染雾英语毕业论文提纲格式 篇一
Title: The Format of an English Graduation Thesis Outline
I. Introduction
A. Background information on the importance of a thesis outline
B. Purpose and objectives of the paper
II. Overview of a Graduation Thesis Outline
A. Definition and purpose of a thesis outline
B. Importance of a well-structured and organized outline
C. Key components of a thesis outline
III. Formatting Guidelines for a Graduation Thesis Outline
A. Page layout and margins
B. Font style and size
C. Heading and subheading formatting
D. Use of numbering and bullet points
E. Alignment and indentation
IV. Structure of a Graduation Thesis Outline
A. Title page
B. Abstract
C. Table of contents
D. Introduction
E. Literature review
F. Methodology
G. Results and analysis
H. Discussion and interpretation
I. Conclusion
J. References
K. Appendices
V. Tips for Writing an Effective Graduation Thesis Outline
A. Start with a clear and concise thesis statement
B. Use topic sentences to introduce each section
C. Ensure coherence and logical flow between sections
D. Revise and edit the outline for clarity and conciseness
VI. Conclusion
A. Summary of the key points discussed
B. Importance of adhering to the prescribed format
C. Future research possibilities in the field of thesis outlines
English Graduation Thesis Outline 篇二
Title: Guidelines for Writing an English Graduation Thesis Outline
I. Introduction
A. Background information on the significance of a well-structured thesis outline
B. Purpose and objectives of the paper
II. Importance of a Graduation Thesis Outline
A. Provides a roadmap for the research process
B. Helps in organizing and structuring the thesis effectively
C. Assists in maintaining coherence and logical flow in the thesis
III. Key Components of a Graduation Thesis Outline
A. Title page
B. Abstract
C. Table of contents
D. Introduction
E. Literature review
F. Methodology
G. Results and analysis
H. Discussion and interpretation
I. Conclusion
J. References
K. Appendices
IV. Formatting Guidelines for a Graduation Thesis Outline
A. Use of appropriate font style and size
B. Proper alignment and indentation
C. Consistent heading and subheading formatting
D. Clear use of numbering and bullet points
V. Tips for Writing an Effective Graduation Thesis Outline
A. Begin with a strong and concise thesis statement
B. Use topic sentences to introduce each section
C. Ensure coherence and smooth transition between sections
D. Revise and edit the outline for clarity and coherence
VI. Conclusion
A. Recap of the main points discussed
B. Emphasis on the importance of following the prescribed format
C. Suggestions for further research in the area of thesis outlines
Note: The word count for each article is approximately 250 words.
英语毕业论文提纲格式 篇三
英语毕业论文提纲格式范文模板
论文提纲是一个反映了论文的基本观点以及依照逻辑关系层层展开的纲目体系，下面是小编搜集整理的英语毕业论文提纲范文，供大家阅读参考。
英语毕业论文提纲范文一
ACKNOWLEDGEMENTS 5-6
摘要 6-8
Abstract 8-9
Contents 10-12
Chapter I Introduction 12-17
1.1 Background of the research 12-13
1.2 Significance of the research 13-14
1.3 Organization of the thesis 14-17
Chapter II Literature Review 17-27
2.1 The Research on Task-Based Language Teaching at home and abroad 17-21
2.1.1 The Research on Task-Based Language Teaching abroad 17-18
2.1.2 The Research on Task-Based Language Teaching in China 18-20
2.1.3 Comments 20-21
2.2 Previous research on senior English reading teaching 21-27
2.2.1 Previous research on senior English reading teaching abroad 21-23
2.2.2 Previous research on senior English reading teaching at home 23-25
2.2.3 Comments 25-27
Chapter III Task-Based Language Teaching 27-42
3.1 Definition of Task-based Language Teaching 27
3.2 Principles of Task-based Language Teaching 27-29
3.3 Theories of Task-based Language Teaching 29-32
3.3.1 Constructivism 29-30
3.3.2 Interactive language teaching 30
3.3.3 Communicative language teaching 30-31
3.3.4 Second Language Acquisition Theory 31-32
3.3.5 Structuralism 32
3.4 Task 32-37
3.4.1 Definition of task 32-34
3.4.2 Types of task 34-35
3.4.3 Principles in designing task 35-36
3.4.4 The Steps to Design a Task 36-37
3.5 English reading 37-40
3.5.1 Definition of English reading 37
3.5.2 English reading ability 37-38
3.5.3 Models of English reading 38-40
3.6 Task-based senior English reading 40-42
Chapter IV Research Design 42-57
4.1 Research hypotheses 42
4.2 Research subjects 42-43
4.3 Research purpose 43
4.4 Research methods 43-56
4.4.1 Questionnaires 43-44
4.4.2 Tests 44
4.4.3 Classroom experiment 44-47
4.4.4 Asample lesson for the Experimental Class 47-56
4.5 Research procedure 56-57
Chapter V Results and Discussion 57-65
5.1 Results and discussion of the information from questionnaires 57-60
5.1.1 Results and discussion of the information from pre-questionnaire 57-58
5.1.2 Results and discussion of the information from post-questionnaire 58-60
5.1.3 Comparison 60
5.2 Results and discussion of the information from tests 60-63
5.2.1 Results and discussion of the information from pre-test 60-61
5.2.2 Results and discussion of the information from post-test 61-62
5.2.3 Comparison 62-63
5.3 Discussion of the classroom experiment 63-65
Chapter VI Findings and Suggestions 65-70
6.1 Major findings 65-67
6.2 Suggestions 67-70
Chapter VII Conclusion 70-73
7.1 Limitations 70-71
7.2 Conclusion 71-73
Bibliography 73-77
Appendix I 77-78
Appendix II 78-79
Appendix III 79-84
Appendix IV 84-90
Appendix V 90-91
Appendix VI 91
英语毕业论文提纲范文二
Abstract 3-4
摘要 5-8
Chapter One Introduction 8-15
1.1 Statement of the Problem 8-13
1.2 Significance of the Study 13
1.3 Statement of the Research Questions 13
1.4 Organization of the Thesis 13-15
Chapter Two Literature Review 15-23
2.1 Definitions and Features of Lexical Chunks 15-16
2.1.1 Definition of Lexical Chunks 15-16
2.1.2 Features of Lexical Chunks 16
2.2 Classification of Lexical Chunks 16-19
2.2.1 Lewis’s Classification 16-17
2.2.2 Nattinger&DeCarrrico’s Classification 17-19
2.3 Theoretical Background of Lexical Chunks 19-21
2.3.1 Psychological Linguistic Basis 19-20
2.3.2 Language Acquisition Theory 20-21
2.4 Previous Study of the Relationship between Lexical Chunks and Writing 21-23
Chapter Three Research Methodology 23-43
3.1 Restatement of Research Questions 24-25
3.2 Experimental Subjects 25-26
3.3 Experimental Instruments 26-27
3.3.1 Questionnaire 26
3.3.2 Pre-test and Post-test 26-27
3.4 Procedure of the Experiment 27-41
3.4.1 Pre-Test 27
3.4.2 Implementation of the Experiment 27-41
3.4.3 Post-Test 41
3.5 Data Collection and Analysis 41-43
3.5.1 Collecting Data from Questionnaire 41
3.5.2 Collecting Data from Pre-test and Post-test 41-42
3.5.3 Data Analysis 42-43
Chapter Four Data Analysis and Discussions 43-52
4.1 Answers to Research Question One: Do most of the senior school students enjoy writing before the experiment? If not, what is the reason? 43-46
4.2 Answers to Research Question Two: Can students’ ability of writing be promoted by using lexical chunks? How can students’ writing ability be promotedin this way? 46-49
4.3 Answers to Research Question Three: Do students tend to adopt this writing approach after the experiment? What are the students’ responses to lexical chunks approach? 49-51
4.4 Summary 51-52
Chapter Five Conclusions, Implications and Suggestions for Further Research 52-57
5.1 Conclusions 52-53
5.2 Implications 53-56
5.3 Suggestions for Further Research 56-57
References 57-60
Appendix 60-64
Acknowledgements 64
英语毕业论文提纲范文三
Abstract 5-6
摘要 7-11
List of Tables 11-12
List of Figures 12-13
Abbreviations 13-14
Chapter One Introduction 14-20
1.1 The Background of the Study 15-17
1.1.1 The Current Situation of the Study 15-16
1.1.2 The Reflection of the Current Study 16-17
1.1.3 The Requirement of the Syllabus of College English Teaching 17
1.2 The Significance of the Study 17-18
1.3 The Research Questions 18-19
1.4 The Structure of the Thesis 19-20
Chapter Two Literature Review 20-33
2.1 Language and Culture 20-25
2.1.1 Language 20-21
2.1.2 Culture 21-24
2.1.2.1 The Definition of Culture 21-22
2.1.2.2 The Characteristics of Culture 22
2.1.2.3 The Functions of Culture 22-23
2.1.2.4 The Classification of Culture 23-24
2.1.3 The Relationship between Language and Culture 24-25
2.2 Intercultural Communication 25-31
2.2.1 Communication Competence 26-27
2.2.2 Intercultural Communicative Competence 27-31
2.3 Content-Based Instruction (CBI) 31-33
2.3.1 The Definition and Characteristics of CBI 31
2.3.2 The Advantages of CBI 31-33
Chapter Three Research Design 33-40
3.1 Restatement of Research Questions 33
3.2 Subjects 33
3.3 Instruments 33-37
3.3.1 Instrument One: Eight Textbooks of NHCE (2nd Edition) 34-37
3.3.1.1 A General Introduction to NHCE (2nd Edition) 34
3.3.1.2 The Compiling Style of NHCE (2nd Edition) 34-35
3.3.1.3 The Content Proportion between Western Culture and Chinese Culture 35-37
3.3.2 Instrument Two: A Test Concerning Chinese Culture for Students 37
3.3.3 Instrument Three: Questionnaire for Both Students and Teachers 37
3.4 Data Collection Procedures and Data Analysis 37-40
Chapter Four Data Analysis and Discussion 40-59
4.1 Answers to Research Question 1 40-45
4.1.1 Descriptive Statistics of the Dissemination of Chinese Culture and Western Culture Concerning Reading and Writing of NHCE (2ndEdition) 40-41
4.1.2 Descriptive Statistics of the Dissemination of Chinese Culture and Western Culture Concerning Listening and Speaking of NHCE (2ndEdition) 41-45
4.2 Answers to Research Question 2 45-52
4.3 Answers to Research Question 3 52-59
Chapter Five Conclusions, Implications and Suggestions for Future Study 59-66
5.1 Conclusions 59-60
5.2 Implications 60-65
5.2.1 Improvement of Students’ Autonomous Learning
5.2.2 Improvement of the Teaching Materials 61-62
5.2.3 Enhancement of Teachers’ Competence 62-63
5.2.4 Adjustment of College English Teaching Syllabus 63
5.2.5 Adjustment of Evaluation 63-65
5.3 Limitations of the study and Recommendations for Future Study 65-66
5.3.1 Limitations of the study 65
5.3.2 Recommendations for Future study 65-66
Bibliography 66-75
Appendix Ⅰ 75-79
Appendix Ⅱ 79-86
Appendix Ⅲ 86-89
Appendix Ⅳ 89-91
Acknowledgements 91
