Application_of_TBLT_to_English_Reading_Class_in_Junior_High_School

英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。

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女性的自我迷失与回归—从女性主义视角解读《蒂凡尼的早餐》(开题报告+论文)85 商务信函中委婉语语用功能分析86 从传统消费观念看中美文化差异87 A Contrastive Study on the Cultural Differences between Chinese and Western Wedding Customs88 《外星人》电影海报的多模态话语解析89 论杰伊盖茨比之“了不起”90 《土生子》里的象征艺术91 《飘》两中译本的比较研究92 《祝福》两种英译本对比研究93 广告英语的文体特征研究94 浅谈古希腊罗马神话对《哈利?波特》系列小说(前四部)的影响95 英文电影对英语学习的影响96 论标示语汉英翻译中的等效问题97 从女性主义视角解读托妮?莫里森《爱》中的黑人妇女形象98 论小学英语教学中的词汇教学策略99 论古希腊悲剧中的命运观100 论《呼啸山庄》中的意象101 金融英语术语的语言特点及翻译102 言语行为理论在意识流作品中的应用——以弗吉尼亚?伍尔夫的作品为例103 从语言的角度分析《麦田里的守望者》中霍尔顿的儿童形象104 从汉英墓志铭看中西生命价值意识之差异105 提高中学英语口语教学的有效方法106 A Comparison of the English Color Terms107 A Naturalistic Approach to Jude’s Tragedy in Jude the Obscure108 从女性主义翻译理论比较《名利场》两种中译本的翻译109 以马斯洛需求理论分析《夜访吸血鬼》中路易的行为活动110 《论语》中“孝”的英译——基于《论语》两个英译本的对比研究111 An Ap proach to the New Women’s Consumerism in Sister Carrie by Theodore Dreiser112 Creative Treason in Film Title Translation113 从合作原则分析《绝望的主妇》中的语言间接性及其幽默效果114 浅析舒肤佳品牌的翻译115 从目的论角度剖析电影片名翻译116 “Lady First” Reflected in Different Cultures117 东西方饮食文化差异之餐具比较——筷子和刀叉118 Love and Death in The Awakening119 Risk Comparing of Documentary Collection and Letters of Credit120 用会话含义理论分析《傲慢与偏见》中的人物对白121 A Comparative Study of the Auspicious Culture in Wedding Custom between China and the West122 换位思考在商务信函中坏消息的运用及建议123 从《老友记》看美国幽默124 从麦当劳看美国快餐文化125 新经济原则在商品买卖会话中的运用126 任务型教学在高中英语阅读课堂中的实施127 An Analysis of Jane Eyre’s Contradictory Character128 The Application of TBLT to Reading-teaching in Junior Middle School129 论《了不起的盖茨比》中的象征手法130 汽车商标词的翻译特征和方法131 黛西在《了不起的盖茨比》中的作用132 从语用学角度看广告英语中的模糊表达133 中美商务谈判的风格差异134 Foreignization as a Translation Approach－－On the Translation of Culture-Loaded Words and Expressions in Wei-ch’eng135 浅析詹姆斯?乔伊斯《阿拉比》中的精神顿悟136 General Principles and Features of Legal English Translation137 高中英语听力课中的文化教学138 A Feministic Study of the Theme of “The Chrysanthemums”（开题报告+论文+文献综述）139 商务英语的特点及翻译技巧140 美式英语与英式英语在词汇上的差异141 英汉诗歌中“月”意象的认知解读142 《荒野的呼唤》中“巴克”的性格分析143 美国情景喜剧中的言语幽默翻译——以《老友记》为例144 论《老人与海》中圣地亚哥性格的双重性145 从叔本华的哲学思想角度简析《德伯家的苔丝》中苔丝的悲剧146 英语商务信函的礼貌用语147 种族沟通的桥梁——对《宠儿》中两个丹芙的人物分析148 房间和风景的象征意义：读福斯特的《看得见风景的房间》149 《了不起的盖茨比》中美国梦的破灭150 关于《白鲸》中的象征主义手法运用的研究与探讨151 简爱性格魅力分析152 中西礼仪对比153 海丝特白兰—清教时代的新女性154 《进入黑夜的漫长旅程》的节奏分析155 元认知策略在高中英语写作教学中的运用156 “红”的中英对比及其翻译157 试析《我知道笼中鸟为何歌唱》的成长主题158 论《了不起的盖茨比》中爵士乐时代的新潮女郎159 中西方对＂死亡教育＂之态度的对比研究160 解读奥斯丁小说《诺桑觉寺》对哥特传统的模仿与颠覆161 星巴克营销策略研究162 语篇分析在阅读教学中的运用163 浅析《喜福会》中母女冲突的存在与消融164 当代中美青年恭维言语行为对比研究165 模糊语在新闻报道中的语用研究166 多丽丝莱辛的《金色笔记》中安娜的政治困惑分析167 埃德加爱伦坡哥特小说中的死亡主题探索168 《希腊古瓮颂》中的艺术和永恒之美169 《劝导》中安妮?艾略特的道德判断170 冯内古特《五号屠场》的主题分析171 分析课堂教学中的肢体语言172 论〈麦田里的守望者〉中“垮掉派”特质的体现173 On Emily Bronte's Self-realization Through the Characters in Wuthering Heights 174 英汉情感隐喻认知对比分析175 性别差异在日常英语词汇和句法中的体现176 爱伦坡短篇小说的艺术特色177 对林语堂的《吾国与吾民》几种中译本比较研究178 《小妇人》中的性别语言差异分析179 解读《爱玛》中的女性主体意识180 《爱玛》中身份和同辈的压力181 解读海明威的性属观182 西丽自我身份的寻求——《紫色》的女性主义解读183 An Analysis of the Symbolic Meanings of the Letter “A” in The Scarlet Letter184 论接受理论对儿童文学作品的影响——以《快乐王子》中译本为例185 A Comparison of the English Color Terms186 Analysis of the Subtitle of White Collar under Skopostheorie187 《红字》中象征手法的运用——以人物名字为例188 初中英语阅读技能教学189 从《远离尘嚣》看托马斯哈代的生态自然观190 从英汉习语视角看中英文化差异191 Robert Frost’s Man and Na ture192 金钱在婚姻中的角色：《爱玛》和《名利场》中女主人公婚姻观的差异193 《老友记》中的对话分析194 男权社会下康妮女性身份的诉求－－D.H.劳伦斯《查泰莱夫人的情人》的研究195 英语外贸电子邮件的语篇分析196 BB电子商务安全197 英语词汇教学方法探讨198 从语境视角浅析《生活大爆炸》中反语的幽默属性199 美国广告语中的会话含义研究200 探讨星巴克多样化顾客关怀及其推广性。

用任务型语言教学(tblt)促进小学五年级学生英语听说能力的研究近年来，任务型语言教学(TBLT)在英语教学中的应用逐渐得到重视，尤其是在小学五年级学习英语的学生中的应用。

本文旨在针对该问题开展一项研究，探讨任务型语言教学是否能够促进小学五年级学生英语听说能力的提高。

一、任务型语言教学概述任务型语言教学(TBLT)是一种全新的语言教学模式，它将'task'和'language'两大要素有机结合在一起，以提高学习者的语言能力。

它的基本模式是将重点放在任务本身，把这些任务作为学习者获取语言知识和掌握语言技能的突破口，而不仅局限于语言本身。

这种教育理念对学习学生语言技能具有重要意义，有助于提高他们的实际运用能力。

二、任务型语言教学对小学五年级学生英语听说能力的作用1. 增强学生实际运用能力。

采用任务型语言教学，小学五年级学生学习英语就会更加实际且更加有趣，可以让学生运用语言能力完成所给的任务，充分练习和提高学生的实际运用能力，从而更好地提高他们的英语听说能力。

2. 激发学生学习兴趣。

任务型语言教学能够使学生在有趣、实用的情境中学习，而不是单纯的记忆语法、记忆单词，可以调动学生学习英语的积极性，激发他们的学习兴趣，从而帮助他们构建起英语听说能力的基础。

三、研究结论综上所述，任务型语言教学对于促进小学五年级学生英语听说能力的提高具有显著的作用。

首先，它能够激发学生学习兴趣，有助于构建英语听说能力的基础；其次，它能够增强学生实际运用能力，从而促进英语听说能力的提高。

因此，在英语教学中运用任务型语言教学，对于提高学生英语听说能力是十分有必要的。

New Horizon College English Book Ⅱ
新视野大学英语教案
第二册 （第三版）
课题目（教学章节或主题） ：
Unit 1 An Impressive English Lesson
教学目标或要求: Students are supposed to 1. think and talk about language teaching and learning 2. understand and know the main idea of the text 3. learn and apply words, phrases and sentence patterns 4. master the essay writing skill 教学重点、难点： Key points: 1. text understanding 2. language points Difficult points: 1. language use 2. writing skill application 教学进程（包括基本内容、环节、步骤） ： 教学时数：6 学时 I. Pre-reading activities and text study (2 学时) II. Text study and essay writing (2 学时) III. Language focus and critical thinking (2 学时) 教学手段与方法： (Application of BOPPPS Model) 思考题、讨论题、作业： Do you think grammar is important in English learning? How can students enlarge their vocabulary? Write an essay using the writing model: introduction-body-conclusion. 教学过程： I. Pre-reading activities and text study 1. Bridge-in Idea-sharing: an unforgettable English lesson 2. Objective Students are required to: 1)think and talk about English teaching and learning 2)understand and know the main idea of the text 3. Pre-test Listen to a talk about an English learner’s learning experience and answer questions. 4. Participatory Learning (1) Pre-reading activities Discuss the following questions. a. In your opinion, what is the most effective way to learn English? b. What do you think is the most difficult in English learning? c. Do you think grammar is important in English learning? (2) Text understanding i. What does the son think of the father? (Para. 1)

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因此，教育工作者需要进一步研究和探索任务型教学法的应用和实践，以推 动高中英语阅读教学的发展和创新。
谢谢观看
六、结论
本研究表明，任务型教学法在高中英语阅读教学中具有显著优势，能够有效 地提高学生的阅读兴趣、阅读理解能力和语言表达能力。然而，在实际应用中需 要注意任务难度控制、学生参与度和教师角色转变等问题。未来研究可以进一步 探讨如何优化任务设计、提高教师教学水平以及推广任务型教学法在其他学科中 的应用等方面的问题，为高中英语阅读教学的改革与发展提供更多的参考和借鉴。
3、任务的多样性和趣味性：任务应该多样化，避免单一枯燥，同时要注重 任务的趣味性，以吸引学习者的注意力。
例如，教师可以设计一个“模拟新闻发布会”的任务，让学习者扮演新闻发 言人，回答其他学习者提出的问题。这种任务不仅锻炼了学习者的英语口语表达 能力，还培养了他们的批判性思维能力和应变能力。
（二）任务的实施
五、讨论
任务型教学法在高中英语阅读教学中的应用具有显著优势，能够有效地提高 学生的阅读兴趣、阅读理解能力和语言表达能力。然而，在实际应用中，需要注 意以下几个方面的问题：
1、任务难度：任务难度设置是任务型教学法成功的关键因素之一。任务过 于简单或过于复杂都不利于学生能力的提高。因此，教师在设计任务时需要对任 务的难度进行合理的控制，以确保学生在完成任务的过程中能够获得最大的收益。
二、任务型教学法的理论依据
任务型教学法是基于语言学习和认知心理学理论的一种教学方法。它强调学 习者在完成任务的过程中主动参与学习，通过与他人的合作和交流，发现问题、 解决问题，从而培养学习者的自主学习能力、批判性思维能力和协作能力。任务 型教学法还学习者的兴趣和需求，让学习者在真实、有意义的语境中学习英语， 从而提高学习效果。

最新英语专业全英原创毕业论文，都是近期写作1 浅析阿里巴巴的创新盈利模式2 从弗洛伊德的精神分析理论浅析《道林格雷的画像》中的主要人物3 《德伯家的苔丝》中亚雷形象分析4 论交际法在组织课堂教学中的重要性5 论有效开展小学英语对话教学的策略6 Translation of Gududeqiu from the Perspective of Qian Zhongshu’s Realm of Sublimation7 从目的论角度看汉语广告的英译8 爱德华•摩根•福斯特《看得见风景的房间》的人文主义解读9 A Comparative Study on Lin Daiyu and Xue Baochai10 从迈克尔杰克逊看美国梦11 英汉“去除”类运动事件表达异同的对比研究12 文档所公布均英语专业全英原创毕业论文。

原创Q 799 75 79 3813 福克纳对女性形象的塑造—以《献给艾米丽的玫瑰》和《士兵的报酬》为例14 美学原则指导下的英文商标汉译15 论《月亮和六便士》中的自然主义特色16 论旅游广告的显影性17 救赎之旅—浅析《麦田里的守望者》中霍尔顿•考菲尔德的成长经历18 《看不见的人》中的“暗与明”意象探究19 Advertising and Its Application20 《老人与海》中的象征主义21 An Analysis of the Different Meanings of Color Words between Western and Eastern Cultures22 浅析《红字》中的象征意义23 A Comparison of the English Color Terms24 The Comparison Between Chinese Numerical Idioms and English Numerical Idioms25 从好莱坞电影中的中国形象变化分析中国在西方人眼中的形象变化及原因26 命中注定的悲剧－－西奥多·赫曼·阿尔伯特·德莱赛《珍妮姑娘》的悲剧分析27 从《实习医生格蕾》浅析美剧所反映的文化背景和趋势28 Coincidences and Images in The Mayor of Casterbridge, Tess of the D’Urbervilles29 《小妇人》结局分析30 影响英语专业学生阅读理解因素的分析及对策探讨31 从社会语言学角度分析美国黑人英语32 英汉社交称呼语礼貌规范和语用失误研究33 A Brief Comparison Between the Two Translation Versions of D.H. Lawrence’s The Woman Who Rode Away34 动物词汇的英汉互译策略35 中美时间观差异对跨文化交际的影响36 《了不起的盖茨比》中象征主义的研究37 A Study of Cultural Influence upon Internet Language38 解读《金色笔记》中的女性主义39 南北战争新思想在女性中的体现——浅析《小妇人》40 从翻译等值理论看文化词的翻译41 《荷塘月色》的两个英译版本的比较研究42 双关的不可译性探索43 Humor and Violation of the Cooperative Principle44 英汉“拉”类动词的语义成分和词化模式的对比分析45 论《傲慢与偏见》中的爱情观和婚姻观46 从《所罗门之歌》中主人公的心路历程看美国黑人成长47 Application of Constructivism to Task-based Reading Teaching in Senior High School48 激励小学生积极说英语的教学法49 论美国总统新词50 爱米丽的悲剧成因—评福克纳的小说《献给爱米丽的一朵玫瑰花》51 《红字》中海斯特性格分析52 商务英语函电的语言特征及翻译策略53 从功能对等角度分析英文电影片名汉译54 浅议功能翻译理论指导下的英文歌曲汉译55 悲剧的幕后黑手——《美国的悲剧》浅析56 高中英语听力课中的文化教学57 The Application of TBLT to Reading-teaching in Junior Middle School58 谈《傲慢与偏见》中伊丽莎白的女性主体意识59 A Comparison of the English Color Terms60 对英文广告中模糊语言美学功能的理论探究61 《推销员之死》中男主人公悲剧命运分析62 从宝洁公司的运营模式看美国文化的多样性63 《威尼斯商人》中夏洛克形象新析64 中西方文化面子观差异分析65 浅析《黛西米勒》中男女主人公矛盾情感背后的文化冲突66 浅析《飘》中女主人公的性格特征67 英语广告语中隐喻的研究68 论商标翻译的原则及策略69 中英广告宣传方式的比较研究70 从《金色笔记》看多丽丝莱辛的女性意识71 《格列佛游记》与《镜花缘》的比较72 《鲁滨逊漂流记》中的个人主义73 论跨文化商务交际中的非语言交际的重要性74 苔丝人生悲剧的研究75 《永别了，武器》的意象分析76 菲茨杰拉德《返老还童》中的美国梦幻灭77 从以目的为导向的翻译原则看委婉语的翻译78 “自爱这罪恶占据着我的眼睛”：莎士比亚《十四行诗》中的自恋情结79 论海明威《一天的等待》的冰山原则写作风格80 The modern American and Death of a salesman81 从中美管理方式的不同透析中西方文化差异与整合82 文化视角下探析刘半农翻译观的嬗变－－-从《小说大观》到《新青年》83 从语境视角看英译汉字幕翻译——以《梅林传奇》为例84 从生态视角解读《瓦尔登湖》85 霍桑的罪恶观在《红字》中的体现86 夏洛特•帕金斯•吉尔曼《黄色墙纸》中的女性主义87 试析《哈克贝利费恩历险记》中密西西比河和哈克的象征意义88 英语报刊中的新词浅析89 俄狄浦斯情结在劳伦斯及其作品《儿子与情人》中的体现90 《雾都孤儿》中南希的人物性格分析91 论《毒日头》中的生命价值观92 《简爱》与《名利场》中家庭女教师形象与命运的对比研究93 英国足球对中国足球发展的启示94 论英语教学中的非智力因素95 透过好莱坞校园电影解析美国青少年的特点96 论小说《看不见的人》中的象征主义97 Improving the College Students’Writing S kill through Cohesive Devices98 The Application of Cooperative Learning in High School English Teaching99 从“看上去很美”和“Little Miss Sunshine”两部影片浅析中美儿童教育观念的差异100 《少年派的奇幻漂流》电影中隐喻的分析101 现代叙事艺术与海明威的《永别了武器》102 从功能翻译理论分析化妆品商标翻译103 埃德加•爱伦•坡作品中的哥特风格分析104 矛盾的女性意识：从《傲慢与偏见》看简•奥斯汀的婚恋观105 英文歌曲在提高英语专业学生口语能力方面的作用106 如何用英语作精彩演讲107 救赎之旅—浅析《麦田里的守望者》中霍尔顿考菲尔德的成长经历108 英汉委婉语的对比及翻译109 跨文化交际下汉语四字成语的英译研究110111 《玻璃动物园》中的逃避主义解读112 高中英语写作前口语活动设计与实施建议113 汉英称赞语的对比研究114 广告英语中语言的性别差异115 简爱与嘉莉妹妹女性形象比较116 动物词在中英文化中的喻义及其翻译117118 论罗伯特弗罗斯特诗歌的黑色基调－－-在美国梦里挣扎119 对《璃琅三部曲》中爱尔兰人的人性分析120 英语旅游广告的文体分析121 外教在英语口语教学中的作用122 中美大学创业教育的比较和启示123 从目的论的角度比较研究《茶馆》的两个英文译本124 微笑着流泪——欧亨利小说赏析125 Symbolism in The Old Man and The Sea126 论《西游记》中文化因素的翻译策略——以詹纳尔和余国藩的英译本为例127 如何激发和培养初中生学习英语的兴趣128 蕾秋•乔伊斯《一个人的朝圣》成长小说的分析129 从文化角度分析《论语》中特殊词语的翻译——以“仁”为个例130 从接受理论看赛珍珠的《水浒传》翻译131 浅析中美电影中英雄主义的异同－－以《功夫熊猫》和《霍元甲》为例132 探究马克吐温的反奴隶制观—对《哈克贝利费恩历险记》中吉姆的分析133 反思女性主义作家对莎士比亚作品的研究134 英国足球文化研究135 论《芒果街上的小屋》的“简单”136 从宝洁公司的运营模式看美国文化的多样性137 论委婉语与国际商务谈判138 两代文学家的“优胜劣汰”－－论《洪堡的礼物》中的反讽寓意139 从广告语看中西文化观140 英语广告语中隐喻的研究141 A Brief Discussion on the Translation of Brand Names142 浅析《老人与海》中人对自然的态度143 商务函电中委婉语的翻译策略144 骑士精神与时代精神：论《苹果树》中浪漫主义与现实主义的对峙与对话145 目的论下的修辞手法翻译：以《爱丽丝漫游奇境记》两个汉语译本为例146 海丝特白兰—清教时代的新女性147 Roads to Happy Marriage: a New Conception of Feminism in Doris Lessing’s Novels148 《尤利西斯》与《春之声》中意识流手法的不同149 电影《风月俏佳人》中的意识形态符码150 浅析《我们共同的朋友》中的象征手法151 浅析《哈克贝利•费恩历险记》的写作风格152 《蝇王》主题之原型解读153 英汉俚语特色对比研究154 浅析英文新闻标题的翻译155 The Developments of Marriage View over Three Periods in the West156 《荒原》中的死亡与重生157 论《了不起的盖茨比》中爵士乐时代的新潮女郎158 文化语境对翻译的影响159 论奥斯卡王尔德童话中的唯美主义160 中西方空间观对比研究161 《哈利波特》中西弗勒斯•斯内普的人物分析162 中美电影文化营销的比较研究163 论狄更斯《雾都孤儿》中的批判现实主义164 An Analysis of the Characters in the Call of the Wild from the Perspective of Social Darwinism165 企业文化在企业发展过程中所起的作用166 《雾都孤儿》中所体现的人文关怀167 On Transcendentalism in Thoreau’s Walden168169 Gothic Romance: Inheritance and Development of Medieval Romance－－A Case Study of The Castle of Otranto170 On Feminism in Persuasion171 易卜生戏剧《培尔•金特》中培尔•金特的宗教救赎之路172 浅析《珍妮姑娘》的悲剧原因173 对《远离尘嚣》中三个男主人公命运的分析174 A Brief Analysis of the Auspicious Culture in the Wedding Custom Between China and Western Countries175 从女性主义角度解读惠特曼的《草叶集》176 试论国际商务谈判中的跨文化问题及对策177 《长恨歌》英译本意境的对比研究178 大学英语课堂教学师生互动建构浅析179 从美学角度谈英文电影片名翻译策略180 论《呼啸山庄》中的象征主义运用181 探析《劝导》中安妮的成熟形象182 An Analytical Research on the Errors in Junior High Students’ English Writing( )183 简•奥斯汀小说“傲慢与偏见”中的婚姻观184 商务英语函电的语言和文体特征及其翻译185 广告语篇中的预设分析186 浅析唐诗翻译的难点和策略187 A Comparison of the English Color Terms188 公共标识翻译的跨文化语用学研究189 中西方文化差异与英语数字习语翻译190 论跨文化因素在跨国企业管理中的影响作用191 欧•亨利短篇小说艺术手法浅析192 A Comparison of the English Color Terms193 试析索尔•贝娄《只争朝夕》中的犹太寻根主题194 “红”、“黄”汉英联想意义对比研究195 本我、自我、超我－－斯佳丽人物性格分析196 中美称赞语的对比分析197 会话含义在商务谈判中的运用198 浅析爱伦·坡小说《黑猫》的写作艺术手法199 从目的论看《红楼梦》中“狗”习语的翻译200 On the Absurdity in Waiting for Godot。

Practice
The practice stage may be used to cover materials mentioned by the teacher in the analysis stage. It is an opportunity for the teacher to emphasize the key language.
Report
The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.
To cultivate students’attention
Application of TBLT
任务型教学的应用
15
Application of TBLT
Teaching material
New Senior English for China Student's Book 7 Unit 5 Travelling abroad Reading 16 Keep it up, Xie Lei.
the type of activity. And unless
Task
the teacher plays a particular role in the task, then the
teacher's role is typically limited
to an observer or counselor— thus the reason for it being a

of data in a corpus.
A. sample analysis
B. computer-assisted
C. eye-tracking
D. natural observation
3. Language ，一一一一， and culture are three major strands highly reflected in the
explanations than necessary. (5 items , 10 points , 2 points for each item)
Column A
Column B
21. Language Teaching Methodology
A. mainly concerns the relevant factors and
large number of linguistic structures in respect to similarities and differences.
A. five
B. four
C. three
D. two
8. The idea of interlanguage assumes that an L2 learner , at any particular moment in
1464
Part 1. Choose the best answer to complete the following statements. Write your answers on
the ANSWER SHEET. (10 items , 30 points , 3 points for each item)
methods such as gram mar- translation ,

任务型语言教学(tblt)在大学英语课堂教学中的应用——《新视野大学英语》任务课堂
教案分析与研究
和学校名称
近年来，任务型语言教学（TBLT）在大学英语课堂教学
中受到越来越多关注。

任务型语言教学以任务为中心，旨在培养学生的听说能力和社交能力，让学生能够对外语的实际应用能力有自信。

《新视野大学英语》的任务教案的使用，充分利用了其它任务型教学策略，加强了教学过程中学生的互动和参与，反复检查学生的学习成果，并增强了交流和探究的过程，更能激发教学者的积极性和想象力，能让学生使用更多的词汇、句长、句式和结构，从而增强英语的听说能力。

《新视野大学英语》的任务课堂教案主要使用三大策略：（1）鼓励学生参与实际，多次反思和归纳；（2）使学生能够主动建立单词和句子的关系；（3）注重学生的流利性（fluency）和准确性（accuracy），从而提高其对英语的使
用能力。

《新视野大学英语》任务课堂教案有其独特性，让学生
能够更充分体验英语。

最重要的是，该课程能引导学生理解和运用、分辨和比较，根据实际情况，更好地理解文化差异，提高学生口语表达的效率和准确性。

总的来说，TBLT能够整合人的活动，培养学生的语言能力，这也是《新视野大学英语》任务教案的主要目的所在。

它
能够有效培养学生的英语听说讲的技能，并提高他们的学习热情。

最新英语专业全英原创毕业论文，都是近期写作1 浅析哈克贝利的叛逆精神2 解析《丽姬娅》中的哥特美学3 论《双城记》中的爱情4 广州及上海旅游景点公示语中英翻译错误及纠错对策5 An Application of Schema Theory in Interpreting6 中餐菜单英译的归化与异化7 A Survey on Western Culture Learning among Non-English Majors8 商标翻译中的功能对等9 分析福尔摩斯的性格特征10 中国公司简介的英译技巧11 分析嘉丽妹妹性格变化的原因12 公示语汉英翻译的问题与对策13 中美大学创业教育的比较和启示14 浅谈商务英语合同的翻译15 对《呼啸山庄》里所反映的人性的解读16 论英语新闻中的模糊语言17 浅析《还乡》中游苔莎的悲剧根源18 论威廉•戈尔丁《蝇王》中知识分子的悲剧19 中学英语任务型教学理论研究及应用现状评述20 A Comparison between Tess and Hester’s Tragic Destiny21 英语习语非稳定性结构特征研究22 源于真爱的结合：简爱的婚姻对当代人的启示23 On the Characteristics of Desert Island Literature from Lord of the Flies24 中英身势语中的文化差异25 Christ Love in Uncle Tom’s Cabin26 The Analysis of Feminism in Jane Eyre and Wuthering Heights27 浅谈中西文化中的思维差异28 《威尼斯商人》的新历史主义解读29 浅析《老人与海》中桑提亚哥的性格30 福克纳《我弥留之际》中达尔形象解析31 英语环境公示语翻译中的问题以及解决方法32 从《远眺》看翁达杰的立体主义叙事形式33 《纯真年代》中社会与个人的碰撞34 政论文的英译特点35 Foreign Brands Translated in Chinese36 On Romanticism in Ode to the West Wind37 基于语料库的中英色彩词文化差异研究38 从玛氏公司看英美文化对广告的影响39 《南方与北方》中玛格丽特·黑尔的人物分析40 英语习语汉译方法浅析41 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从合作原则和礼貌原则的角度分析外贸函电中否定信息的传递182 从模糊性看古典诗词英译183 民族文化差异与广告语言创意184 译员主体性在歌曲《我有个梦》歌词翻译中的体现185 目的论在英文电影片名翻译中的应用186 英汉化妆品说明书对比及汉译策略187 Comparison between High and Low-context Culture in Language Expression 188 论《睡谷传奇》中的幽默元素189 克林顿总统就职演说之体裁分析190 浅析伍尔夫意识流小说中的叙事时间191 从文化视角看部分英汉习语的异同192 浅析造成盖茨比悲剧的因素193 罪与同情—论齐林沃斯的悲剧194 An Analysis of Vanity Fair from the Perspective of Interpersonal Function 195 顺应论视角中电影字幕汉英翻译研究——以李安电影作品字幕翻译为例196 浅析《傲慢与偏见》中伊丽莎白的性格和婚姻观197 唯美主义在道连格雷变化中的体现198 目的论指导下的英文影视名称的翻译199 互文性理论指导下的公示语汉英翻译200 中英颜色词的比较。

西华师范大学科目外语教学研究前沿论文题目The Application of Scaffolding Instruction in English Reading Teaching in Senior School姓名何丽姗学号313045108005专业学科教学（英语）班级研一（2）班The Application of Scaffolding Instruction in EnglishReading Teaching in senior schoolAbstract :English is an important subject in senior high school. Among the four skills of language learning, reading is the most important. There are specific requirements of class reading and extra-curricular reading in the new National Standard of English Curriculum. Senior high school students are requested to reach a higher level in English reading, but in reality, high school English teaching is faced with many difficulties and problems and the situation of students’ reading is not satisfactory, which affects students’ English learning and their interests to a large extent. One of the contributing factors for this phenomenon is traditional teaching mode, which is dominated by teachers’explanations. Students accept knowledge passively and their enthusiasm can’t be inspired effectively and their learning potential can’t be fully tapped.In order to improve the current situation, it is necessary to change the traditional teaching mode, making students the main body of learning. And scaffolding instruction, based on constructive learning concept, is an important teaching method, which takes place within students’zone of proximal development. It takes students as the main learning body, and is an innovation to the interaction between teaching and students’English reading learning. This paper aims to the application in the English reading teaching in senior high school.Key words : scaffolding instruction, application, English reading teaching1.IntroductionPresent Situation of Senior English Reading TeachingThe New Senior English Curriculum Standards formulates that students should master four basic language skills, namely, listening, speaking, reading and writing. Among them, reading is one important component that both teachers and students should focus more attention on. And the significance of English is being realized among the high school students, who take great pains to study the language for various purposes, mainly for higher academic achievement or higher scores in the College Entrance Examination.However, in reality, the situation of students’ reading is not satisfactory, for which there are many contributing factors. On one hand, students have many difficulties in English reading, such as, the insufficient command of vocabulary, the lack of reading skills and strategies, and the lack of interest and motivation. The high school students always complain that learning English is energy- and time-consuming, because they spend a great deal of time in looking up in a dictionary new words they come across while reading. The students have no idea of the reading strategies and skills, believing that reading is something related to knowing about the Chinese meanings of the new words. As a result, some students show a complete lack of interest and motivation inEnglish reading. However, it is fairly well known that reading ability is intimately related to the students’ interest and motivation in reading. On the other hand, the traditional teaching method is effective in that this method enhances students performances in examinations composed of traditional types of questions and therefore, detailed vocabulary explanation and the analysis of grammatical rules are given more attention to. Then, the teacher are more familiar with traditional teaching mode and thus ignore renewing teaching methods and offering more scientific guidance of reading skills and strategies. In the traditional teaching method, students are just listeners, who accept in a passive way the explanation of the teacher about some grammatical points, translation of the sentences in reading passages and some individual words and phrases that puzzle them.Under the direction of the New Curriculum Standard, it is vital to probe into better design of senior English reading teaching, which has important practical significance to the successful implementation of the New Standard. The teachers should change their traditional conception of reading teaching and apply more scientific teaching approaches to better their reading teaching. And in this aspect the Scaffolding Instruction has great superiority over the traditional reading teaching method.2.Literature reviewScaffolding is a temporary structure used to support people and material in the construction or repair of buildings and other large structures. In the field of construction and building, scaffolding provides construction workers with space to build and the scaffolding also offers a way for the construction worker to reach work areas which they can not have access by themselves. When the construction is finished, the scaffolding is removed. By the similar understanding, when this term is used in the area of teaching a second or foreign language, it refers to a temporary and adaptable support and the support makes students finish a task successfully “that would be impossible without the scaffolding or to accomplish a task more efficiently or more easily than they could without the scaffolding” (Graves & Graves, 2003). In simple terms, scaffolding is now applied to describe how an instructor can facilitate the learner’s transition from assisted to independent performance (Berk & Winsler, 1995; Meyer, 1993).Scaffolding Theory was first introduced in the late 1950s by Jerome Bruner, the famous cognitive psychologist. In Role of Tutoring in Problem Solving, the term scaffolding was used as a metaphor to describe a “…process that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts…”(Wood, Bruner & Ross, 1976:90). As a teaching strategy, scaffolding instruction derives from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). Its concept is similar to the concept of an expert assisting an apprentice. In teaching, Scaffolding is the helpful interactions between adults and children. It helps the children to do something that they cannot achieve independently. A scaffold is a temporary framework to give support and then it is taken away after the children have learned how to complete the task on their own. The tutor constructs scaffolds not to change the difficult task into an easier one, but to help the students learn how to complete the task independently gradually. With the progress of the children, Vygotsky claims that teachers must act as scaffolds: they must offer just enough guidance to allow the children toadvance independently (Byrnes, 2001:37).Scaffolding instruction includes a wide variety of strategies, including:1.activating prior knowledge2.offering a motivational context to pique student interest or curiosity in the subject at hand3.breaking a complex task into easier, more "doable" steps to facilitate student achievement4.showing students an example of the desired outcome before they complete the task5.modeling the thought process for students through "think aloud" talk6.offering hints or partial solutions to problemsing verbal cues to prompt student answers8.teaching students chants or mnemonic devices to ease memorization of key facts orprocedures9.facilitating student engagement and participation10.displaying a historical timeline to offer a context for learninging graphic organizers to offer a visual framework for assimilating new information12.teaching key vocabulary terms before reading13.guiding the students in making predictions for what they expect will occur in a story,experiment, or other course of action14.asking questions while reading to encourage deeper investigation of concepts15.suggesting possible strategies for the students to use during independent practice16.modeling an activity for the students before they are asked to complete the same or similaractivity17.asking students to contribute their own experiences that relate to the subject at hand3.Procedures of Scaffolding InstructionScaffolding instruction is an important teaching method which takes the students as the main body. It provides learners with a conceptual framework to help them have a better understanding of the knowledge. The concept of the framework is needed for learners to study further. It is a process to help the learner achieve more than he can independently do. The teachers give students suitable support until the learners can apply new skills and strategies on their own. With the assistance of sufficient scaffolding the learners can study effectively and independently. Scaffolding instruction sets conceptual framework, encourages independent exploration, co-operative learning and effective assessment.Basic procedures of scaffolding teaching is shown as follows:1) Providing ScaffoldsTo provide proper scaffolds teachers should first have a basic understanding of the students’starting point. On this basis, scaffolds about students’ current study subject within their ZPD can be built up by teachers. Once it has been achieved, a new task that is beyond students’present ability can be presented to students and completed with teachers’ help.The support includes modeling, cues, such prompts as “What do you want to do first, then, next, and last?” or “What other tools will you need to complete the new task?” The support can also be encouraging words to help students use prior knowledge, and it can be resources such as dictionaries, references materials, resources from the Internet, direct instructions and so on.Providing scaffolds are activities that motivate students’ interest and are related to the new task. It simplifies the task to make students have ability to deal with it and achieve it. It helps reduce students’frustration and focus their attention on how to achieve it with the direction of scaffolding and eventually develop students’abilities to a higher level and achieve the construction of the new knowledge.2) Entering the SituationConstructive Learning Theory believes that learners achieve meaning construction of the new knowledge through continuous learning activities of assimilation and accommodation. The Cognitivism believes that learners construct their cognition structure and urge the development of cognition in the process of assimilation and accommodation to the environment. This enables students to link their experience with original cognition structure to acquire new knowledge. Successful English classroom teaching should establish more vivid introductory situation to give students more chances to apply language materials that they have learned. In English reading teaching, the most effective way of establishing situations is using the methods of asking questions. The questions should be related to the situation and the basis of answering the questions. Teachers should be good at guiding students to find out problems, analyzing problems and solve problems to gradually master the way of thinking and exploring. What teachers should do is to try to create positive atmosphere to arouse students’ curiosity and interest in English reading. So the key to effective English reading teaching is creating appropriate teaching situation. Performances, stories, songs, pictures, video and multimedia technology that are related to the teaching content can also be used to lead students into the problem solving situation. When students continuously get to have a better understanding of the new knowledge, scaffolding should be adjusted appropriately and removed timely to make students complete the tasks on their own gradually.3) Independent ExplorationConstructive learning theory believes that learning is not a simple passive process that teachers impart new knowledge to students but a process that students construct knowledge by themselves. In this process, students accept information positively and then understand and code it on the base of their prior knowledge to construct their own understanding about the new knowledge. Independent exploration is the key link of scaffolding instruction. With the guidance of the teacher, the exploration starts. Teachers should give students enough time, encourage them to explore bravely, allow students to make mistakes, analyze and then learn from the mistakes. Teachers offer scaffolds properly to guide students to solve the problems.For instance, the teacher can instruct them to find key words and related information in the reading materials. To understand is to discover. Students are enabled to produce and create, not only to receive and repeat passively. In the activities, students make new discoveries autonomously guided by the teacher and teachers’scaffolds should be reduced gradually to let students explore independently and construct final results through their own research. Finally, students are promoted from lower levels to higher levels in a continuous way.4) Cooperative LearningAs we all know, in the process of learning cooperative learning is an important study pattern. Teachers instruct students to be engaged in cooperative learning. As an example, students can be divided into groups in which students may have the same or different perspectives on the task. There may be conflicts that make students put forward solutions creatively at a higher cognitivelevel. Students help each other with teachers’assistance at a certain degree. It is a step of decreasing the scaffolds offered by teachers. In groups, students talk about the subjects, explain their ideas to others, and learn the facts by heart easily, which makes English learning interesting and effective. They can reduce anxiety, increase motivation, develop skills of communication, build up self-confidence and learn to share with others.Gradually students will know that they can get fun from English reading and English reading may even affect their lives and so they may enjoy it. This stimulates their interest in English learning and that is just what the teachers hope to achieve.5) Effect evaluationEffect evaluation is an important step in English reading teaching that can not be limited to only the examination of the degree of how students master the knowledge and abilities, but also the contribution to teaching reflection. In English reading, effect evaluation means students’reflection on English reading comprehension. It includes: 1) independent learning capability;2)contributions to cooperation study; 3) the achievement of the knowledge that they are acquiring. The subject of learning is students who play a main role in the learning process. They gather and deal with the information independently. They check whether their English reading comprehension has been satisfactory or not. Then they will adjust their previous plans and make more efforts in learning activities.In short, the substance of scaffolding instruction is to supply students with an appropriate language learning environment. Teachers are assistants in the process for students to construct knowledge. They offer students supports and scaffolds and gradually remove them as students can develop autonomous learning, thereby cognitive learning skills of the students are promoted.4.ConclusionsBased on the review of the theories of scaffolding instruction, three main points are following.1.Scaffolding instruction may be more effective to improve the students’English reading proficiency compared with the traditional teaching method.2. Scaffolding instruction may be more effective in improving the students’ overall English level than the traditional teaching mode.3.In the class where scaffolding instruction is applied, the students’interest in English reading and English learning may stimulate more effectively than that of the students in the class who are taught with traditional teaching methods. The application of scaffolding instruction is effective to arouse the student’s interest in English and the emotional arousal leads the students to conscious decisions to perform better. In the process of the motive power become stronger, it is more favorable for the students to do more reading, develop their reading skills and good reading habits. So interest is important internal motive. Once the conditions are right, they will break out in amazing ways. Applying scaffolding instruction, is of great help for students to give full play to initiative, to cultivate the innovation consciousness.Based on the above statements, the following suggestions are given.First of all, teachers should try their best to keep pace with the development of latest theories and researches on scaffolding instruction. In the aspect of practice, teachers ought to avoid theappearance of the situation that the teaching methods become a mere formality without practical effects. In scaffolding instruction, what the teachers should do is to find the right connection between teaching and learning and build up scaffolding for learners according to this. When applying scaffolding instruction, the teachers should be aware that the scaffolds are not changeless, but dynamic and sensitive, which change with the students’ practical levels and study activities. Only in this way can learners have more space and develop their autonomy. The teaching mode set a high demand on the teachers so the teachers should improve themselves continuously.Second, since the scaffolding instruction has already been proved to have positive effects in English reading teaching, both the teachers and students should hold their own roles well to achieve better teaching results. Teachers are not the center of the class and students are not passive learners. Teachers have the responsibility to help students to stimulate their potential not only for their English study but also for their future development.Third, although the application of scaffolding instruction has many advantages, the traditional teaching mode should not be abandoned entirely. The best method is to combine them appropriately. The traditional mode still has some merits. For example, when just impart knowledge to students, to apply the traditional methods is more effective.Last, it is important for teachers to consider students’emotional factors in the process of teaching. High school students are special groups who have to bear stresses of getting good scores in various examinations; on the other hand, they are in the special period of psychological transition. The teachers should not only pay attention to their academic records but also their emotional changes, which is in favor of the relationship between the teachers and students. And this, in turn, will be more effective to inspire them to study harder so as to get good development in the future. What’ s more, when it comes to students’ academic records, It can say that marks should not be the only tool for measuring teachers’ teaching and students’ learning. Practical and scientific teaching evaluating system should be established which is an important safeguard to achieve the objectives of the English curriculum.Although the scaffolding instruction can be used to optimize teaching, there are still some limitations and difficulties in the process of scaffolding instructionFirstly, in scaffolding instruction teachers act the roles who design the teaching activities to help them develop skills and concepts, who promote students’ learning. The main aim is to help students gain independence, that is, to learn how to learn. It puts forward high demands on teachers. Scaffolding instruction requires teachers to be empathetic and skilled, which, in fact, is a great challenge for teachers. It is obvious that the role transition is difficult for teachers from the traditional teaching mode.Secondly, the application of scaffolding instruction requires the teachers to have rich background knowledge and a good master of the teaching materials so as to choose proper materials for the students’use in the limited time. What’s more, if the teachers are not trained properly, he may not implement scaffolding instruction effectively and the full effect is hard to see.Thirdly, the students received traditional teaching for many years after all, therefore, they are more familiar with the previous mode. The students need time and more efforts to adapt themselves to the new teaching methods. For some students with poor English base it will be more difficult. Usually they have great worries in study and show discouragement when they meet with difficulties, which will widen the gap between themselves with the others. It’s difficult forthis group of students to participate in the class teaching.Fourthly, the scaffolds the teachers give are helpful to students but once the scaffolding is removed, not all students can still complete the tasks by themselves. The point of removing the scaffolds is hard to control according to ever students’real abilities. That’s also a barrier for students in the reading activities, as they cannot relate the given tasks to realistic situation, which results in unpractical implementation of the instruction.Reference[1]. Berk,L.E., & Winsler, A. Scaffolding Children’s earning: Vygotsky and early childhood education. NAEYC Research and Practice Series, 7[J]. Washington, DC: National Association for the Education of Young Children, 1995(8): 89-102.[2]. Guerrero, M. C. M. de. , Villamil, O. Activating the ZPD: Mutual scaffolding in L2 peer revision [J]. The Modern Language Journal, 2000, 84 (1): 51-68.[3]. Meyer, D.K. What is Scaffold Instruction? Definitions, Distinguishing Features, and Misnomers. In D.J. Leu & C. K. Kinzer, (Ed.), Examining central issues in literacy research, theory and practice. [M]. Chicago: The Notional Reading Conference, 1993.[4]. Wood, D. J., Bruner, J. S., & Ross, G. The role of tutoring in problem solving. [J]. Journal of Child Psychiatry and Psychology, 1976, 17(2):89-100.[5]. 杜军. “支架式”教学应重视“脚手架”的搭建[J]. 教学理论与实践，2005(7): 51-53.[6]. 刘晓蓉. 支架式教学模式在教学中的运用研究[J]. 理论经纬，2010 (2) : 19-20.[7]. 武晓燕. 试论建构主义理论对英语教学的启示[J]. 外语与外语教学, 2006 (2).。

国际交流实用英文写作慕课笔记试题1. Decide whether the following sentence is true or false.Shortened words like “ad” and contractions like “can't” are often used in formal sentences. （×）2. When communicating, in most cases we use positive messages to show our thanks, recognition or anger. （×）3.To write an impressive personal experience, we’d better refl ect on the meaning and impact of the specific experience in the concluding part. （√）4. The beginning, the body and the end are the major parts of a complete personal experience narrative. （√）5. To make you stand out from all the other applicants, you should mention your personal achievements and qualifications in your personal statement. （√）6. A general-to-specific pattern is an organization of information from a broad observation about a topic to specific details. （√）7. A project proposal is not equal to a document written to persuade the reader to follow a plan or course of action that the author recommend to solve the problem or fulfill the need.（×）8. When summarizing ideas, it is unnecessary to pay attention to details. （×）9. To write a summary, you need to make comment on the original text.（×）10. A good survey report usually consists of background and objectives, methodology, results and discussion. （√）11. The comment is not an essential part of English essays. （√）12. To tell a story in the introduction part of an essay, the most important thing is to make sure that the story is interesting to amuse the readers but not relevant to the theme. （×）13. Building anticipation for the meeting should be included in an opening speech.（√）14. The achievement the audiences accomplished is the right subject that might stir pride in audience. （√）15. The purpose of an executive summary of a business is to describe the points ofa document for its readers using details. （×）16. A good summary restates only the main points of a text or a lecture. （√）17. The purpose of writing a summary is to offer as accurately as possible the original, but in a more condensed form.（×）18. Language specific to the reader should be used in an executive summary. （√）19. Only with high test results, even if no mentioning of your career goals, can you make your personal statement more outstanding. （×）20. Decide which sentence is more formal.（A）A.This would help prevent people discarding their litter recklessly.B.This would help stop people discarding their litter willy-nilly.21. Which of the following may be the proper job description of a Production Manager?(B)A.Overseeing the company's financialsB.Overseeing the day-to-day operations at manufacturing plantsC. Designing, running, and testing various computer programs and applications22. _______________________are great traits and can help you get along with others. (B)A.Being honest and taking responsibilityB.Compassion and understandingC.Adaptability and compatibility23. What section of a résumé should the following description be included? Fully computer literate Microsoft Office Suite including Access, Notepad, Power Point, Word, and WordPad.(D)A.Job ObjectiveB.EducationC.EmploymentD.Computer Skills and Competence24.The following text is taken from an education counselor’s CV. Wha t kind of skills does it describe?●Excellent communication skills both written and speaking●Ability to conduct instruction one-on-one or in large groups●Excellent scheduling abilities for parent, student, teacher interaction andmeetings(A)A.Social skillsB.Linguistic skillsC.Computer skills25. Read the following job wanted advertisement. What skill is not required to be an Assistant Manager?A Job Wanted AdHilton HotelAssistant ManagerWe are looking for an enthusiastic person to assist in the expansion of the hotel. The successful applicant will have experience of overall hotel work and at least one year’s experienc e as an Assistant Manager.Applicants need good knowledge of English and possibly two other languages.We promise good salary, bonus, good holidays and excellent prospects for promotion within the group. Apply in confidence with a full résumé with two recent photographs and send it to **********************.(C)A.Experience of overall hotel workB.Good knowledge of English and possibly two other languagesC.Experience of oversea studyD.At least one year’s experience as an Assistant Manager.26. Read the following paragraph carefully. Which numbered sentence is most suitable to be the topic sentence?①The United States has a severe fire problem that if not addressed, will continue to worsen drastically. ②Fire statistics show that our nation, one of the richest and most technologically sophisticated countries in the world, lags behind its peer nations in fire security. ③Nationally, there are millions of fires, thousands of deaths, tens of thousands of injuries, and billions of dollars lost each year—figures which far exceed comparable statistics for other industrialized countries. ④In 2001, for example, the direct value of property destroyed in fires was $11 billion ($44 billion if the World Trade Center loss is included). ⑤More recently in 2004, direct property losses from fires were estimated at over $9.8 billion. （A）A.①B.②C.③D.④27. The following statement is taken from the body section of a job application letter. In which paragraph may it appear?I am writing in reply to your advertisement in the Beijing Daily of August 15 for a tutor to teach your daughter English.(A)A.The opening paragraphB.The middle paragraph(s)C.The closing paragraphD.All of the above28. Which of the following sentence is most suitable for the closing paragraph in an application letter?（B）A.I really need this job and please give me a consideration.B.I look forward to meeting with you in the near future to discuss my suitability to the role.C.I think I am the most suitable person for the position.D.Please reply as soon as possible.29. Which of the following should be included in your personal statement if you want to provide a comprehensive introduction of yourself to the admissions committee?(D)A.Your background and objectiveB.Your intellectual and research interestsC.Your reasons for applying to the university’s programD.All of the above30. The following paragraph is taken from a student’s school application letter. What aspect of personal information is it about?I have recently completed my PhD in “Health Disparities and the impact of Social Class on Clinical Outcomes’ at the University of Chicago. My PhD involved primary research with clinicians and patient advocates and culminated in a set of recommendations for local Clinical Commissioning Groups. Prior to that I completed a Master in Public Health at Oxford University, where I gained a distinction.(C) A.Work experienceB.PersonalityC.Education backgroundD.Hobbies31. Directions: Choose the best answer to make the following sentences more attention-grabbing.It was the best of times, it was the ____________ of times.(A)A.worstB. hopeC.brightnessD. greatest32. Which of the following sentences is suitable to express the purposes of writing an application letter? ()A.I do my job with responsibility and strong effort.B.I will graduate this year with a Bachelor of Arts from UCLA.C.I am writing to apply for the position of general manager in your company.D.I want to work in your company.33. Which of the following connectives are suitable to help present your evidences?I think I would be a good primary school teacher of Maths ________my teaching experience. Also I have recently passed my Maths “A' level (grade B) so I have a good understanding of the subject. ___________I won champion in the 2016 National Mathematics Competition.(C)A.in spite of, In additionB.besides, HoweverC.due to, In additionD.with, However34. Directions: Choose the best answer to make the following sentences more attention-grabbing.On a hot Hollywood evening, I sat on a bike, sweltering in a ____________ coat and furry boots.(D)A.springB. summerC. autumnD.winter35. Directions: Read the following paragraph, and then pick up the right place of this paragraph in the passage.I know what it means to be poor. I know what it feels like to be abandoned. I know what it feels like to not be wanted. I know what it feels like to not be loved... and yet have inside yourself a yearning, a passion, a desire, a hope for something better.(A) A.The openingB.The middle partC.The endingD.All of the above36. Which word is more general in the following group of words?(A)A. buildingB. roomC. apartment37. Which expression is appropriate for an executive summary, A or B?(B)A. Pet Grandma Inc. is situated in the beautiful City of West Vancouver and incorporated in the Province of British Columbia. The company is owned by two excellent partners: Pat Simpson and Terry Estelle. Pat is extremely good at animal care and he has extensive experience in this field while Terry, who has worked in sales and marketing for 15 years, is very skilled and experienced.B. Pet Grandma Inc. is headquartered in the City of West Vancouver and incorporated in the Province of British Columbia. The company is owned by partners Pat Simpson and Terry Estelle. Pat has extensive experience in animal care while Terry has worked in sales and marketing for 15 years.38. Read the following sentence carefully and choose the appropriate condensed version from the four choices.The goal of writing a summary of an article, a chapter, or a book is to offer as accurately as possible the full sense of the original, but in a more condensed(缩减的) form.(D)A.The goal of writing a summary of an article, a chapter is to offer the full sense of the original, but in a more condensed form.B.The aim of writing a summary of a book is to provide a more condensed form of the full sense of the original.C.The purpose of writing a summary is to offer as accurately as possible the original, but in a more condensed form.D.The purpose of writing a summary is to give an accurate and condensed form of the original.39. In an executive summary, which section does the following sentence belong to? Across Canada the pet care business has seen an explosion of growth over the last three years. West Vancouver is an affluent area with a high pet density. Our market research has shown that nine out of 10 pet owners polled in West Vancouver wouldprefer to have their pets cared for in their own homes when they travel rather than be kenneled and six out of 10 would consider having a pet sitter provide company for their dog when they were at work.(A)A.Market and industry summaryB.Sales forecasts summaryC.Ownership information and business descriptionD.Financial summary40. The following paragraph is taken from a project proposal. In which section may it appear?To increase research activity and collaboration, harness the diversity and creativity of our student body, and enhance instruction and education of our university, we propose the Academic Innovation Hub (AIH). AIH is an online research network which will facilitate academic innovation and undergraduate student participation in collaborative and interdisciplinary research. AIH will serve as an idea springboard as well as a networking and communication tool, and it will allow intelligent, creative and dedicated undergraduate students to engage in the world of academic research.(A)A.Proposed SolutionB.ConclusionC.IntroductionD.Statement of Problem41. Read the following part of a project proposal. What is the problem the proposal is aimed at?One proposal to minimize the coming climate impacts includes three macro-level strategies to propel a global transition to non-carbon energy.* In industrial countries, withdraw all subsidies from fossil fuels and redirect those subsidies to non-carbon energy sources;* Create a global fund of about $500 billion a year to transfer clean energy technologies to developing countries; and,* Require all countries to increase the carbon efficiency of their economies by 5 percent per year.(A)A. Climate impactsB. The lack of clean energy technologiesC. Global transition to non-carbon energy42. The following paragraph is taken from a project proposal. In which section may it appear?This proposal sets out to examine options for the successful globalization of our‘Borders’ brand. The initial market under consideration is Continental Europe. For the purposes of this proposal, we will be considering three aspects of the brand, namely our l ogo, the ‘Borders’ concept and finally, the product itself, ‘Borders’ wellington boots.(D)A. ConclusionB. Statement of ProblemC. Proposed SolutionD. Introduction43. Which of the following statements is more informative?(B)A. Yale University is a very old university in the United States. It offers great education. Many famous people are now working or once worked at the university. On the other hand, you cannot imagine how many excellent students graduated from Yale University and made achievements in different fields!B. Founded in 1701, Yale University is the third-oldest institution of higher education in the United States. As of October 2018, 61 Nobel laureates, 5 Fields Medalists and 3 Turing award winners have been affiliated with Yale University. In addition, Yale has graduated many notable alumni, including five U.S. Presidents, 19 U.S. Supreme Court Justices, 20 living billionaires and many heads of state.44. The following paragraph of an event involves the description of:A girl on my daughter’s team jumped in the pool, grabbed the sock, and swam after Elizabeth. She grabbed Elizabeth’s foot. “You have to put the sock on,” the girl screamed. Elizabeth treaded water while her teammate put on the sock.(B)A. ScenesB. ActionsC. Feelings and emotions45. In the following sentences, which of the italicized and underlined parts is NOT a transition?(D)A. Generally speaking, life in high school is busy and fulfilling, due to the ultimate goal-College Entrance Examination.B.I am always interested in traveling. My reasons are quite simple and clear. In the first place, traveling increases our knowledge. Only by traveling can we see things outside our hometown.C.A hospital in Luoyang city has recently set up a capsule hotel for relatives of intensive care unit patients for free, so that the family members can stay overnight outside of the visiting hours.D.Freshmen need to take an English placement test at the beginning of their first year in this university.46. The chart below shows important library resources for individual students. Which of the following statements is not true?(C)A.E-books and E-journals are among the third and the second most used library resources.B.It is still print books that most students use for their studies.C.The printed journals are more popular than E-journals among students.D.Special collections and audiovisuals are least popular among students.47. Which of the following statements is most suitable as a conclusion?(D)A.The rate of smoking in women decreased until 1977 but then increased for the rest of the period.B.The rate of smoking in women in 1960 was very low at only 80 in every 1,000. C.In 1960, 600 men in every 1,000 were smokers.D.We can see that the rate of smoking in men dropped throughout the whole period but was always at a higher level than the female figures.48. Read the following sentence carefully and choose the appropriate condensed version from the four choices.Michael, the best basketball player in our class, is dancing happily with a beautiful 20-year-old girl from Canada.(D)A.Michael, the best basketball player, is dancing with a Canadian girl.B.Michael, a basketball player, is dancing happily with a girl.C.Michael is dancing happily with a girl from Canada.D.Michael is dancing with a girl.49. Which of the following sentences is not suitable to describe dynamic data in a report? (B)A.There was a fall to 6,000 by 1968, which was followed by an increase to 8,000 by 1970.B.The cost of food takes up 30% of my monthly expense.C.After that it rose gradually to 5,000 then continued its upward trend more steeply to 15,000.D.Our sales dropped suddenly as a result of the financial crisis in March and April.50. The following paragraph is taken from a survey report. In which section may it appear?The questionnaire comprised 7 key questions. First of all, all respondents were asked to evaluate each of the 9 institutions based on their perception of its overall performance using a scale of 0-10, with 0 representing the worst, 10 representing the best and 5 being half-half. Respondents were suggested to take into account the institution’s local and international reputation, facilities, campus environmen t, qualification of its teaching staff, academic research performance, conduct and quality of its students, its learning atmosphere, as well as the diversification and degree of recognition for its courses. (A)A.MethodologyB.ResultsC.BackgroundD.Introduction。

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二、原创论文参考题目1、(英语毕业论文)Problems Occured in the Process of the Chinese Learning English and Its Possible Solution2、(英语毕业论文)《爱玛》中女性主义的双重复写——论个人意识与阶级意识的冲突3、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我4、(英语毕业论文)问题类型对TEM阅读成绩影响的实证研究（开题报告+论文+文献综述+外文翻译）5、(英语毕业论文)追逐梦想的人——浅析《刀锋》中拉里的性格多样性6、(英语毕业论文)探究餐具的起源、内涵及发展趋势7、(英语毕业论文)平行文本比较模式指导下的公司简介翻译（开题报告+论文+文献综述+外文翻译）8、(英语毕业论文)基于精细加工理论的英语词汇学习研究（开题报告+论文）9、(英语毕业论文)解析电影《黑暗骑士》中的美国个人英雄主义(开题报告+论文)10、(英语毕业论文)从《海狼》看杰克•伦敦的女性观11、(英语毕业论文)《汤姆叔叔的小屋》中的圣经人物原型分析（开题报告+论文）12、(英语毕业论文)The Application of TBLT to Reading-teaching in Junior Middle School（开题报告+论文+文献综述）13、(英语毕业论文)浅析小说《教父》中教父的心理转变及其成因（开题报告+论文+文献综述）14、(英语毕业论文)《夜莺颂》的翻译技巧探究15、(英语毕业论文)家庭教育对保罗的影响：品读《儿子与情人》16、(英语毕业论文)论社会达尔文主义的“适者生存”在《热爱生命》中的运用17、(英语毕业论文)从贫穷到堕落——解读嘉莉妹妹中嘉莉的奋斗历程（开题报告+论文）18、(英语毕业论文)爱伦•坡的《乌鸦》中的浪漫主义分析（开题报告+论文+文献综述）19、(英语毕业论文)女性的自我迷失与回归—从女性主义视角解读《蒂凡尼的早餐》(开题报告+论文)20、(英语毕业论文)惠特曼的人文主义思想对美国现代诗歌创作和中国诗歌创作的影响——以《自我之歌》为例21、(英语毕业论文)马克·吐温的短篇小说的文体分析22、(英语毕业论文)在冲突与迷茫中凋零－－浅析苔丝悲惨命运的必然性23、(英语毕业论文)纽马克交际翻译理论指导下的外宣材料英译(开题报告+论文)24、(英语毕业论文)从功能对等理论角度浅析有关“狗”的汉语四字格成语的英译及方法（开题报告+论文+文献综述+外文翻译）25、(英语毕业论文)The Elementary Stage Translation Teaching Design for Undergraduate English Majors26、(英语毕业论文)从《芒果街上的小屋》透视女性自我意识的觉醒（开题报告+论文+文献综述）27、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我28、(英语毕业论文)论中介语对二语习得的影响29、(英语毕业论文)On the Differences of Jocasta Complex in Sons and Lovers and Jin Suo Ji（开题报告+论文+文献综述）30、(英语毕业论文)苔丝的悲剧成因浅析（开题报告+论文+文献综述）31、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我32、(英语毕业论文)诸神形象折射中西方价值观不同（开题报告+论文+文献综述）33、(英语毕业论文)环保宣传语翻译中的文化介入（开题报告+论文）34、(英语毕业论文)论初中生英语学习资源策略培养（开题报告+论文+文献综述）35、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我36、(英语毕业论文)中美时间观的文化差异37、(英语毕业论文)《嘉莉妹妹》中的象征主义（开题报告+论文+文献综述）38、(英语毕业论文)礼貌原则框架下化妆品广告语篇研究（开题报告+论文）39、(英语毕业论文)中美礼貌语中的“面子文化”40、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我41、(英语毕业论文)从《小王子》看成人世界的身份危机（开题报告+论文+文献综述）42、(英语毕业论文)从《远离尘嚣》和《无名的裘德》看托马斯•哈代的婚恋观(开题报告+论文)43、(英语毕业论文)《罗密欧与朱丽叶》和《哈姆雷特》中的双关鉴赏44、(英语毕业论文)“黑尔舍姆”教育尝试的失败—析石黑一雄小说《别让我走》（开题报告+论）45、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我46、(英语毕业论文)跨文化视角下研究英汉民俗词语的不等值翻译47、(英语毕业论文)论希斯克利夫出走的必然性（开题报告+论文+文献综述+外文翻译）48、(英语毕业论文)美国牛仔形象演变和西部电影发展的研究（开题报告+论文）49、(英语毕业论文)主位推进模式在语篇翻译中的应用（开题报告+论文）50、(英语毕业论文)学生英译汉翻译中的英式汉语及其改进方式（开题报告+论文+文献综述+外文翻译）51、(英语毕业论文)用目的论理论研究英汉电影名翻译(开题报告+论文+文献综述)52、(英语毕业论文)《尤利西斯》与《春之声》中意识流手法的不同53、(英语毕业论文)模糊数词在英语习语中的构成形式及其修辞功能（开题报告+论文+文献综述）54、(英语毕业论文)中美幽默的比较55、(英语毕业论文)探析王尔德童话中的死亡主题（开题报告+论文）56、(英语毕业论文)中美动画电影所折射出的文化差异(开题报告+论文+文献综述)57、(英语毕业论文)女性主义视角下《大地》的解读（开题报告+论文）58、(英语毕业论文)分析简•奥斯汀的作品《爱玛》中的理性主义(开题报告+论文)59、(英语毕业论文)《傲慢与偏见》中的女性意识分析60、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我61、(英语毕业论文)论《苔丝》中女性意识与社会现实之间的冲突（开题报告+论文+文献综述）62、(英语毕业论文)从功能对等和文化语境差异角度看商务英语翻译技巧63、(英语毕业论文)翻译的对等性研究及其应用（开题报告+论文）64、(英语毕业论文)《嘉莉妹妹》中赫斯特伍德人生悲剧（开题报告+论文+文献综述）65、(英语毕业论文)外交语言策略中的合作原则（开题报告+论文+文献综述）66、(英语毕业论文)A Study on the Effective Ways to Improve Memory Efficiency in Consecutive Interpreting67、(英语毕业论文)从许渊冲的“三美论”看唐诗中的典故翻译（开题报告+论文+文献综述+外文翻译）68、(英语毕业论文)从《老友记》看美国幽默（开题报告+论文+文献综述）69、(英语毕业论文)违反合作原则所表达的会话含义—以《越狱》中Theodore Bagwell话语为例（开题报告+论文+文献综述+外文翻译）70、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我71、(英语毕业论文)传统美德与反传统个性的结合——《小妇人》中乔的形象分析72、(英语毕业论文)英文电影片名汉译研究73、(英语毕业论文)试用标记模式理论分析广告语中的语码混用现象（开题报告+论文+文献综述）74、(英语毕业论文)浅谈电影台词的翻译技巧－－以《追求幸福》为例75、(英语毕业论文)论《西游记》中文化因素的翻译策略——以詹纳尔和余国藩的英译本为例76、(英语毕业论文)An Analysis of Conversational Implicature In Pride and Prejudice （开题报告+论文+文献综述）77、(英语毕业论文)任务型教学法在小学英语课堂的应用研究78、(英语毕业论文)浅析电影《阿甘正传》的语言特色79、(英语毕业论文)顺应论视角下的电影片名翻译（开题报告+论）80、(英语毕业论文)魔幻现实主义在《所罗门之歌》中的应用81、(英语毕业论文)浅析《老人与海》中人对自然的态度82、(英语毕业论文)论初中生英语学习资源策略培养（开题报告+论文+文献综述）83、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我84、(英语毕业论文)黑人英语克里奥起源论（开题报告+论文+文献综述）85、(英语毕业论文)莎士比亚的悲剧对当代女性的影响86、(英语毕业论文)浅析《最蓝的眼睛》中的创伤和治愈（开题报告+论文）87、(英语毕业论文)浅析《最蓝的眼睛》中的创伤和治愈（开题报告+论文）88、(英语毕业论文)《紫色》中黑人女性意识的觉醒和成长（开题报告+论文+文献综述）89、(英语毕业论文)英汉习语中的文化差异及翻译研究（开题报告+论文）90、(英语毕业论文)An Analysis of Tess’s Tragic Fate and the Realization of Hardy’s Fatalism（开题报告+论文+文献综述）91、(英语毕业论文)“冰山理论”在海明威小说创作中的运用研究（开题报告+论文+文献综述）92、(英语毕业论文)顺应理论视角下公益广告英译中的语用失误分析93、(英语毕业论文)古诗词英译关于夸张的翻译策略研究（开题报告+论文+文献综述）94、(英语毕业论文)高中英语新课标在xx中实施情况调查与分析（开题报告+论文）95、(英语毕业论文)初中英语课堂教学现状调查（开题报告+论文+文献综述）96、(英语毕业论文)从功能翻译理论看汉语公示语的英译（开题报告+论文）97、(英语毕业论文)应对写作逻辑乱象的对策98、(英语毕业论文)The Religious Thoughts in The Pilgrim’s Progress99、(英语毕业论文)Doomed Tragedy out of Desire-Driven Morbid Personalities in Nabokov’s Lolita100、(英语毕业论文)《红楼梦》英译中双关语文化成分的翻译策略研究101、(英语毕业论文)从中美高校的课堂教学模式看两国的文化差异(开题报告+论文+文献综述)102、(英语毕业论文)跨文化交际中文化负迁移的原因及其对策研究（开题报告+论文）103、(英语毕业论文)The Study of Humor in The Adventures of Huckleberry Finn from the Perspective of Cooperative Principle（开题报告+论文+文献综述）104、(英语毕业论文)从宝洁公司的运营模式看美国文化的多样性（开题报告+论文+文献综述）105、(英语毕业论文)美国俚语中所折射出的美国亚文化现象（开题报告+论文+文献综述）106、(英语毕业论文)The Interpretation to Captain Ahab in Moby Dick throughAbnormal Psychology107、(英语毕业论文)车贴中的语言污染现象研究（开题报告+论文）108、(英语毕业论文)语言艺术与目的性操纵的杂合——英文电影片名的翻译109、(英语毕业论文)弗吉尼亚•伍尔夫《达洛维夫人》中印象主义创作手法探讨110、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我111、(英语毕业论文)从认知角度看“水”的一词多义现象112、(英语毕业论文)社会语言学视角下女性语言的特点113、(英语毕业论文)从合作原则分析《生活大爆炸》中字幕幽默的翻译114、(英语毕业论文)英语基本味觉词“甜/苦”的隐喻机制（开题报告+论文+文献综述+外文翻译）115、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我116、(英语毕业论文)从功能对等角度分析英文电影片名汉译117、(英语毕业论文)马斯洛需要层次理论下的《奥兰多》（开题报告+论文+文献综述+外文翻译）118、(英语毕业论文)从生态女性主义角度解读《宠儿》（开题报告+论文）119、(英语毕业论文)英汉“悲”、“喜”情感隐喻的认知比较研究（开题报告+论文）120、(英语毕业论文)A Comparison between Two Chinese Versions of Uncle Tom’s Cabin121、(英语毕业论文)语境顺应视角下英语情景喜剧中幽默字幕翻译－－以《生活大爆炸》为例（开题报告+论文）122、(英语毕业论文)The Influences of the Bible on Some American Movies123、(英语毕业论文)On the Linguistic Features of English and Chinese News Headlines124、(英语毕业论文)英汉动物习语的对比研究(开题报告+论文)125、(英语毕业论文)中西饮食文化中的差异（开题报告+论文）126、(英语毕业论文)中美学生对待教师的礼貌言行的对比分析（开题报告+论文）127、(英语毕业论文)风筝在《追风筝的人》中的象征意义分析（开题报告+论文）128、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我129、(英语毕业论文)浅谈美国职场上的性别歧视及其原因130、(英语毕业论文)《傲慢与偏见》中伊丽莎白的性格分析131、(英语毕业论文)论《拉合尔茶馆的陌生人》中昌盖茨“美国梦”的转变132、(英语毕业论文)“It be Adj of sb to do sth”中形容词语义的构式语法研究（开题报告+论文+文献综述+外文翻译）133、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我134、(英语毕业论文)从文化差异透视女性的不同命运—薛宝钗与韩美兰对比研究135、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我136、(英语毕业论文)浅析《野性的呼唤》中的“野性”与“人性”137、(英语毕业论文)乌托邦和老子道家思想的比较研究138、(英语毕业论文)从好莱坞电影看美国的文化霸权139、(英语毕业论文)礼貌原则在口译中的应用（开题报告+论文+文献综述）140、(英语毕业论文)语境顺应视角下英语情景喜剧中幽默字幕翻译－－以《生活大爆炸》为例（开题报告+论文）141、(英语毕业论文)探讨美容化妆品翻译技巧－－以安利雅姿产品为例142、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我143、(英语毕业论文)从到《到灯塔去》的主要角色浅析弗吉尼亚.伍尔夫的女性主义思想144、(英语毕业论文)托尼•莫里森《秀拉》中的女性主义（开题报告+论文）145、(英语毕业论文)《红色英勇勋章》主人公亨利•弗莱明心路历程探析146、(英语毕业论文)显现的被动•隐现的自我——《看不见的人》中被动语态的身份建构功能研究147、(英语毕业论文)An Analysis of the Tragic Fate of Mary Turner in The Grass Is Singing148、(英语毕业论文)Growing Pains—An Analysis of J. D. Salinger’s The Catcher in the Rye as a Bildungsroman149、(英语毕业论文)超验主义思想在惠特曼诗歌中的体现（开题报告+论文+文献综述）150、(英语毕业论文)《老人与海》中马洛林形象的不可或缺性（开题报告+论文）151、(英语毕业论文)谈归化与异化翻译的融合－－以谚语翻译为例152、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我153、(英语毕业论文)《幸存者回忆录》中多丽丝•莱辛的生态观（开题报告+论文）154、(英语毕业论文)A Comparative Study of Western Knight and Chinese Knight in Idylls of the King and Eight Heavenly Deities（开题报告+论文+文献综述）155、(英语毕业论文)解读托尼•莫瑞森《最蓝的眼睛》中的成长主题（开题报告+论文）156、(英语毕业论文)《诗经》与《圣经•雅歌》中爱情诗的比较研究157、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我158、(英语毕业论文)从翻译美学角度谈化妆品商标词的翻译159、(英语毕业论文)浅析澳洲英语词汇文化的特色（开题报告+论文）160、(英语毕业论文)英汉禁忌语对比在跨文化交际中的应用及翻译策略（开题报告+论文）161、(英语毕业论文)美剧字幕中的译者主体性——以美剧Gossip Girl第一季为例（开题报告+论文+文献综述+外文翻译）162、(英语毕业论文)汉英姓氏文化差异（开题报告+论文）163、(英语毕业论文)论《简•爱》中伯莎•梅森的疯癫（开题报告+论文）164、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我165、(英语毕业论文)《天路历程》与《西游记》的精神共鸣(开题报告+论文)166、(英语毕业论文)从主人公的悲剧命运看《推销员之死》的现实意义167、(英语毕业论文)商务英语交流中委婉语的语用功能研究（开题报告+论文）168、(英语毕业论文)从CIF与CIP的比较看CIP的优势169、(英语毕业论文)现代人对超人的需求－－超人形象演变综述170、(英语毕业论文)从人性论分析维克多•雨果的《悲惨世界》（开题报告+论文+文献综述）171、(英语毕业论文)浅析《七个尖角阁的房子》中象征手法的运用172、(英语毕业论文)弥尔顿《失乐园》中撒旦的悲剧英雄形象173、(英语毕业论文)从文化无意识的角度分析《喜福会》中的边缘人174、(英语毕业论文)从跨文化交际的发展看西方饮食文化对中国饮食文化的影响175、(英语毕业论文)用陌生化理论阐述《红色手推车》的悲剧色彩（开题报告+论文+文献综述+外文翻译）176、(英语毕业论文)语用移情及其在英语学习中的运用177、(英语毕业论文)试析《生死疲劳》英文版风格之再现：文学文体学视角(开题报告+论文)178、(英语毕业论文)英语谚语重复修辞格的翻译179、(英语毕业论文)自然会话中会话结构的分析（开题报告+论文）180、(英语毕业论文)论《永别了,武器》的写作风格（开题报告+论文）181、(英语毕业论文)浅析《飘》中女性人物形象182、(英语毕业论文)英语广告中仿拟的关联分析（开题报告+论文+文献综述+外文翻译）183、(英语毕业论文)《白鲸》主人公亚哈的悲剧性格分析（开题报告+论文+文献综述）184、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我185、186、(英语毕业论文)《月亮与六便士》中查尔斯•思特里克兰德的追寻自我187、(英语毕业论文)An Analysis of Sexism in English Proverbs（开题报告+论文+文献综述）188、(英语毕业论文)背诵在中学英语学习中的作用（开题报告+论文+文献综述）189、(英语毕业论文)The Great Gatsby and the American Dream190、(英语毕业论文)对《宠儿》中黑奴母亲塞丝形象的探讨（开题报告+论文+文献综述）191、(英语毕业论文)中英道歉语及应答差异192、(英语毕业论文)《黄鹤楼》五个英译本的语义等值研究（开题报告+论文+文献综述+外文翻译）193、(英语毕业论文)On Translation of Culture-Loaded Words in Subtitle of Ashes of Time Redux（开题报告+论文）194、(英语毕业论文)Elements of Chinese Culture in Wallace Stevens’Poems195、(英语毕业论文)A Contrastive Study of English and Chinese Gratitude Expressions （开题报告+论文+文献综述）196、(英语毕业论文)英汉色彩词的语用对比研究（开题报告+论文）197、(英语毕业论文)论网络英语的特征198、(英语毕业论文)论英语专业八级口语测试的内容效度（开题报告+论文）199、(英语毕业论文)翻译美学理论下的唐诗英译意境美研究（开题报告+论文）200、(英语毕业论文)“垮掉的一代”与中国“后”比较研究——以摇滚音乐为分析视角（开题报告+论）。

鲁子问《英语教学论（英文版）》课后习题详解（Chapter7ProcessofEnglishChapter 7 Process of English Teaching in SchoolsSection 1After studying this section, have you learned(1) the basic principles of CLT and TBLT?(2) the stages in CLT and TBLT classes?(3) some ways to solve problems that occur in classrooms?Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should bea variety of goals to ensure systematic language development.(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on theprocess of task accomplishment and focus on form. This stage includes task reflection and students’ reflection andfeedback.(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.Section 21. What is the essence of PWP process?Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.2. How can you connect TBL with PWP?Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and assimilation. The difference is that TBL concerns with tasks while PWP concernswith classroom activities.。

最新英语专业全英原创毕业论文，都是近期写作1 中英文商标翻译的问题及其解决方法2 高中英语阅读教学中学生自主学习能力的培养3 浅析《老人与海》中人对自然的态度4 Analysis of the Factors that Influence News Listening Comprehension5 An Analysis of Ecological Ideas in Walden6 报刊广告英语的文体特色分析7 天使还是悲剧制造者——浅析安吉克莱尔对苔丝悲剧的影响8 Cultural Connotation of Color Words in Chinese and Western Culture9 英汉动物词汇的文化内涵及其翻译10 《太阳照常升起》中的“女性化”研究11 Humor and Violation of the Cooperative Principle12 从《阿甘正传》看美国乐观主义13 谈《傲慢与偏见》中伊丽莎白的女性主体意识14 论《了不起的盖茨比》中爵士乐时代的新潮女郎15 从英汉广告语言特点分析中西方文化价值观16 关于王尔德童话的研究17 论《小妇人》中的美国清教思想18 A Study of Meta-cognitive Strategy Training and Its Effect on EFL Reading19 从语境视角分析电影字幕英译中翻译20 从目的论角度分析化妆品品牌翻译21 论象征手法在《了不起的盖茨比》中的运用22 从《傲慢与偏见》看简•奥斯丁的婚姻观23 从小说《德克拉》试论吸血鬼文化24 《可以吃的女人》女性主义解读25 寻找女性的自我—评托妮莫里森作品《秀拉》中秀拉形象26 透过好莱坞校园电影解析美国青少年的特点27 The Application of Functionalist Approaches in Advertisement Translation28 浅析英诗翻译的原则和方法——丁尼生《鹰》的不同译文比较29 空间介词在英汉时间表达中的隐喻性用法对比研究30 论幽默元素在《老友记》字幕中的翻译31 “中式英语”和“中国英语”两个概念的区别研究：以公示语为例32 从合作原则和礼貌原则的角度分析赵丽蓉的小品33 《哈利波特》中的励志精神34 英语专业学生课外网络自主学习问题研究35 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Old Man and the Sea64 初中英语教学中的角色扮演65 从目的论角度剖析电影片名翻译66 从女性主义视角分析《纯真年代》中两位女主人公的不同爱情观67 中英爱情谚语的隐喻研究及其翻译68 《红楼梦》中的颜色词及其翻译69 英语长句的理解和翻译70 浅论中文商标的翻译71 小说《白鲸》中亚哈布船长的人物悲剧解读72 文化差异视域下英语报刊硬新闻的翻译73 论《儿子与情人》中的恋母情结74 从生态女性主义视角解读《野草在歌唱》中的女性角色75 General Principles and Features of Legal English Translation76 论营销道德与社会责任的履行77 从苔丝的悲剧到托马斯•哈代的宿命论78 中英礼仪文化禁忌比较与跨文化交际79 Analysis of the Factors that Influence News Listening Comprehension80 论希斯克利夫出走的必然性81 论小学英语教学中的语法教学82 《宠儿》中塞丝的性格特征分析83 A Comparison between Scarlett O’Hara and Jane Eyre from the Perspective of Feminism84 简析《蝇王》的象征主义85 论《小妇人》中女性人物塑造的两重性86 《威尼斯商人》中夏洛克与《失乐园》中的撒旦的反叛者形象比较87 中外服装品牌英文标签语言的跨文化研究88 从童话看中西方儿童教育的差异89 凯特肖邦《觉醒》中女主人公女性意识的觉醒90 An Application of Schema Theory in Interpreting91 从社会语用学角度分析《雷雨》中的称谓语92 “拂过水仙的蕙风”——华兹华斯与汪静之作品浅析93 简爱的独立与反叛性格分析94 《了不起的盖茨比》中的象征手法95 从《小王子》看成人世界的身份危机96 浅析《傲慢与偏见》中伊丽莎白的性格和婚姻观97 分析《基辅怨》中雅柯夫的“受难”主题98 On the Translation of Children’s Literature in the Light of the Skopostheory:A Case Study of The dventures of Tom Sawyer99 文字之乐——浅析广告中的双关100 房间和风景的象征意义：读福斯特的《看得见风景的房间》101 浅谈美国职场上的性别歧视及其原因102 英语X-ful词的形态与认知构建103 Discourse Analysis on the Translation of Person of the Year, an Editorial in the Time Magazine104 对大学课程中“旅游英语”的教材分析105 Love and Death in The Awakening106 《阿甘正传》承载的美国青年价值观107 新闻英语标题的特点和翻译108 On the Translation of Names of Scenic Spots109 A Probe into Three Phases for Effective Business Negotiations110 从文化视角看英语习语的翻译111 莎士比亚：男权神话的守望者—莎士比亚戏剧的女性主义解读112 从系统功能语法的角度分析奥巴马总统竞选辩论的语篇特点113 Comparin g the Reasons for Hester Prynne’s and Tess D’Urbervilles’s Tragedies114 安吉尔的精神悲剧—分析哈代笔下人物的心理发展过程115 从女性意识的角度解读《荆棘鸟》中的女性形象116 浅析合作原则在汉英广告语翻译中的运用117 浅析合作原则在外贸英文电函中的应用118 A New Woman’s Journey in To the Lighthouse119 Text Memorization and English Learning120 相同的追求，不同的命运——《红楼梦》中的林黛玉和《傲慢与偏见》中的伊丽莎白比较121 《最蓝的眼睛》和《宠儿》中黑人女性的悲剧根源122 浅析《献给艾米莉的玫瑰》中渐渐消失的玫瑰123 可口可乐产品推销中的中国元素分析124 从心理语言学谈提高新闻英语听力的新模式125 《加里波利的坟墓》的反讽与对话126 初中生英语听力理解的障碍因素及对策127 从《变形记》透视家庭环境对塑造儿童健康心理的影响128 论《杀死一只知更鸟》中的象征129 从释意派理论看英语习语的翻译策略130 《丧钟为谁而鸣》中罗伯特.乔丹性格的多视角分析131 浅析女主人公性格对其婚恋的影响—在《傲慢与偏见》和《红楼梦》中婚恋比较132 论斯嘉丽对南方的背叛133 广告中的熟语模因探析134 中西方对＂死亡教育＂之态度的对比研究135 论《雾都孤儿》的写作手法与创作意义136 约翰·福尔斯《法国中尉的女人》的元小说叙事研究137 《杀死一只知更鸟》中主人公的成长危机138139 英汉语言与文化差异对广告翻译的影响140 合作性学习在高中英语写作教学中的应用141 文化负迁移对翻译的影响142 从文本类型角度看旅游宣传资料的汉英翻译143 新历史主义视角下《李尔王》中弄人的形象分析144 Cultural Connotation and Translation of Animal Words in Chinese and English145 比较研究中美商务谈判中决策过程的异同146 英语委婉语浅析147 两个反叛的女人——姚木兰和斯佳丽之对比分析148 浅析《爱玛》中女主人公的女性意识149 浅析《雾都孤儿》中的现实主义150 “同一性危机”——浅析汉娜的悲剧人生151 《雾都孤儿》中批判现实主义写作手法分析152 谈品牌广告文体特点及其翻译153 A Tentative Comparison Between British and American Romanticism154 海明威小说硬汉形象的悲剧色彩155 美国梦的文化观察156 商标语的翻译157 浅析《老人与海》圣地亚哥的硬汉形象158 On the Feminist Consciousness in Hawthorne’s The Scarlet Letter159 英汉谚语的文化对比分析160 《献给艾米丽的玫瑰》中的象征主义161 浅析美国高等教育的创新162 从自然主义视角分析《嘉莉妹妹》163 A Southern Elegy-A Feminist Study on Faulkner’s “A Rose for Emily”164 Three Discriminations to Little Black American Girls in The Bluest Eye165 英语歌曲名称汉译研究166 “三美论”观照下的《再别康桥》英译本比较研究167 论中美广告中所反映的文化价值观差异168 浅谈毕业生求职面试技巧169 场独立和场依存对不同主题阅读材料的影响研究170 科技英语中名物化的功能171 关于《麦田里的守望者》主人公霍尔顿悲剧人生的分析172 论跨文化商务交际中的非语言交际的重要性173 英语经济新闻标题翻译在模因传播中的分析174 英语中介语无标志被动语态的错误分析175 从异化与归化看网络上美剧的字幕翻译176 论中学英语教学中各种教学法的融合与运用177 A Pragmatic Analysis of Oxymoron in Advertising178 《红楼梦》两英译本中习语翻译的比较179 论英语中的汉语借词及其影响180 英语汉源借词研究181 从批评话语分析角度看奥巴马就职演说中的感召力182 完美女性与准则英雄—论《永别了,武器》中的凯瑟琳183 欧•亨利作品中的人生的价值探索184 通过《蝇王》看人性185 分析《哈姆雷特》中两位女性的性格特点186 On the Strategies of Translation of Political Terms with Chinese Characteristics 187 The Application of TBLT to Reading-teaching in Junior Middle School188 中美大学生请求语策略对比研究189 英语导游词翻译的原则与技巧190 如何提高小学生对英语学习的兴趣191 浅析亨利詹姆斯小说《螺丝在拧紧》中的哥特成分192 英语语言中的性别歧视193 华兹华斯诗歌的精神生态研究—以《丁登寺》为例194 从跨文化交际视角谈品牌翻译策略195 英语电影片名翻译微探196 英汉双语词典中的语用信息197 高中英语听力课中的文化教学198 浅谈“白色”在英汉语言中的文化差异及其翻译策略199 An Analysis of Sexism in English Proverbs200 跨文化交际背景下英语禁忌语探析。

The rise of the communicative language teachingis related toChomsky revolution which erupted in the late 1950s and a variety of new theoriesappearedin 1960s and 1970s.Nowadays, whether we face a new change?The first two times the change of teaching methods are on the premise of whole revolution of linguistic theories. ButTask-based teaching, in terms of the background theory, does not go beyond the traditional communication method.
Keywords:communicativelanguage teaching(CLT); second language teaching (SLT);the task-basedlanguage teaching(TBLT)
CONTENTS
Introduction
Communicative Language Teaching（CLT, this article referred to as “Communicative language teaching”) originated in the early 1970s, in twenty years later, it becomes the mainstream of Language Teaching. However, even in the age which the CLT is very popular, people still have some questions to query it. After 1990s, a variety of new teaching theory appear constantly, especially the task-based language teaching (Task-based Learning, TBL for short), is becoming popular in second language teaching to be the new favorite gradually. Before the communicative method, second language teaching has experienced two stages: traditional stage and the stage of structuralism. Stage of language teaching in traditional Grammar-translation method is represented.