大学英语毕业论文提纲

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  论文提纲就是整篇文章的总体思路、逻辑图表和结构框架。那么关于大学英语毕业论文提纲有哪些呢?以下是小编为您搜集整理提供到的大学英语毕业论文提纲内容,希望对您有所帮助!欢迎阅读参考学习!

  大学英语毕业论文提纲1

  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 Skehan’s dual-model system 14

  2.2.2 Swain’s 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

  大学英语毕业论文提纲2

  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

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