英文开题报告格式.docx
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英文开题报告格式.docx
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英文开题报告格式
英文开题报告格式
英语论文是英语专业毕业生完成中最重要的一环,通过开题报告的书写,我们能明确所选英语论文题目的研究意义、价值及可行性,勾勒出论文的整体框架,依据论文开题报告写出优秀的英语毕业论文,下面是范文,欢迎阅读了解英文开题报告格式:
English,especiallyEnglishreadingandwriting,hasbeeaneffectivemeanstogetaesstoallkindsofinformationandanindispensablemeansofinternationalmunication.Asamatteroffact,EnglishwritingarevitaltoourindividualdevelopmentbecauseithasbeenappliedmoreandmoreinbothourEnglishstudyandfuturework.
However,aordingtomypersonalwritingexperienceandteachingpracticeexperienceinBobaiMiddleschool,Ifoundthatthestudents'EFLwritingabilityisnotsoencouragingandsatisfactoryinseniorhighschoolsthoughtheyhavelearnedEnglishforseveralyearsinprimaryandmiddleschool.NotafewofthemdoverypoorinapplyingEnglishtoexpresstheirideas,thoughts,feelings,etc.inEFLwriting.Someofthemevencannotproduceasinglecorrectsentenceintheirpositions.Thosestudentsmayactuallyhavesomethingtowrite,buttheyjustcannotexpressitcorrectlyandappropriatelyinEnglish.Ononehand,theydonotgraspsufficientactivevocabulariestoexpressthemselves.Ontheotherhand,theylacksenseofsentencestructureandpositionstructuretodeveloptheirposition.Thelastbutnotleast,theydon'tknowhowtoapplythematerialstheyhavereadtoimprovetheirwritingabilitythoughtheyhavereadalot.
Therefore,it'snecessaryandurgenttofindaneffectiveandpracticalapproachtosolvethepoorperformanceinthestudents'EFLwritingandimprovetheirwritingability.Manyscholarshaveprovedthatthereisastrongrelationshipbetweenreadingandwriting.Fromreadingtowritingcaneffectivelyenlargethestudents'amountofvocabulary,cultivatetheirsenseofsentencestructureandpositionstructure,enrichtheirwritingmaterialsandpromotetheirabilityinusingwordsandsentences.Therefore,fromreadingtowritingapproachishighlyadvocatedinimprovingEFLwritinginseniorhighschools.
1.研究目标:
AordingtotheNewCurriculumStandardsforseniorhighschools,listening,speaking,readingandwritingarefourbasicskillsandrequirementsforthestudents.However,thestudents'EFLwritingabilityinseniorhighschoolsisnotsopleasantandencouraging.TheprevalentEFLwritingapproaches(theproductapproachandtheprocessapproach)inseniorhighschoolsdonotdomuchgoodtoimprovestudents'writingability.Thisstudyaimstoparethesetwoapproacheswithfromreadingtowritingapproachandshowtheadvantagesofapplyingfromreadingtowritingapproachinseniorhighschools.
Fromreadingtowritingapproachadvocatesthatwritingshouldbeintegratedwithreadingsothatthestudentscanenlargetheirvocabularyinreading,learnhowtouselanguageappropriately,howtoapplytheirbackgroundknowledge,howtoarrangethesentences,howtoorganizetheposition,howtoachievecoherenceandunityandhowtoactivatetheirmindwhenwriting.Inthisway,thestudentscanimprovetheirwritingabilityeffectivelyandefficiently.Therefore,thethesistriestoanalyzethepresentreadingandwritingsituationinseniorhighschools,expoundthenatureofreadingandwriting,discussthenecessityandfeasibilityofreadingtowritingapproach,showtheapplicationofreadingtowritingapproachinEFLwritingpracticeandprovetheeffectivenessandpracticalityofreadingandwritingapproach.
2.主要内容(提纲):
1.Introduction
2.ThepresentsituationofEnglishwritinginseniorhighschools
3.Thenatureofreadingandwriting
3.1Thenatureofreading
3.2Thenatureofwriting
4.Therelationshipbetweenreadingandwriting
4.1Readingpavesthewayforwriting
4.2Writingpromotesreading
5.Thenecessityandfeasibilityofreading-to-writing
5.1Thenecessityofreading-to-writing
5.2Thefeasibilityofreading-to-writing
6.Theadvantagesofapplyingreading-to-writingapproach
6.1Thedefinitionofreading-to-writingapproach
6.2Aparisonofreading-to-writingapproachwithproductapproachandprocessapproach
7.Theapplicationofreading-to-writingapproach
7.1Theprinciplesofapplyingreading-to-writingapproach
7.1.1Payingequalattentiontoreadingandwriting
7.1.2Payingequalattentiontointensivereadingandextensivereading
7.2Theselectionofgoodreadingmaterials
7.3Waysofadaptingreading-to-writingapproach
7.3.1Pre-writingreading
7.3.2Writingfromreading
7.3.3Post-writingreadingandrewriting
(1)研究方法.
1.Literatureresearchmethod:
readrelevantbooks,journalsandsforresearch.
2.Comparativeanalysismethod:
paretheproductapproachandtheprocessapproachwithfromreadingtowritingapproachandshowtheadvantagesoffromreadingtowritingapproach.
(2)研究手段.
Collect,sortandsearchbooks,journalsanddatesfromthelibraryandontheinter.
(作者、书名或论文(设计)题目、出版社或刊号、出版年月或出版期号).
[1]JudithOster.1984.FromReadingtoWriting:
ACompositionTextwithReadingforEnglishasaSecondLanguage[M].Columbus:
ABell&HowellCompany.
[2]JudithA.Standford.2000.DevelopingConnections:
ShortReadingforWriters(SecondEdition)[M].California:
MayfieldPublishingCompany.
[3]蔡明德.论英语阅读教学对写作的影响及教学启示[D].华中师范大学,xx.
[4]陈立平.从阅读与写作的关系看写作教学中的范文教学[J].外语与外语教学,xx,(04).
[5]陈昕.浅谈英语阅读与写作的关系[J].科技信息(科学教研),xx,(01).
[6]高利华.英语写作教学中结果法与过程法的对比研究[J].大同职业技术学院学报,xx,(03).
[7]刘上扶.英语写作论[M].南宁:
广西教育出版社,1998.
[8]刘烨.以读促写在高中英语写作教学中的应用研究[D].西北师范大学,xx.
[9]罗静.英语教学以读促写教学法新探[J].现代技能开发,xx,(03).
[10]王蔷.英语教学法教程[M].北京:
高等教育出版社,2000.
[11]韦岩峰.提高英语阅读能力的`有效途径[J].青海师范大学学报(哲学社会科学版),xx,(06).
[12]相廷礼.EFL阅读与写作能力的相关性分析[D].山东大学,xx.
[13]肖福寿.英语写作教学的原则与策略[M].上海:
上海大学出版社,xx.
[14]谢薇娜.谈阅读与写作的交融性[J].外语教学,1994,(04).
[15]熊杰.高中英语阅读教学中结合写作练习提高学生写作能力的研究[D].西北师范大学,xx.
[16]中华人民______制订。
全日制义务教育普通高级中学英语课程标准(实验稿)[M].北京:
北京师范大学出版社,xx.
(在对选题涉及的研究领域的文献进行广泛阅读或调查的基础上,对该领域的研究现状、发展动态等内容进行综述,并提出自己的见解和研究思路。
不少于700字).
Itisnecessaryandpulsorytolearnaboutthepriorstudiesaboutthisthesis,sincetheyarehelpfultomakethisstudymorepersuasiveandcreative.
LiuYe(xx)pointsoutthatEnglishasaforeignlanguagehasbeeasureaesstoinformationofallsortsandanindispensablemeansofinternationalmunication.Besides,healsosaidthatwiththeshiftfromtheabilityofmanipulatingthelinguisticstructuretotheabilityofusingthelanguagetomunicateinwritten/spokenformsinEnglish,EFLwritingwasconsideredasatoolforpeopletomunicateinarealsituation.XiongJie(xx)alsopointsoutthatbothreadingandwritingarepowerfulandhighlyindividualtoolsforthinking,learninganddiscovering,andbothperformthefunctionofmunication.JudithOster(1984)pointsoutinhisbookFromReadingtoWriting:
ACompositionTextwithReadingforEnglishasaSecondLanguage:
―Readingputsusintouchwithothermindsandfeelingsandexperiences.Wealsoexperiencethewaysinwhichthewritershaveorganizedinformation,chosenwords,structuredarguments.Wecanseehowwellagoodwriterexpresseshimself;whatmakesthatwritingsoeffective,whatwecanlearnfromit.Readinggivesusideaswemaynothaveimagined,informationwemaynothavehad……Itmaystimulateustothink,tofeel,toread,oreventoargueagainstthewriter'sview‖。
Fromthestudiesabove,wecanseethatEnglishreadingandwritingareveryimportanteveryone'sindividualdevelopment.
therearemanyeflwritingapproaches,amongwhichtheprocessapproachandtheproductapproacharethetwoprevalentones.wangqiang(2000)pointsoutthattheproductapproachpaysgreatattentiontotheauracyofthefinalproductbutignorestheprocess.theproductapproachisatraditionalone,whichfollowsthispattern:
theteachergivesato//biyelunwen./picpositions.liushangfu(1998)thinksthatthedisadvantagesoutweighitsadvantagesintheproductapproach.theadvantageisthatthestudentscangetaclearideaofthestyle,organization,etc.oftheposition.butthereareobviousdisadvantages:
thestudentsdon'tfeelfreetowritebecausethegivento//biyelunwen./picmentsafterthestudents'worksarehandedinand,mostimportantly,thestudentsusuallyputtheirworksasideafterhandeddown.inthisway,theproductapproachdoeslittlegoodtoimprovestudents'writingabilitybecauseitonlytrainstheirusageofwordsandgrammarknowledgebutnotimprovestheirmindandsenseofwritingposition.
WangQiang(2000)considersthattheprocessapproachdoesnotonlypayattentiontowhatstudentsdowhiletheyarewritingbutalsoattachesgreatimportancetowhatthestudents(andtheteacher)dobeforetheystartwritingandaftertheyfinishwriting.LiuShangfu(1998)thinksthattheprocessapproachputsmuchemphasisonthestudents'writingprocessandhelptodiscover,analyzeandsolveproblemsinthestudentswritingprocess.Inprocessapproach,writingisaprocessofbrainstorming,outlining,drafting,sharing,revisingandevaluating.Inthisapproach,thestudentscanfeelfreetoexpressthemselves,getguidancefromtheirteachersorpeers,experienceeverydetailsofwritingandbroadentheirmind.Butitstillhasitsdisadvantages:
itcoststhestudentsalotoftimeanditdoesnogoodtothestudentstoformahabitofwritinginalimittime.Thatisbecausethestudentsusuallyhaveaheavylearningtasksinseniorhighschoolsandallkindsofexaminationsrequirethestudentstowriteinagiventime.
Asmentionedabove,wecanseethattheproductapproachandprocessapproacharenotsofeasibleandpracticalinEnglishlearninginseniorhighschools.
Asamatteroftact,thepositiveeffectsofbiningreadingtoimprovewritinghasbeenr
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