英语专业毕业论文答辩自述Word文档格式.doc
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英语专业毕业论文答辩自述Word文档格式.doc
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smystudyabout?
ThisthesisisbasedonacasestudyoftheapplicationofThematicProgressioninSeniorHighSchoolEnglishWriting.TheresearchstudiestheapplicationofThematicProgressionTheoryinseniorhighschoolstudents’Englishwriting,orwecansayhowstudentscanachievetextcoherencebyusingTPpatterns.
Inthisthesis,theauthoraimstoanswerthefollowingquestions:
(1)WhattypesofbasicTPpatternsaremainlyusedinthesamplecompositions?
(2)Whatarethedifferencesbetweentwogroupsofdifferent-scoredcompositionsintermsofTPpatterns?
Q2:
whythisstudy?
(significance)
ItisofgreatsignificanceandnecessitytoprovethatseniorhighschoolstudentscanproduceexcellentcompositionsthroughlearninghowtochooseproperTPpatternssoastoachievecoherenceofthewriting.
ThoughthestudyofTPismorematureandresearchershaveconsideredcombiningTPwithEnglishskillsteaching,suchasreading,translationandwritingetc..Themajorityofthosewhostudywritingmainlyfocusontheoreticalstudy;
afewofthemtrytocombinetheorywithpractice,analyzingwritingofCETandTEM,butrarelyexploringseniorhighschoolstudents'
writing.ThereareXiongYoushengandZhangYueying'
spaper,HuangHui'
s,LvYan'
s,ZhangLian'
sandZhangXingmei'
spapersthatareonpracticalEnglishteachingandlearning.Foryounglearners,theirabilitytocommandnewknowledgeandtheiradaptionismorepowerful.ThoughtheymaynotknowanythingaboutTP,theywillconsciouslytrytoputitintopracticeundertheinstructionoftheirteachersinordertocultivateandpromotetheirwritingcoherencesincewritingplayssuchanimportantroleinEnglishlearning.Thus,itisextremelysignificanttocarryoutthisstudy.
Q3.what'
smymethod?
Throughusingtextanalysisonthecompositionsandquantitativeanalysisonthedata,theauthorfindsthathigh-scoreachieversaremorecompetenttoorganizetheircompositionsthroughproperselectionsofTPpatterns.
Q4.yourresearchprocedures.
ChapterOneintroducedbrieflythepresentsituationofseniorhighschoolstudents'
Englishwriting,theTPtheoryandthesignificanceandgoalofthisthesis.
ChapterTwoisaliteraturereviewconcerningthedevelopmentofatheoreticalfoundationforthisthesis,includingstudiesabroadandathome.
ChapterThreepresentsthetheoreticalbasis--ThematicProgressionTheory.ThediscussionofThemeislargelybasedontheworkofHalliday(1994)andsomeotherviewsarealsomentioned.Besides,theconceptofthematicprogressionanddifferentTPmodelsbydifferentprominentlinguistsarepresented.Moreover,therelationshipofTPandcoherenceismentioned.
ChapterFourconcernedwiththeresearchmethodology,includingresearchquestions,subjects,datacollectionandprocedureofdataanalysis.
ChapterFiveisaboutdataanalysisthroughthemethodsoftextanalysisonthecompositionsandquantitativeanalysisonthedata.Attentionwillbepaidontheresultsanddiscussion,whichincludethedistribution,frequencyanddiversityoftheTPpatternsindifferent-scoredcompositionsontheclausallevel.
ChapterSixconcludedthefindings,limitationsofthestudyandprovidedsuggestionsforteachers.
Q5.what'
smyconclusion(s).
Throughthestudy,theresearchresultsindicatethat:
(1)ParallelTPpatternsandConcentratedTPpatternsarechieflyemployedinthesamplecompositions.
(2)Themaindifferencecanbesummarizedthathigh-scorecompositionsgenerallyuseTPpatternsmorediverselythanlow-scorecompositions.TheauthoralsodrawstheconclusionthatcoherentcompositionsarefrequentlyconnectedwithmoretypesofbasicThematicProgressionpatternsthanlesscoherentcompositions.
That’sall.Thankyouforyourlistening.Couldyoupleaseraiseyourquestions?
Ifeelgratefulforyoursuggestions.
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