writing Teaching

6-4 Limitations and Suggestions

References

Appendix Ⅰ Pre-Questionnaire

Appendix Ⅱ Post-Questionnaire

Appendix Ⅲ In-Depth Interview

Appendix Ⅳ Writing Assignments for Pre-Test and Post-Test

Appendix Ⅴ Scoring Criteria for TEM-8

Appendix Ⅵ Model Text of Week 2

Acknowledgements

四、内容依托教学法在中国大学英语专业基础阶段教学中的可行性研究论文提纲范文

ABSTRACT

摘要

ACKNOWLEDGEMENTS

1-INTRODUCTION

1-1 Introduction to this chapter

1-2 Needs for the study

1-3 Aim of the study

1-4 Overall structure of the thesis

1-5 Summary of the chapter

2-LITERATURE REVIEW

2-1 Introduction to this chapter

2-2 Brief introduction of CBI

2-2-1 Definition of CBI

2-2-2 Principles of CBI

2-3 Programs and models of CBI

2-3-1 Theme-based language instruction

2-3-2 Sheltered content instruction

2-3-3 Adjunct language instruction

2-4 Rationale of CBI

2-4-1 Theories from second language acquisition

2-4-2 Support from cognitive and educational psychology

2-4-3 Program support for CBI abroad

2-4-4 Researches and applications of CBI in China

2-5 Research questions

2-6 Summary of the chapter

3-METHODOLOGY

3-1 Introduction to this chapter

3-2 Research design

3-3 Participants

3-4 Instruments

3-4-1 Interviews

3-4-2 Questionnaires

3-5 Data collection

3-6 Summary of the chapter

4-RESULTS AND DISCUSSION

4-1 Introduction to this chapter

4-2 Attitude towards CBI philosophy

4-2-1 Teachers' attitude towards CBI philosophy

4-2-2 Students' attitude towards CBI Philosophy

4-3 Advantages of applying CBI

4-3-1 Students' interest

4-3-2 Expansion of knowledge

4-3-3 Future careers for students

4-3-4 Economy of time

4-3-5 Facilitating subject-matter study at advanced stage

4-3-6 Insight into the target culture

4-3-7 Cultivation of students' thinking ability

4-4 Possible problems in CBI application

4-4-1 Students

4-4-2 Teaching staff

4-4-3 Teaching materials

4-4-4 Administration

4-5 Possible solutions to ensure the feasibility of CBI

4-5-1 Students

4-5-2 Teaching staff

4-5-3 Teaching materials

4-5-4 Administration

4-6 Summary of the chapter

5-CONCLUSION

5-1 Introduction to this chapter

5-2 Major findings

5-3 Implications

5-3-1 Theoretical implications

5-3-2 Practical implications

5-4 Limitations

5-5 Recommendations for further research

5-6 Summary of the chapter

WORKS CITED

APPENDIX Ⅰ

APPENDIX Ⅱ

三、任务型教学法对英语专业学生英语学习动机影响的研究论文提纲格式范文模板

Abstract

摘要

Contents

Abbreviations

List of Figures

List of Tables

Chapter One Introduction

1-1 Background of the Research

1-2 Significance of the Study

1-3 Organization of the Thesis

Chapter Two Literature Review

2-1 Literature Review of TBLT

2-1-1 Definition of Task

2-1-2 Types of Task

2-1-3 Components of Task

2-1-4 Framework of TBLT

2-1-5 Previous Studies of TBLT

2-2 Literature Review of English Learning Motivation

2-2-1 Definitions of Learning Motivation

2-2-2 Classification of Learning Motivation

2-2-3 Previous Studies of Learning Motivation

2-3 Literature Review of the Relationship between TBLT and Learning Motivation

Chapter Three Research Methodology

3-1 Research Questions and Hypotheses

3-1-1 Hypotheses

3-1-2 Research Questions

3-2 Subjects

3-3 Instruments

3-3-1 Questionnaire

3-3-2 Interview

3-4 Designing of Task

3-5 Data Collection

Chapter Four Results and Discussion

4-1 Results and Analysis on Questionnaire

4-1-1 Validity and Reliability of the Questionnaire

4-1-2 Results and Discussion of the Questionnaire

4-2 Results and Analysis on interview

4-2-1 TBLT has Enhanced Learners' Initiative and Practical Purposes

4-2-2 Diferent Tasks have Different Effects

4-2-3 Initiative and Confidence still need to be Improved

4-3 Summary

Chapter Five Conclusions

5-1 Major Findings

5-2 Pedagogical Implications

5-3 Limitations

5-4 Conclusions

Acknowledgments

References

Appendices

Appendix Ⅰ: Questionnaire of the Relationship between TBLT and Motivation in EFL

Appendix Ⅱ: The Interview Questions

Appendix Ⅲ: Some Samples of TBLT Lesson Plan

Sample 1

Sample 2

Appendix Ⅳ: Some Transcriptions of Interview

Transcription 1

Transcription 2

攻读硕士期间的研究成果

二、项目教学法在高职英语专业翻译教学中的应用论文提纲范文

Abstract

摘要

List of Abbreviations

List of Tables

Chapter One Introduction

1-1 Background of the Study

1-2 Significance and Purpose of the Research

1-3 Overall Structure of the Thesis

Chapter Two Literature Review

2-1 Theoretical Review of Project-based Learning and 21st Century Skills

2-1-1 Theoretical Review of Project-based Learning

2-1-2 Theoretical Review of 21st Century Skills

2-2 Theoretical Foundations of Project-based Learning

2-2-1 Constructivism Learning Theory

2-2-2 The Theory of Multiple Intelligences

2-2-3 Discovery Learning Theory

2-3 Previous Researches of Project-based Learning

2-3-1 Relevant Researches on Project-based Learning Abroad

2-3-2 Relevant Researches on Project-based Learning at Home

2-4 Comparison between PBL and Other Instruction Approaches

2-4-1 Problem-based Learning and Project-based Learning

2-4-2 Task-based Learning and Project-based Learning

2-5 The Application of Project-based Learning to Translation Teaching

2-5-1 Translation Teaching Program under Project-based Learning

2-5-2 Translation Teaching Procedures under Project-based Learning

2-5-3 Translation Teaching Assessment under Project-based Learning

Chapter Three Methodology

3-1 Research Questions

3-2 Research Subjects

3-3 Research Instruments

3-3-1 Translation Proficiency Tests

3-3-2 Questionnaire

3-4 Research Procedure

3-4-1 Pre-test and Pre-questionnaire

3-4-2 Teaching Experiment

3-4-3 Post-test

3-4-4 Post-questionnaire

3-5 Data Collection

Chapter Four Results Analysis and Discussion

4-1 Results of the Pre-test and Post-test

4-1-1 Results of the Pre-test and Post-test within a Group

4-1-2 Results of the Pre-test and Pos-test between Groups

4-2 Results of the Questionnaires

4-3 Discussion

Chapter Five Conclusion

5-1 Major Findings

5-2 Pedagogical Implications

5-2-1 Building up New Translation Teaching Concept

5-2-2 Providing Meaningful Evaluation and Formative Feedback

5-3 Limitations of the Study

5-4 Suggestions for Future Studies

Bibliography

Appendix Ⅰ Questionnaire for Students’ English Translation Learning

Appendix Ⅱ Questionnaire for Students’ English Translation Learning

Appendix Ⅲ Pre-test Paper

Appendix Ⅳ Post-test Paper

Appendix Ⅴ:Data of the Pre-Questionnaire of the EC

Appendix Ⅵ: Data of the Post-Questionnaire the EC

Appendix VII: Data of the Pre-Questionnaire of the CC

Appendix VIII: Data of the Post-Questionnaire of the CC

Published Papers

Acknowledgements

一、语料库语言学视角下词块教学法对非英语专业学习者写作能力影响的实证性研究论文提纲范文

摘要

ABSTRACT

第一章 引言

第一节 研究的总体描述

第二节 研究的必要性

一、理论价值

二、实际价值

第三节 论文结构

第二章 文献综述

第一节 研究的理论基础

一、“输入假说”和“情感过滤假说”

二、认知心理学理论

第二节 语料库语言学的界定

一、语料库语言学的概念

二、语料库语言学与语言教学

第三节 英语词块和词块教学法

一、词块的定义

二、词块的分类

三、词块的特性

四、词块教学法的研究

第四节 有关英语写作的介绍

一、英语写作教学法的变迁

二、英语写作过程的设计

三、英语写作方面的研究

第五节 与本课题有关的国内外研究现状

一、语料库与词块方面的研究

二、词块与英语写作方面的研究

三、语料库语言学的词块教学法与英语写作方面的研究

第三章 研究方法

第一节 实验过程准备工作

一、国内外语料库的的兴建

二、选用语料库的介绍

三、语料库检索系统功能的介绍

四、英语词块教学法实施方案

五、英语写作平台的构建

第二节 实验过程设计方案

一、研究内容

二、研究对象

三、研究工具

四、数据收集

五、数据分析

第四章 实验过程及其结果分析

第一节 实验统计结果的分析

一、实验前英语综合能力与英语写作水平

二、实验后英语综合能力与英语写作水平

三、英语词块知识前后测对比

四、英语写作分项成绩前后测对比

五、结果与讨论

第二节 问卷调查报告及分析

第三节 访谈结果及分析

第四节 小结

第五章 总结

第一节 主要研究成果

第二节 研究的局限性及对未来的展望

参考文献

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附录5

致谢

本人攻读学位期间取得的科研成果

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