英语专业毕业论文提纲范文

　　难忘的大学生活将要结束，毕业论文是每个大学生都必须通过的，毕业论文是一种比较重要的检验学生学习成果的形式，那么写毕业论文需要注意哪些问题呢？下面是小编帮大家整理的英语专业毕业论文提纲范文，希望能够帮助到大家。

　　英语专业毕业论文提纲 1

　　Acknowledgements 4-6

　　Contents 6-10

　　List of Figures 10-12

　　List of Tables 12-20

　　Abstract 20-22

　　摘要 23-25

　　Chapter 1 Introduction 25-32

　　1.1 Purpose of the study and research questions 28-29

　　1.2 Significance of the study 29-30

　　1.3 Organization of the study 30-31

　　1.4 A note on terminology 31-32

　　Chapter 2 Literature review 32-51

　　2.1 T/TP and coherence in English writing 32-35

　　2.1.1 Defining coherence 32-33

　　2.1.2 T/TP as means to realize coherence 33-35

　　2.2 T/TP in EFL/ESL writing 35-42

　　2.2.1 T/TP and coherence in EFL/ESL writing 35-37

　　2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42

　　2.3 T/TP in English research articles by EFL/ESL scholars 42-44

　　2.4 The factors that influence T/TP in EFL/ESL writing 44-47

　　2.5 Training in T/TP 47-49

　　2.6 Summary 49-51

　　Chapter 3 Theoretical background 51-70

　　3.1 Systemic Functional Grammar 51-55

　　3.1.1 Five dimensions of language as a semiotic system 51-53

　　3.1.2 Three metafunctions of language as a functional system 53-54

　　3.1.3 Three lines of meaning from metafunctions 54-55

　　3.2 Theme and thematic progression 55-70

　　3.2.1 Theme 56-62

　　3.2.2 Thematic progression 62-70

　　Chapter 4 Research Design 70-88

　　4.1 The participants and the educational context 70-73

　　4.1.1 Background of the participants and the participating school 70

　　4.1.2 The allocation of participants to the training 70-71

　　4.1.3 The sample sizes 71-72

　　4.1.4 The pilot study 72-73

　　4.2 The interventional procedures 73-74

　　4.3 The questionnaire 74-75

　　4.4 The training 75-80

　　4.4.1 Considerations behind the training 75-76

　　4.4.2 The training material 76-79

　　4.4.3 The role of the researcher as the trainer 79-80

　　4.5 Data analysis 80-86

　　4.5.1 Analysis of the writing 80-86

　　4.5.2 Analysis of the questionnaire 86

　　4.6 Ethical considerations 86-88

　　4.6.1 Informed consent 86-87

　　4.6.2 Anonymity 87

　　4.6.3 Harm 87-88

　　Chapter 5 Results and analysis of pre-training writing 88-115

　　5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102

　　5.1.1 Topical,textual and interpersonal Themes 88-91

　　5.1.2 Topical Themes:marked and unmarked Themes 91-95

　　5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100

　　5.1.4 Interpersonal Themes 100-102

　　5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110

　　5.2.1 Linear,constant,summative and split progressions 102-107

　　5.2.2 Back,contextual and new Themes 107-110

　　5.3 Summary 110-115

　　Chapter 6 Results and analysis of post-training writing 115-137

　　6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129

　　6.1.1 Topical,textual and interpersonal Themes 115-117

　　6.1.2 Topical Themes:marked and unmarked Themes 117-121

　　6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126

　　6.1.4 Interpersonal Themes 126-129

　　6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132

　　6.2.1 Linear,constant,summative and split progressions 129-131

　　6.2.2 Back,contextual and new Themes 131-132

　　6.3 Summary 132-137

　　Chapter 7 Results and analysis of pre- and post- training writing 137-155

　　7.1 Comparison of Themes in pre- and post- training writing 137-147

　　7.1.1 Topical,textual and interpersonal Themes 137-139

　　7.1.2 Topical Themes:marked and unmarked Themes 139-142

　　7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145

　　7.1.4 Interpersonal Themes 145-147

　　7.2 Comparison of thematic progression in pre- and post- training writing 147-150

　　7.2.1 Linear,constant,summative and split progressions 147-149

　　7.2.2 Back,contextual and new Themes 149-150

　　7.3 Summary 150-155

　　Chapter 8 Results and analysis of the questionnaire 155-165

　　8.1 Findings from closed questions 155-160

　　8.1.1 EEL participants general attitude to training on T/TP 155-157

　　8.1.2 EEL participants perception of the usefulness of the training on T/TP 157-158

　　8.1.3 EEL participants perception of the learnability of T/TP 158-159

　　8.1.4 EEL participants perception of the applicability of T/TP in writing 159-160

　　8.2 Findings from open questions 160-164

　　8.2.1 The changes that occurred 161-162

　　8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163

　　8.2.3 The reasons for the perceived difficulty in learning 163

　　8.2.4 EEL participants suggestions for future training 163-164

　　8.3 Summary 164-165

　　Chapter 9 Discussion 165-195

　　9.1 Findings with regard to research questions 165-187

　　9.1.1 Chinese college students use of T/TP in pre-training writing 165-172

　　9.1.2 Chinese college students use of T/TP in post-training writing 172-181

　　9.1.3 Effects of the training on T/TP in Chinese college students English writing 181-187

　　9.2 Positioning the study within the literature 187-190

　　9.2.1 T/TP in Chinese college students English writing 187-189

　　9.2.2 Effects of training on Chinese college students use of T/TP 189-190

　　9.3 Implications 190-194

　　9.3.1 Pedagogical implication 190-193

　　9.3.2 Methodological implication 193-194

　　9.4 Limitations 194-195

　　Chapter 10 Conclusion 195-200

　　10.1 Summary 195-197

　　10.2 Putting everything together 197-199

　　10.3 Suggestions for future work 199-200

　　Notes 200-202

　　References 202-214

　　Appendix 1: Plan for the interventional procedures 214-215

　　Appendix 2: The post-training questionnaire 215-217

　　Appendix 3: Training material 217-229

　　Appendix 4: Teachers guide to the training 229-237

　　Appendix 5: Consent form for EEL group 237-238

　　Appendix 6: Consent form for CEL group 238-239

　　Appendix 7: Consent form for NS group 239

　　英语专业毕业论文提纲 2

　　中文摘要 3-4

　　ABSTRACT 4

　　Chapter One Introduction 7-10

　　1.1 Motivation of the present study 7-8

　　1.2 Significance of this study 8

　　1.3 Composition of this thesis 8-10

　　Chapter Two Literature Review 10-19

　　2.1 Language production 10-14

　　2.1.1 L1 Production 10-11

　　2.1.2 L2 Production 11-12

　　2.1.3 Dimensions of language production 12-14

　　2.2 Theories on oral output 14-15

　　2.2.1 Skehans dual-model system 14

　　2.2.2 Swains Output Hypothesis 14-15

　　2.3 Task Repetition 15-17

　　2.3.1 Task 15-16

　　2.3.2 Task repetition 16-17

　　2.4 Relevant studies on effects of task repetition on L2 oral output 17-19

　　CHARPTER THREE THE CURRENT STUDY 19-25

　　3.1 Research justification and questions 19

　　3.2 Hypothesis 19-20

　　3.3 Methods 20-25

　　3.3.1 Participants 20-21

　　3.3.2 Material 21

　　3.3.3 Research design 21-23

　　3.3.4 Measures 23-25

　　Chapter Four Results and Discussion 25-41

　　4.1 Results and Analysis 25-34

　　4.1.1 Quantitative analysis 25-27

　　4.1.2 Qualitative analysis 27-34

　　4.2 Discussion 34-41

　　4.2.1 Fluency 34-36

　　4.2.2 Complexity 36-38

　　4.2.3 Accuracy 38-39

　　4.2.4 interlanguage development path of learner L 39-41

　　Chapter Five Conclusions 41-44

　　5.1 Conclusion and implication 41-43

　　5.2 Limitations and recommendations 43-44

　　Acknowledgements 44-45

　　References 45-49

　　Appendixes 49-54

　　A. Instructions of the experiment 49-50

　　B. The same-content task 50-51

　　C. The different-content task 51-52

　　D. Sample of oral pre-task 52-53

　　E. Sample of oral post-task 53-54

　　F. Sample of writing repetition task 54

【英语专业毕业论文提纲】相关文章：

本科毕业论文提纲10-22

法律毕业论文提纲范文04-23

毕业论文提纲的范例（精选9篇）07-19

电气自动化毕业论文提纲范文10-22

英语专业毕业论文开题报告11-04

访谈提纲范文11-02

审计论文提纲06-04

怎么写论文提纲06-07

访谈提纲怎么写07-26