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五、非英语专业本科学生口语语用失误调查与分析论文提纲
摘要
Abstract
第一章 引言
1-1 研究背景
1-2 研究内容
1-3 研究现状
1-4 研究目的和意义
1-5 研究方法
第二章 文献综述
2-1 国外相关研究的回顾及研究现状
2-2 国内相关研究的回顾及研究现状
第三章 口语语用失误研究的理论基础
3-1 语用失误定义
3-1-1 国外研究者对语用失误的定义
3-1-2 国内研究者对语用失误的定义
3-2 语用失误类型
3-2-1 国外划分类型
3-2-2 国内划分类型
3-3 口语语用失误定义
3-4 口语语用失误分类
第四章 实验研究
4-1 研究问题
4-2 研究对象
4-3 研究方法
4-4 实验工具
4-4-1 调查问卷
4-4-2 实验前英语能力测试题
4-4-3 教材
4-5 实验步骤
4-6 数据收集
4-6-1 问卷1的数据收集
4-6-2 英语能力测试题的数据收集
4-6-3 问卷2的数据收集
4-7 数据分析与讨论
4-7-1 问卷1数据分析
4-7-2 实验前测试
4-7-3 问卷2数据分析
第五章 大学生口语语用失误分析
5-1 本研究的调查结果分析
5-2 口语语用失误的原因分析
5-2-1 语内负迁移
5-2-2 语际负迁移
5-2-3 文化负迁移
5-2-4 其他原因
第六章 教学启示与局限性
6-1 教学启示
6-1-1 语用意识的培养
6-1-2 语境意识的培养
6-1-3 文化敏感性的培养
6-1-4 将语用理论引入大学英语课堂教学
6-1-5 教学材料的选择
6-1-6 有效利用大学英语课堂教学
6-2 本研究的局限性
第七章 结论
参考文献
致谢
附录A 语用能力测试问卷1
附录B 语用能力测试问卷2
附录C 英语口语语用能力培训计划
四、民族高等院校英语教学现状及对策论文提纲范文
摘要
Abstract
绪言
第一章 加强民族高等院校大学英语教学的意义
1-1 英语在国际上的地位
1-2 我国加强英语教学的重要性
1-2-1 英语教学在我国的发展
1-2-2 我国加强英语教学的重要性
1-3 延边大学加强英语教学的意义
第二章 延边大学英语教学现状分析
2-1 当前我国大学英语教学中存在的问题
2-2 延边大学英语教学现状
2-2-1 延边大学英语教学成就
2-2-2 延边大学英语教学存在的问题
第三章 延边大学英语教学改进对策
3-1 我国大学英语教学的发展趋势
3-2 延边大学英语教学的改进对策
3-2-1 转变教学观念
3-2-2 加强师资队伍建设
3-2-3 改革考试制度,成立考试命题组
3-2-4 分阶段教学,培养学生的英语实际应用能力
3-2-5 开设专业英语
3-2-6 利用好课堂,培养自主学习
3-2-7 坚强设备设施建设
3-2-8 教学手段应从“书本+黑板”向“多媒体”转变
3-2-9 开展英语第二课堂活动,优化语言实践环境
结论
附录
参考文献
三、论厦大口译模式对贵州大学本科英语专业口译教学的指导性作用论文提纲格式范文模板
Acknowledgements
Abstract
中文摘要
Lists of Tables and Figures
Chapter One INTRODUCTION
1-1 Background
1-2 Purposes of the Study
1-3 Significance of the Study
1-4 Research Question
1-5 Methodology
1-6 Structure of the Present Thesis
Chapter Two LITERATURE REVIEW
2-1 The Review of Interpretation Teaching
2-1-1 What is "Interpretation Teaching"?
2-1-2 An overview of interpretation teaching in our country
2-1-3 The researchers and their works
2-2 The Review of Interpretation Training Model
2-2-1 The Gile's Model
2-2-2 The Xiada Model
2-2-3 The researchers and their works
Chapter Three INTERPRETATION TEACHING IN GUIZHOU UNIVERSITY
3-1 Survey on the Interpretation Teaching in Guizhou University
3-1-1 Questionnaire
3-1-2 Individual interview with the teachers
3-1-3 Survey on teaching environment
3-2 The Interpretation Teaching in Guizhou University and its Problems
Chapter Four INTERPRETATION TEACHING PROGRAM BASED ONAPPLICATION OF THE XIADA MODEL
4-1 Introduction
4-1-1 Subjects
4-1-2 Teaching objective
4-1-3 Materials
4-2 Theoretical Basis of the Experiment
4-2-1 The Introduction of the Xiada Model
4-2-2 Enlightenment from the Xiada Model
4-3 Pre-program Test before Participation in Interpretation Course
4-4 Teaching Content and Teaching Plan
4-4-1 Elementary training
4-4-2 Note-taking in Consecutive Interpretation
4-4-3 Interpreting training on reconstruction
4-4-4 Intergrated training
4-5 Post-program Test
Chapter Five EXPERIMENT RESULTS AND DISCUSSION
5-1 Data Collection
5-2 Data Processing
5-3 The Presentation of Interpretation Test Results
5-3-1 The pre-program test results
5-3-2 The pre-program test and post-program test results of the test group
5-3-3 The post-program test results
5-4 Interview with the Test Group Students
5-5 Analysis and Discussion
5-5-1 On the results of the pre-program test
5-5-2 On the pre-program test and post-program test results of the test group
5-5-3 On the results of the post-program test
5-5-4 On the interview with the test group students
Chapter Six CONCLUSION
6-1 Major Findings
6-2 Practical Implications of this Thesis
6-3 Limitations of the Study
6-4 Suggestions for Further Research
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview
Appendix Ⅲ
有关论文范文主题研究: | 大学本科英语专业论文提纲相关范文 | 大学生适用: | 10000字学士学位论文、2500字大学毕业论文 |
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相关参考文献下载数量: | 368 | 写作解决问题: | 论文提纲如何写 |
毕业论文开题报告: | 论文任务书、论文选题 | 职称论文适用: | 论文发表、职称评中级 |
所属大学生专业类别: | 大学本科英语专业方面 | 论文提纲推荐度: | 最新提纲 |
二、释意论下基础口译听辨实训的障碍分析及对策论文提纲范文
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1-1 Purpose of the Research
1-2 Research Methodology and Organization of the Thesis
Chapter 2 Literature Review
2-1 Definitions
2-1-1 The Theory of Sense
2-1-2 Listening Comprehension for Interpreting
2-2 Previous Studies of The Theory of Sense Home and Abroad
2-2-1 The Core Parts of the Theory of Sense
2-2-2 Foreign Study of the Theory of Sense
2-2-3 Domestic Study of the Theory of Sense
2-3 LC-I from the Perspective of the Theory of Sense
2-3-1 LC-I from the Perspective of Interpreting Processing Models
2-3-2 LC-I from the Perspective of the Interpreter Training Model of ESIT
2-3-3 LC-I VS LC-LL
Chapter 3 The Design of the Empirical Study
3-1 Research Questions
3-2 Subjects of the Research
3-3 Instruments of the Research
3-4 Procedure of the Research
3-4-1 Steps of the Tests
3-4-2 Pilot Study
3-5 Data Collection and Analysis
3-5-1 Data Collection
3-5-2 Data Analysis
Chapter 4 Result & Discussion
4-1- Barriers in the Subjects' LC-1
4-1-1 Weak English Proficiency
4-1-2 Inefficiency in De-verbalization
4-1-3 Limited Encyclopedic Knowledge
4-2 Effects of the Skill Training of LC-1
4-3 Suggestions to LC-I Training in Primary Interpreting Course
4-3-1 Suitable Syllabus for Primary Interpreting Course
4-3-2 Suitable Teaching Materials
4-3-3 Suitable Teaching and Learning Methods
Chapter 5 Conclusion
5-1 Major Findings
5-2 Theoretical and Practical Implications
5-2-1 Theoretical Implications
5-2-2 Practical Implications
5-3 Limitations of the Study and Suggestions for Future Research
Bibliography
AppendixⅠ 大学本科口译听辨练习测试调查问卷
Papers Published During the Study for M-A- Degree
一、大学本科英语专业与口译培训机构口译教学对比研究论文提纲范文
Abstract
摘要
1-Introduction
2-Literature Review
2-1 Studies of Interpretation Teaching
2-1-1 Studies of interpretation teaching abroad
2-1-2 Studies of interpretation teaching at home
2-2 Undergraduate Interpretation Teaching in China
2-2-1 Undergraduate English majors’interpretation teaching
2-2-2 Undergraduate translation majors’interpretation teaching
2-3 Certificate-oriented Interpretation Training in China
2-3-1 Extracurricular interpretation teaching at training agencies
2-3-2 China Aptitude Test for Translators and Interpreters (CATTI)
2-3-3 National Accreditation Examinations for Translation and Interpretation (NAETI)
2-3-4 Shanghai Interpretation Accreditation (SAI)
2-3-5 Xiamen University English Interpreting Certificate (EIC)
3-Methodology
3-1 Research Questions and Objectives
3-2 Subjects
3-3 Procedures
3-4 Instrument
3-4-1 Questionnaire
3-4-2 Online and on-spot information collection
4-R esults and Discussion
4-1 Quality of Interpretation Teachers
4-1-1 Teachers for universities English undergraduates
4-1-2 Teachers for interpretation training agencies
4-1-3 Comparison
4-2 Teaching Conditions: Class Scale and Teaching Facilities
4-2-1 Teaching conditions for universities English undergraduates
4-2-2 Teaching conditions for interpretation training agencies
4-2-3 Comparison
4-3 Teaching Objectives
4-3-1 Teaching objectives for universities English undergraduates
4-3-2 Teaching objectives for interpretation training agencies
4-3-3 Comparison
4-4 Teaching Contents: Textbook, Class Hour, Syllabus
4-4-1 Teaching contents for universities English undergraduates
4-4-2 Teaching contents for interpretation training agencies
4-4-3 Comparison
4-5 Teaching Methods
4-5-1 Teaching methods for universities English undergraduates
4-5-2 Teaching methods for interpretation training agencies
4-5-3 Comparison
4-6 Teaching Results and Evaluation
4-6-1 Teaching evaluation for universities English undergraduates
4-6-2 Teaching results for interpretation training agencies
4-6-3 Comparison
4-7 Summary
5-C onclusion
Acknowledgements
References
Appendix I Questionnaire
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