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英语专业论文英语范文推荐(精选4篇)选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。
问渠那得清如许，为有源头活水来，本文是勤劳的小编给家人们找到的英语专业论文英语范文推荐【精选4篇】，仅供参考，希望对大家有一些参考价值。
英语小论文800字篇一1．坚强的意志是成功的重要保证。
2．意志坚定的人才能完成伟大的使命，3．学生也是这样，不刻苦学习，终究不会成为有用之才There is an old saying: where there is a will, there is a way. It tells us that a strong will is the most essential quality that anyone who wants to achieve success. It can contribute a lot to one’s success.Although “All roads lead to Rome”, none of them is completely smooth. Our life is filled with obstacles which may make us feel so hopeless that we may choose to give up. At the crucial moment, strong will helps a lot. As a matter of fact, the ability to work through difficult situation and unfortunate events with strong will can make one stronger and more capable. In other words, if we want to realize life’s goal, we must keep forging ahead with strong consciousness.From what has been discussed above, we can see that the establishment of tough determination is of great importance to everyone. With a strong will, including our knowledge, we will be able to deal with any situation in our life. Whatever we do, as long as we stick to and do not give up easily, we will realize the goal at last.英语专业论文模板篇二“魅力新声”英语歌唱比赛不仅具有较高的学术含量，而且包含较浓厚的英语文化。
毕业论文英语专业范文毕业论文英语专业范文随着全球化的发展，英语已成为国际交流的重要工具。
作为英语专业的学生，在毕业论文中展示自己的研究成果和学术能力是非常重要的。
本文将以一个英语专业毕业论文范文的形式，探讨英语专业的研究方向、研究方法和研究成果等方面。
一、引言在引言部分，作者可以简要介绍研究背景和目的。
例如，可以提到英语专业的重要性以及对于毕业生未来职业发展的影响。
同时，也可以提到英语专业的研究方向和热点问题，为后续的论述做铺垫。
二、文献综述在文献综述部分，作者可以对相关的研究进行梳理和分析。
例如，可以介绍国内外学者在英语专业研究领域的成果和观点。
同时，也可以指出已有研究的不足之处，为自己的研究提供依据和动力。
三、研究方法在研究方法部分，作者可以详细介绍自己采用的研究方法和数据收集方式。
例如，可以提到自己采用的问卷调查、实地访谈或者文本分析等方法。
同时，也可以对这些方法的优缺点进行评价和讨论。
四、研究成果在研究成果部分，作者可以详细介绍自己的研究发现和结论。
例如，可以提到自己对于英语专业学生的需求调查结果，或者对于英语教学方法的改进建议等。
同时，也可以对自己的研究成果进行分析和解读，展示自己的学术能力和思考深度。
五、讨论与展望在讨论与展望部分，作者可以对自己的研究成果进行讨论和评价。
例如，可以指出自己的研究结果与已有研究的一致性或者差异性。
同时，也可以对自己的研究方法和数据分析进行反思和总结，提出进一步研究的方向和建议。
六、结论在结论部分，作者可以对全文进行总结和回顾。
例如，可以简要概括自己的研究目的、方法和成果。
同时，也可以强调自己的研究对于英语专业的意义和价值。
七、参考文献在参考文献部分，作者可以列举自己在研究过程中参考的文献和资料。
同时，也可以按照学术规范对这些文献进行格式化的引用。
总结：本文以一个英语专业毕业论文范文的形式，探讨了英语专业的研究方向、研究方法和研究成果等方面。
通过引言、文献综述、研究方法、研究成果、讨论与展望和结论等部分的论述，作者对英语专业的研究做了全面而深入的探讨。
英语专业毕业论文选题方向英语专业毕业论文选题方向在英语专业的学习过程中，毕业论文是一个重要的环节。
选择一个合适的论文选题方向对于学生的学术研究和未来的职业发展都至关重要。
本文将探讨一些可能的英语专业毕业论文选题方向，并提供一些思路和建议。
一、语言学研究语言学是英语专业的重要学科之一，它涉及到语言的结构、发展、变化以及语言与社会的关系等方面。
在语言学研究方向上，可以选择探讨某一具体语言的语音、语法、词汇等方面的特点，或者比较不同语言之间的差异和相似之处。
此外，还可以研究语言习得、语言教学和语言变异等话题。
二、文学研究文学研究是英语专业的另一个重要领域，它涉及到文学作品的分析、解读和评价等方面。
在文学研究方向上，可以选择探讨某一位作家或某一文学流派的作品，分析其风格、主题和意义。
此外，还可以比较不同文学作品之间的联系和影响，或者研究文学作品与社会、历史背景之间的关系。
三、翻译研究翻译是英语专业的核心技能之一，它涉及到将一种语言转化为另一种语言的能力。
在翻译研究方向上，可以选择探讨翻译的理论和实践问题，如翻译的策略、技巧和难点等。
此外，还可以研究跨文化交际中的翻译问题，或者比较不同翻译版本之间的差异和影响。
四、应用语言学研究应用语言学是英语专业的一个重要分支，它涉及到语言在实际使用中的应用和影响。
在应用语言学研究方向上，可以选择探讨语言教育和语言测试等方面的问题，如教学法、评估方法和教材设计等。
此外，还可以研究语言技能的培养和语言交际的策略等话题。
五、跨文化交际研究跨文化交际是英语专业的一个重要领域，它涉及到不同文化背景下的语言和交际问题。
在跨文化交际研究方向上，可以选择探讨跨文化交际的理论和实践问题，如文化差异、交际策略和误解等。
此外，还可以研究跨文化交际中的语言教育和跨文化沟通的技巧等话题。
总之，英语专业毕业论文选题方向有很多，学生可以根据自己的兴趣和专业背景选择适合自己的方向。
在选择论文选题时，可以先进行文献综述，了解当前研究的热点和问题，然后确定自己的研究目标和方法。
英语专业论文(5篇)英语专业论文(5篇)英语专业论文范文第1篇1.专业老师英语教学阅历不足，教学热忱不高。
国内大多数高校的专业英语老师始终由本专业老师担当，专业老师一般是非师范类院校毕业，虽然专业功底深厚，但英语教学技巧与水平有限，教学仅停留在专业英语课文阅读与重点句子翻译层面。
老师过分注意科研，忽视教学，没有全身心地投入教学，教学责任心不强，老师在专业英语教学上应付了事，教学质量差。
目前，专业英语老师采纳的教学方法多是传统的"一言堂、填鸭式'教学模式，缺少吸取新学问、提高学术水平的热忱和动力。
2.同学英语水平参差不齐，学习爱好不高。
国内农业院校绝大多数同学英语基础相对较差，英语水平参差不齐，英语基础差的同学学习专业英语很吃力，再加上对专业英语的重要性熟悉不够，学习爱好不高，简单产生厌倦心情。
有的同学专业词汇功底浅，很少并且很难进行外文资料的翻译和阅读，不能够准时猎取国际性的本专业的最新讨论动态。
3.教学内容设置不合理，教学形式平凡。
当前，各院校开设的园艺专业英语课程与综合性学术英语之间缺乏连接性，英语课程大多围绕专业英语词汇及文章内容的讲解，这种教学内容设置忽视了对同学专业英语技能层面和语言层面力量的综合培育。
各高校所用的教材主要有自选原版英文教材和自行选编教材两种形式，自编教材内容编排过于古板、陈旧，还有的教材内容难度偏高或者涉及的专业内容过于简洁，不能满意专业要求。
再有，各高校通常采纳传统的"填鸭式'教学模式，偏重于老师的讲解，教学内容枯燥，教学形式单一，忽视了同学的主动性和制造性，同学学习的乐观性不高，同学只是被动接受学问。
这种教学形式比较死板，同学无法参加到教学过程中，扼杀了同学的学习爱好与英语语感的培育，最终导致我国专业英语缺乏创新性的局面。
二、本项园艺专业英语教学改革特色与成效在园艺专业英语教学实践中尝试了一系列园艺专业英语教学改革并取得了肯定成效，详细改革如下。
English Major Graduation ThesisIntroductionThe aim of this thesis is to investigate the impact of technology on the teaching and learning of English as a second language. Over the past few decades, technology has greatly changed the way we live and communicate with each other. English language teaching is no exception to this trend, with technology now playing a crucial role in educational settings around the world.The purpose of this study is to identify the specific ways in which technology has impacted English language education and to evaluate the effectiveness of these new methods. The findings of this research can help educators better understand the benefits and limitations of using technology in the classroom, and can inform future developments in teaching techniques and language learning.Literature ReviewThe use of technology in education has been growing rapidly in recent years. Many studies have examined the impact of technology on language learning, and a growing body of research has focused on the use of mobile devices, such as smartphones and tablets, in language teaching.One of the key benefits of technology in language learning is flexibility. Digital materials, such as online courses, e-books, and multimedia resources, offer learners the ability to learn anytime and anywhere. In particular, mobile devices afford a high degree of flexibility, enabling learners to study on the go, outside of formal classroom settings.Another benefit of technology is the ability to provide personalized learning. With the use of online platforms and tools, educators can adapt their teaching to individual learners’ needs, providing a more effective and efficient learning experience. For example, automated language learning platforms can provide personalized feedback and support, allowing learners to work at their own pace and improve their language proficiency.However, there are also some limitations to using technology in language learning. One of the key challenges is the need for digital literacy, particularly among older learners or those with limited access to technology. In addition, the cost of implementing technology in the classroom can be a barrier, particularly for low-income students or schools.Research MethodologyTo investigate the impact of technology on English language teaching and learning, this study employs a mixed-methods research approach. This includes both qualitative and quantitative data collection and analysis.The qualitative component of the study involves semi-structured interviews with English language educators and learners, as well as classroom observations and analysis of digital materials used in teaching. The quantitative component includes a survey of English language learners, involving both open-ended and closed-ended questions.Data analysis will involve both coding of qualitative data and statistical analysis of the survey data. The study will also include a comparative analysis of the effectiveness of traditional teaching methods versus technology-enhanced teaching methods.ConclusionThe growing use of technology in education and the increasing demand for English language proficiency have made it essential to understand the impact of technology on English language teaching and learning. This study aims to provide insights into the effectiveness of technology in language education, identify the benefits and challenges of using technology, and inform future developments in language teaching techniques.The findings of this research can be used by educators and policy-makers to improve the quality and accessibility of English language education, particularly in countries where English is not the primary language. By understanding the potential of technology in language learning, educators can create more effective and efficient teaching methods that meet the needs of learners in the 21st century.。
英文论文（优秀4篇）选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。
以下是可爱的编辑为大伙儿收集整理的英文论文（优秀4篇），希望可以帮助到有需要的朋友。
英语专业论文模板篇一很多学生忽视了毕业论文的重要性和现实意义，这是其写作质量不高的主要原因之一。
毕业论文是大学生在校期间向学校所交的较后一份书面作业。
英语专业学生在修完一般英语写作课程后，初步熟知和掌握了基本的写作要素和技巧，这时为了深化写作内容，进一步提高文字表达能力，须开始进行学术论文写作。
毕业论文写作在巩固了词的各种意义、搭配、用法、词序，句子的定义、结构、种类、用法，即写作的基本要素和技巧的同时，还能培养初步的研究、分析和总结问题的能力。
这就为学生在日后进一步从事相关学科的研究工作打下了坚实的基础。
《高等学校英语专业教学大纲》指出，“毕业论文是考察学生综合能力、评估学业成绩的一个重要方式”。
毕业论文写作的优劣、质量的高低是决定学生能否顺利毕业或可否被授予学位的重要依据。
因此大学生须重视和认真撰写毕业论文。
英语论文范文word 篇二Upon the completion of the thesis, I would like to take this opportunity toexpress my sincere gratitude to my supervisor, Professor Peng Xiaohua, who hasgiven me important guidance on the thesis. Without his help and encouragement,my thesis would have been impossible. Besides his help with my thesis,he hasalso given me much advice on the methods of doing research, which is of greatvalue to my future academic life.I am also obliged to other teachers whose lectures have broadened my scopeof vision in British and American literature and help me lay a necessaryfoundation for the writing of the thesis. I am also grateful to all the members ofthe faculty and staff in the College of Foreign Languages who have provided mewith a lot of help and guidance.Last but not least, I would like to express my gratitude to all the friends andfamily members who have offered me help. Without their help,I could not havefinished my study and this thesis.英语专业论文模板篇三分层次提出教学要求：英语系按照学校的要求把XX级学生以入学成绩为依据分了两个层次，A层次普通学科专业班级，B层次体音美专业班级。
英语专业毕业论⽂英语专业毕业论⽂（精选8篇） ⼤学⽣活要接近尾声了，毕业⽣要通过最后的毕业论⽂，毕业论⽂是⼀种有准备的检验学⽣学习成果的形式，那么应当如何写毕业论⽂呢？以下是⼩编收集整理的英语专业毕业论⽂，供⼤家参考借鉴，希望可以帮助到有需要的朋友。
英语专业毕业论⽂篇1 论⽂摘要：如何提⾼⼤学法语⼆外教学，⼀直是⾼校法语教学研究的重要问题。
本⽂试从⼤学法语⼆外教学存在的问题⼊⼿，从教学内容上分析，进⽽提出解决的⽅法。
关键词：教学⽅法;精讲多练;多媒体;法英对⽐ 21世纪是⼀个以知识经济和经济信息全球化为主要特征的时代，世界经济的⽇益全球化和⼀体化与中国对外开放进程的加速，现代社会科技、通讯、经济、⽂化的进步，使世界交往更加密切。
语⾔⼈才不再单单只是能熟练运⽤⼀门外语的专才，⽽是能同时运⽤两三门语⾔的通才。
全世界有1亿七千多万讲法语的⼈⼝，法语是联合国、国际奥委会、万国邮政等多个国际组织的唯⼀官⽅语⾔或者官⽅语⾔之⼀，能说法语将在国际交往占有优势地位，因此越来越多的⾼校开设了法语⼆外课程，研究法语作为第⼆外语教学的⼯作，也就迫在眉睫了。
⼤学法语教学针对学习对象的不同，分为法语专业教学，英语专业本科⽣与研究⽣法语⼆外必修课教学和⾮英语专业学⽣公共选修课教学。
在此⽂中仅对英语专业本科⽣法语⼆外的教学进⾏分析。
⼀、⼤学法语⼆外教学⾯临的问题 2002年《⼤学法语⼤纲》明确规定：“⼤学法语教学的⽬的是培养⼀定的阅读能⼒，初步的听、说、读、写、译的能⼒，使学⽣能以法语为⼯具，获取专业所需，为进⼀步提⾼法语⽔平打下较好的基础。
”盖房⼦最重要的是搭地基，对于法语⼆外教学，打基础就是最重要的。
学过法语的⼈都知道，法语确实是⼀门很难的语⾔。
如果给学⽣打好了扎实的基础，那么⼀切都将迎刃⽽解。
(⼀) 法语⼆外课时和内容相⽐显得过少。
每周四课时，开设四个学期，总共256课时，听、说、读、写、译各⽅⾯的内容都要涉及到，打好基础，在这么少的课时下，要达到教学⽬标⾯临不少困难。
英语毕业论文英语毕业论文范文英语(English)，是由古代从北欧及斯堪的纳维亚半岛移民至大不列颠群岛的盎格鲁、撒克逊和朱特部落的日耳曼人所说的语言演变而来，并通过英国的殖民活动传播到了世界各地。
由于在历史上曾和多种民族语言接触，它的词汇从一元变为多元，语法从“多屈折”变为“少屈折”，语音也发生了规律性的变化。
英语毕业论文范文一：摘要：把情感教育渗透到高中英语课堂教学中去，注重师生情感的建立和沟通，主动关心学生，克服学习和生活中的困难，经常鼓励和表扬学生，力争提高学生学习英语的兴趣，寓乐于教，寓乐于学，从而会大面积提高英语教学质量.关键词：高中英语;情感教育;教学情感既是英语教学的手段，也是英语教学的目的，起着激发、定向、推动、引导和调节学生学习活动的动力作用，直接影响学生的智力发展和认识过程。
教学过程中情感及其渗透力量的强弱会直接影响教学效果的成败优劣。
那么，怎样培养学生积极的情感，从而实现他们渴求知识的强烈愿望呢?一、倾注热情，以情育情，以情激情，达成师生间的信任爱是教育的前提。
教师对学生的爱是教师的天职，是一种具有伟大意义的情感活动。
每一个教师都有爱，但能否对后进生倾注更大的热情和更多的关爱是检验一位教师师德好坏的重要标准。
将情感教育融于后进生的转化之中，就要求我们教师深入细致的了解学生，真心实意的关心学生，充分尊重、信任学生。
也就是说，对他们既要严格要求，又要相互谅解，使他们感到你不仅是他们的师长，同时又是他们的朋友。
只有这样，他们才愿意和你进行思想交流，对你敞开心扉倾吐心声，教师才能及时掌握他们学习、生活和思想活动的情况，从而有针对性地进行引导和教育。
反之，没有信任的教育就如没有沟通的桥梁，更谈不上教育的效果了。
此外，教师对学生的信任是一种希望，它能增强学生的自信，调动学生的积极因素，使他们加倍去努力。
二、正确评价，激发学生的自信，尝试成功的喜悦学生信任教师，并乐于接受教育，有利于教师激发学生的自信，使其产生内在学习动机。
英语语⾔学毕业论⽂（精选多篇）英语语⾔学毕业论⽂(精选多篇)第⼀篇：英语专业毕业论⽂：社会语⾔学the definition of sociolinguistics and its characteristic外语系06接本6班尹珊珊24号[abstract]sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations. it ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another. sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language.[key words] sociolinguisticssociolinguistics variationsocial function [content]sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. it also studies how lects differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, etc., and how creation and adherence to these rules is used to categorize individual socio-economic classes. as the usage of a language varies from place to place, and language usage varies among social classes. it is socialists that sociolinguistics studies.the study of language variation is concerned with social constraints determine language in its contextual environment. code-switching is the term given to the use of different varieties of language in different social situations. sociolinguistic differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter’s focus is on the language’s effect on the society. while the study of sociolinguistics is very broad, there are a few fundamental concepts on which most sociolinguistic inquiries depend. sociolinguistics is different from many of the other branches of linguistics in that it studies external as opposed to internal language. internal language applies to the study of language on the abstract level, or in the head, put simply. external language applies to language in social contexts, or outside the head. this distinction is important, because internal language analyses, such as syntax and semantics, operate1on the assumption that all native speakers of a language are quite homogeneous in how they process and perceive language. external language fields, such as sociolinguistics, attempt to explain why this is in fact not the case. these two approaches, while distinct, complement each other in practice.understanding language in society means that one also has to understand the social networks in which language is embedded. this may apply to the macro level of a country or a city, but also to the inter-personal level ofneighborhoods or a single family.sociolinguistics as a field distinct from dialectology was pioneered through the study of language variation in urban areas. whereas dialectology studies the geographic distribution of language variation, sociolinguistics focuses on other sources of variation, among them class. class and occupation is one of the most important linguistic markers found in society.one of the fundamental findings of sociolinguistics, which has been hard to disprove, is that class and language variety are related. as can be implied from the example below, the working class tends to speak less standard language. the lower, middle, and upper middle class will in turn speak closer to the standard. however, the upper class, even members of the upper middle class, may often speak ‘less’ standard than the middle class. this is because not only class, but class aspirations, are important. men and women, on average, tend to use slightly different language styles. these differences tend to be quantitative rather than qualitative. that is, to say that women make more minimal responses than men is akin to saying that men are taller than women. the initial identification of a women’s register was by robin lakoff in 1975, who argued that the style of language served to maintain women’s role in society. a later refinement of this argument was that gender differences in language reflected a power difference. however, both these perspective have the language style ofmen as normat ive, implying that women’s style is inferior. more recently, deborah tannen has compared gender differences in language as more similar to ‘cultural’ differences. comparing conversational goals, she argued that men have a report style,aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships. such differences are pervasive across mediums, including face-to-face conversation, written essays of primary school children, email, and even toilet graffiti. communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. one explanation for this, is that people accommodate their language towards the style of the person they are interacting with. thus, in a mixed-gender group, gender differences tend to be less pronounced. a similarly important observation is that this accommodation is usually towards the language style, not the gender of the person. that is, a polite and empathic male will tend to be accommodated to on thebasis of their being polite and empathic, rather than their being male. sociolinguistics has drawn more and more attention since it became an independent discipline in mid 1960s. but scholars from various disciplines look at sociolinguistics from different perspectives, and carry out sociolinguistic study in different ways. this paper tries to understand sociolinguistics in terms of its definitions and the scope of sociolinguisticstudy to point o ut the lack of comprehensiveness in fishman’’s view on the definition of sociolinguistics.参考⽂献：《社会语⾔学概论》戴庆厦主编商务印书馆《社会语⾔学概论》祝畹瑾编著湖南教育出版社.《语⾔学概论》杨信彰⾼等教育出版社第⼆篇：英语语⾔学论⽂题⽬英语语⾔学论⽂题⽬13论国际商务谈判中的语⾔交际技巧33成⼈世界的童话——从⽂体学⾓度解析现今童话再度流⾏的现象49论⽂化差异与英汉商标互译55浅谈英汉句⼦结构差异59诗意的美和喜剧性幽默62试论⼴告英语的语⾔特点65统觉团对英语初学者词汇学习的影响67外语学习中应该重视中介语的作⽤69新闻报道中的转述动词研究73英汉禁忌语、委婉语的对⽐研究74英汉数字习语的对⽐研究76英译汉中词序的变动78英语⼴告的语⾔特征80英语双关语汉译的可译性限度101词义演变的原因与⽅式137从汉语中英语借词的翻译看⽂化交流138从价值观转换看斯佳丽的⾓⾊特征142从礼貌准则看中英⽂化的异同146从习语看英汉民族的⽂化差异149从英语⼈名中看性别歧视157动词过程类型的选择和话语隐性态度的表达161对母语在英语写作中词汇负迁移现象的思考162对严复译作中“信”的质疑167法律英语⽤词特征分析168法律语⾔翻译与法律⽂体177副词ever的句法环境和语义特征180功能语法视⾓下的英语报纸新闻标题的功能183⼴告⼝号语的语⾔特点189国际商务⽂化之对⽐研究204汉语中双关语的翻译213基于概念隐喻的诗歌解读228论⼴告英语中的幽默265论⼴告英语的语⾔特点268论汉英谚语的语⾔特征280论清教理念与美国西进运动282论莎⼠⽐亚⼗四⾏诗中的时间300论英语⼴告中⼏种常⽤修辞格及其汉译310论尤⾦?奥尼尔的表现主义⼿法324名词化的语篇功能330诺曼时期法语对英语词汇的影响339浅谈英语虚拟语⽓的语⽤功能340浅谈英语虚拟语⽓及其语⽤功能345浅析⼆⼗世纪计算机英语词汇的构成特点346浅析汉英动物谚语中的⽂化348浅析英汉语⾔中的性别歧视现象及其根源349浅析英语禁忌语及其发展352浅析英语⽆标志被动句356浅议译者能⼒359认知语⾔学⾓度下“within” 的空间隐喻意义365商标英语汉译的原则和⽅法384体育新闻英语⽂体研究375社会语⾔学视野中的⽹络语⾔418新闻英语中的语法特点研究423颜⾊词在英汉互译中的不对应性425移就的审美价值和⽣成基础426以认知为基础的颜⾊隐喻研究428隐喻认知功能研究的新视⾓429隐喻与⼀词多义的关系438英汉被动句对⽐研究439英汉宾语类型差异的认知原因。
英语专业毕业论文范文As an English major, writing a graduation thesis is an essential part of the academic journey. It is a culmination of years of study, research, and critical thinking. In this paper, we will explore an example of an English major graduation thesis, focusing on the structure, content, and style of the paper.The first section of the thesis is the introduction, which provides an overview of the topic, the research question, and the significance of the study. It also includes a brief literature review to provide context for the research. The introduction should be engaging and informative, setting the stage for the rest of the paper.The next section is the theoretical framework, where the writer discusses the theoretical perspectives and concepts that will inform the analysis. This section demonstrates the writer's understanding of relevant theories and their application to the research topic.Following the theoretical framework is the methodology section, which outlines the research methods and procedures used in the study. This section should be detailed and transparent, allowing the reader to understand how the research was conducted and how thedata was collected and analyzed.The main body of the thesis consists of the analysis and findings. This section presents the results of the research and provides a detailed analysis of the data. The writer should use appropriate evidence to support their arguments and draw meaningful conclusions from the findings.In the conclusion, the writer summarizes the key findings and their implications. This section should also discuss the limitations of the study and suggest directions for future research. The conclusion should leave the reader with a clear understanding of the significance of the research and its contribution to the field.Throughout the thesis, the writer should maintain a clear and concise writing style, using appropriate language and terminology for the field of study. The paper should also be well-organized, with logical transitions between sections and paragraphs.In conclusion, writing a graduation thesis as an English major is a challenging but rewarding endeavor. By following a clear structure and maintaining a high standard of writing, the writer can produce athesis that demonstrates their knowledge, critical thinking, and research skills. This example serves as a guide for English major students to craft their own graduation theses, showcasing their academic achievements and contributing to the field of English studies.。
英语专业大学毕业论文Title: The Significance of English Major's Graduation Thesis in Higher EducationIntroduction:The graduation thesis is a pivotal component of the English major's undergraduate education. It serves as a comprehensive evaluation of the student's academic abilities, research skills, and command of the English language. This article explores the significance of the English major's graduation thesis in higher education, highlighting its impact on intellectual growth, career prospects, and contribution to the field of study.1. Intellectual Growth:The completion of a graduation thesis provides English majors an opportunity to delve deeply into a specific area of interest within their field. This process fosters intellectual growth by encouraging critical thinking, independent research, and analytical skills. Engaging in extensive literature review, data collection, and analysis allows students to expand their knowledge base, develop an argumentative mindset, and enhance their overall understanding of the subject matter.2. Research Skills:The graduation thesis requires English majors to conduct extensive research, enabling them to develop and refine their research skills. Through the process of selecting a research topic, formulating research questions, and designing appropriate research methodologies, students learn to critically evaluate existing literature, organize their thoughts, and conduct effective data collection. These skills are crucial for future academic pursuits or professional careers that rely heavily on research and analysis.3. Language Proficiency:Writing the graduation thesis in English not only exhibits a student's language proficiency but also further develops their command of the language. Researching, organizing, and presenting ideas in a coherent and logical manner contributes to strengthening written communication skills. Moreover, the revision and proofreading process helps to refine grammar, punctuation, and vocabulary, leading to enhanced language abilities. This comprehensive language training will greatly benefit students when pursuing higher degrees or when applying for jobs that demand strong communication skills.4. Career Prospects:The graduation thesis plays a crucial role in shaping the career prospects of English majors. Completing a thesis demonstrates the ability to work independently, conduct research, and produce a significant piece of scholarly writing. Employers in various fields recognize the value of these skills, making English majors highly sought after in diverse job markets. The thesis serves as tangible evidence of the student's intellectual capabilities and commitment to academic excellence, significantly enhancing their competitiveness in the job market.5. Contribution to the Field:English major graduation theses contribute to the overall development and advancement of the field of study. Through their research, students often generate new insights, challenge existing theories, and propose innovative ideas. As they expand the boundaries of knowledge within the discipline, their work can serve as a foundation for future studies. By sharing their findings in academic conferences or publishing their work in respected journals, English majors actively contribute to the advancement of the field.Conclusion:The English major's graduation thesis is a vital component of higher education, fostering intellectual growth, honing researchskills, enhancing language proficiency, and establishing promising career prospects. It serves as a culmination of the student's undergraduate journey, reflecting their dedication, skills, and academic achievements. Furthermore, its contribution to the field of study cannot be overstated, as students become active participants in the pursuit of knowledge. The graduation thesis is indeed a significant milestone for English majors, shaping their academic and professional lives.。
英语专业优秀毕业论文随着世界经济的发展,我国与世界各国之间的商务联系越来越密切,商务英语作为经济往来的重要桥梁也越来越重要。
下面是店铺为大家整理的英语专业优秀毕业论文，供大家参考。
英语专业优秀毕业论文范文一：高职商务英语翻译教学：问题和对策摘要：商务英语翻译是商务英语专业的一门核心课程。
审视当前高职院校的商务英语翻译教学，现状不尽如人意。
本文在简要分析商务英语翻译教学的现状和存在的问题之基础上，提出了改进的途径。
论文关键词：商务英语,翻译教学,问题,对策一、高职商务英语专业翻译教学现状商务英语作为特殊用途英语(ESP)的一种，从根本上讲既是一门语言教学，又是一种技能培训。
它培养学生在国际商务环境下的商务沟通能力和英语交际能力，它要求学生熟悉国际贸易业务涉及的主要相关文件和单证编制。
而目前高职院校学生的来源主要有两种：一是普高生，具有一定的英语基础，但比本科院校的学生的英语基础要弱。
二是中专、技校和职高毕业生，他们仅有初中三年的积累，英语基础相当弱。
因此要有效完成商务英语的教学任务，难度不小。
而且绝大多数的同学的商务知识为零，要让学生在三年的时间里有一个大的提高，能够在毕业的时候有较强的竞争力，任务确实艰巨。
商务英语翻译教学具有范围广、专业性强的特点，而且重严密性和科学性。
但由于很多高职院校是由中专、技校升格的，教师的教学模式比较单一，只注重语言点的讲授，没有结合文化背景与学生的应用能力，加上教学基础设施简陋落后，教学资源缺乏，已经远远不能适应高职教育的发展目标。
此外，长期以来高职商务英语翻译的教学安排没有很好地体现实用性特点，翻译教学的总学时为60左右，且多排在三年级上学期，学生很难进行系统的理论把握和翻译实践。
而学生忙于准备实习，这也势必影响翻译教学的效果。
二、商务英语翻译教学中普遍存在的问题1. 商务英语翻译教学缺乏整体的计划安排。
翻译教学的整体计划非常重要，因为它决定着该课程的教学目的、方法、教材的选择和课程的设置等诸多方面。
英语专业文学方向毕业论文英语专业文学方向毕业论文在当今全球化的时代背景下，英语已经成为一门世界性的语言，它在国际交流、文化交流和经济合作中扮演着重要的角色。
作为一名英语专业的学生，我选择了文学方向作为我的研究方向，探索英语文学的魅力和价值。
本文将从几个方面来探讨英语专业文学方向的毕业论文。
首先，英语专业文学方向的毕业论文可以研究英语文学的历史和发展。
英语文学源远流长，有着悠久的历史和丰富的文化内涵。
通过研究英语文学的历史，我们可以了解不同时期的文学作品和思想，从而更好地理解英语文学的演变和发展。
此外，研究英语文学的历史还可以揭示不同文化背景下的文学风格和特点，为我们更好地理解和欣赏英语文学提供了基础。
其次，英语专业文学方向的毕业论文可以探讨英语文学作品的主题和意义。
英语文学作品广泛涉及人类生活的方方面面，包括爱情、友谊、人性、社会问题等等。
通过深入研究英语文学作品的主题和意义，我们可以更好地理解人类的情感和思想，同时也可以从中汲取智慧和启示。
例如，通过研究莎士比亚的戏剧作品，我们可以了解人类的复杂性和命运的无常，从而更好地理解自己和他人。
第三，英语专业文学方向的毕业论文可以分析英语文学作品的语言特点和风格。
英语文学作品的语言是其重要的表现形式之一，通过研究其语言特点和风格，我们可以更好地理解和欣赏英语文学。
例如，研究弗吉尼亚·伍尔夫的小说作品，我们可以发现她独特的叙述方式和流畅的句法结构，从而更好地理解她的思想和艺术追求。
通过分析英语文学作品的语言特点和风格，我们可以提高我们的语言表达能力和文学鉴赏水平。
最后，英语专业文学方向的毕业论文可以探索英语文学与其他学科的交叉研究。
英语文学作为一门人文学科，与其他学科有着密切的联系。
通过将英语文学与哲学、心理学、历史学等学科进行交叉研究，我们可以拓宽我们的研究视野，同时也可以为其他学科提供新的思考和观点。
例如，通过将英语文学与心理学进行交叉研究，我们可以探讨文学作品对人类情感和心理状态的影响，从而更好地理解人类的内心世界。
毕业论文英语专业相关范文推荐文章商务英语论文相关范文热度：毕业论文英语翻译相关范例热度：毕业论文英语专业相关毕业范文热度：护理专业实习工作体会总结范文热度：最新护理专业毕业生自我鉴定热度：随着全球化进程的不断推进,英语在我们生活中的地位也越来越重要,但全面英语普及学习中,学术界方面对英语论文的要求也越来越高。
下文是店铺为大家整理的关于英语专业毕业论文的范文，欢迎大家阅读参考!英语专业毕业论文篇1从高低语境文化视角解析汉英语篇结构差异的成因但语篇的结构不是随意组合的，是有条理、上下连贯、前后一致的有机的语言整体，有一定的规律可循。
常见的语篇结构有议论、描写、说明和叙事。
不管结构如何，较大的语篇都有，只是不同的语体的语篇通常用不同的结构形式表达开头、中间、结尾等部分。
汉英语篇结构存在很大的差异，本文从高低语境文化角度分析汉英语篇结构差异产生的原因。
一、汉英语篇组织结构对比对语篇差异的研究，一般认为起始于美国学者卡普兰(Kaplan)所开创的“对比修辞学”。
卡普兰认为，英语语篇的组织结构具有直线发展的特点，英语段落通常有主题句直截了当地点明段落的中心思想，以后各句进而将其充分展开、说明，最后收尾，汉语的语篇行文方式则往往是螺旋型的，对其主题不是直接陈述和论证，而是从不同方面迂回地进行阐述。
也就是汉语语篇属于“螺旋型”模式，英语语篇结构属于“直线型”模式。
斯考仑(Scollon)认为汉英语篇之间的差异在于分别倾向于采用“归纳式”和“演绎式”的话语模式。
归纳就是先提出次要论据，然后在推出主要论点。
说话者在得出某个特定结论之前要充分说明多方面的原因，并通过详述论据来试探听话者对话题的潜在接受程度，直到认为合适的时候方才引入话题。
演绎是先提出主要论点，然后接下去提出次要论点或支持论证，说话之初就引入话题，是为了使后面的一系列支撑性论据显现出清晰的关联性。
从上述观点可以看出，汉语语篇结构属于“归纳式”，类似于卡普兰的“螺旋形”模式;英语语篇结构属于“演绎式”，类似于卡普兰的“直线型”模式。
本科生英语专业毕业论文范文本科生英语论文范文范文一：英语本科毕业论文The Spirit of Revolt of Tess --Study in Tess of the D'UrbervillesThesis statement:Everyone knows that Tess’s life is a great tragedy, but she is still a courageous woman who dares to fight by all means. In order to defeat the unfortunate fate she always resists the decadent society, the traditional concept, and the hypocrisy religion.OutlineⅠ.Brief Introduction to Tess of the d'UrbervillesA. Women’s role in industrial movements during 19th century in EnglandB. A brief commentary of the novel1. the writer --Thomas hardy2. general introduction of the novelⅡ.Tess’s spirit of revolt all through her lifeA. Tess’s fight to the moribund society1. the moribund society2. Tess’s fight to the moribund societyB. Tess’s resistance to the traditional moral concept1. the traditional moral concept2. Tess’s resistance to the traditional moral conceptC. Tess’s resistance to the hypocritical religion1.the hypocritical religion in that time2. Tess’s resistance to the hypocritical religionD. Tess’s resistance to the unfort unate marriage1.Tess’s unfortunate marriage2. Tess’s resistance to the unfortunate marriageⅢ.Conclusion: In a word, Tess has shown a powerful woman's image to common people with her unyielding spirit of revolt. She, to the moribund society, traditional old morals, hypocritical religion, capitalist marriage system, has carried on the strongest revealing and criticism. Her kindhearted enlightenment, noble emotion, strong personality, and her resistance inimbuing all rooted in the hearts of the people forever, worth savoring.AbstractThis paper mainly focuses on the spirit of revolt of Tess. First of all, this paper begins with a brief introduction to the novel. Then, this paper makes a brief commentary of the novel. Moreover, it concen trates on :1 Tess’s fight to the moribund society. 2 Tess’s resistance to the traditional moral concept. 3 Tess’s resistance to the hypocritical religion. 4 Tess’sresistance to the unfortunate marriage. And at last the paper reveals thatTess is actually a character with the spirit of revolt all through her life.key of revolt,industrial movement,unfortunate fate内容提要本文研究的是小说主人公“苔丝”的“反抗精神”。
英语专业毕业论文范文模板摘要：论文标题：XXX专业：英语专业学校名称：XXX关键词：XXX，XXX，XXX本文旨在探讨XXX的问题。
通过对相关文献的综述，以及实证研究，我们发现了XXX的原因和影响。
此外，我们还提出了解决XXX问题的建议，以促进XXX的发展。
本研究对于XXX有着重要的实际意义，具有一定的学术价值。
第一章：引言1.1研究背景1.2研究目的1.3研究意义1.4研究方法第二章：文献综述2.1XXX的概念和定义2.2以往研究的主要进展2.3存在的问题和不足第三章：实证研究3.1研究设计3.2研究对象及样本选择3.3数据收集和分析3.4结果和讨论第四章：问题原因和影响分析4.1问题的原因4.2问题的影响第五章：解决方案和建议5.1解决方案的选择5.2解决方案的实施5.3建议和启示第六章：总结与展望6.1研究总结6.2研究不足和展望附录：实证研究数据（可选）致谢：首先，我要感谢我的指导教师XXX老师对我毕业论文的悉心指导和帮助。
在整个研究过程中，老师给予了我许多宝贵的建议和意见，使我能够更好地完成论文。
其次，我要感谢我的家人和朋友在我撰写论文过程中的支持和鼓励。
最后，我还要感谢所有参与本研究的被试者和提供数据的单位。
致谢词可能根据实际情况进行调整。
本人郑重声明所呈交的毕业论文是本人在导师指导下进行的研究工作及取得的研究成果。
除文中已经注明的内容外，本论文不包含任何其他人或机构已经发表或公开发表过的研究成果。
对本论文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并表示谢意。
如有违反上述声明，本人愿意承担一切相关责任。
毕业论文英文专业毕业范文英语是目前世界上流行最广的语言，并且正在成为一种全球性语言。
下文是店铺为大家整理的关于毕业论文英文的范文，欢迎大家阅读参考!毕业论文英文篇1浅议美式英语与英式英语的不同摘要：如今，英语可说是已经变成一种世界性的语言。
对中国学生而言，几乎一开始接触学习的就是英国英语。
然而，由于美国在全球经济的地位与日俱增，导致其语言发音也深入人心，因此我们不得不每天听到一些美式发音的英语，这就造成了我们学习者在学习英语的时候美英发音鱼龙混杂的局面。
不知道自己说或听到的英语到底是接近美式发音还是英式发音。
本文将对“美国普通话” (General American,简称GA)与标准英国发音(Received Pronunciation，简称为RP)进行比较。
对美国英语与英国英语发音的特征作一简要的区分关键词：GA RP 区别差异引言英语真正成为英国人的语言，至今只有三百多年的历史。
接触过英语的人皆知，英语是源于英国的语言，它不只是英国本国的语言，也是各个英语系国家的语言。
这些包括美国、加拿大、澳大利亚、纽西兰等。
在一般人的观念里英国是一个很严谨的国家。
英国人似乎在穿着上，用餐的礼仪上，工作的时候都很严谨，也较有规律。
也因此，大众对英国的语言也有相同的观念，觉得英式英语是一种严谨的语言。
而美国是由英国移民所组成的一个国家，它的建国时间较短，因此，在人们的印象中，美国和英国有着大大的不同。
美国人较热情，做任何事情随心所欲，所以美国人在说话时也应是如此。
在美国的英语中，有许多很口语化的方言和俗语。
英国人和美国人所使用的英语都遵循既定的规则，但随着社会潮流的进步及改变，无论是在英国或是美国，人们所使用的英语也都一直在改变。
只是在大众的感觉里，美国英语改变的速度似乎比英国英语还要来的快。
但事实上，学者们的研究却认为美式英语在某些层面上比英式英语还要守旧。
此外，学者们也认为造成两者差异最大的原因是因为自然环境的不同。
IntroductionSubtitling translation has undergone theoretical development. In retrospect，the constantly evolving practice both facilitates experience accumulation and presents challenges that call for effective solution. The subtitle translation studies began with the development of film industry, high technology and globalization. As the film industry is unquestionably better developed in the western world, especially in Europe and the United States, the amount of film is huge in Europe, and Europe scholars have also done a lot of researches.In contrast to domestic literary translation studies，the research on movie subtitle translation starts quite late, but there are still a few pioneer research works, however, compared with the researches in foreign countries, the related investigations in China are far from being satisfactory. Not a single work can be found thus far, only some limited articles are published in some journals. Generally speaking, these works are mainly concerned with Nida’s functional equivalence theory and Yan Fu’s principle.Owing to the fact that English has become one of the most popular international Languages, English movies are dominating over other foreign movies in quantity. However, the majority of Chinese people just know a little English so that they cannot enjoy the original Englishmovies directly. They have to watch translated movies including dubbed movies and subtitled movies. Now, with the improvement of their artistic taste, more and more Chinese prefer subtitled movies with original sound tracks to dubbed movies which will supply less audile enjoyment than the former. As a result, the subtitle translation has drawn people's greater attention in recent years, and many translators are working on the movie subtitle translation.Translation is a vital means of cross-cultural communication, and therefore it deserves to be viewed from the cultural perspectives. Films are among the most influential media in the modern world, and each film carries with it the unique features of the culture in which it originates. Those cultural features are partly reflected by the subtitled film. Its reception by certain foreign audience in the target environment and its audience's responses to the films are the process of cross-cultural communication. When translators are approaching the subtitling translation, they are obliged to facilitate the cross-cultural communication.Nowadays, people consume more audiovisual texts than texts of any other kind. Literary translation takes only a small proportion of whole translation family, and there are many other forms of translation existing. As various screen translation comes forth, like dubbing, subtitling and voice-over, subtitling is drawing more attention in our daily lives.Subtitling keeps the original flavor to the largest extent and is an effective and economical means of showing different cultures. Particularly, subtitled films are preferred by younger generation who are more interested in western culture and foreign languages. They can improve their English with the aid of subtitles while listening to the original sound.Proceeding from observation of the unique features of film subtitling translation, this paper aims at adopting a corresponding approach to the studies of film subtitling translation. This paper provides a tentative effort into film subtitling translation.Chapter 1The Features of English Film SubtitlesGottlieb characterizes subtitles from a linguistic and technical perspective:Linguistically:a. Intralingual subtitles, with the same language. Both the subtitles of local programmers, subtitled in the same language for the deaf and hard of hearing, and subtitles for people learning languages fall within this group.b. Interlingual subtitles, between two languages.Technically:a. Open subtitles, which go with the original film or the television version.b. Closed subtitles, which can be voluntarily added; both to teletext and satellite channels, which offer various subtitled versions to different frequencies.Furthermore, it is necessary to explain these concepts mentioned above in detail. The intra-lingual subtitle is also called “vertical subtitle”, which transcribes oral discourse with the same language; the interlingual subtitle, also named “diagonal subtitle”, which involves two dimensions and crosses, thus, from oral discourse in the original language to the written of the target language. Technically, we distinguish between optional or closed subtitles and non-optional or open subtitles in terms of optionality. Thus, the spectator can decide if he wants the subtitles to appear on the screen-optional or closed-or not-non-optional or open-theselatter being always present.Additionally, with the localization in which the subtitles appear we also can distinguish basically between subtitles, intertitles and surtitles, going underneath, between or above the images respectively. Generally speaking, the paper is discussing interlingual subtitles, which appear underneath images, from the linguistic perspective.To begin with, subtitles are the written version of the dialogue in the target language in a film, and usually appear in two lines at the foot of the screen simultaneously with the dialogue or narration in the source language. (Agnieszka Szarkows, 2005)The term “subtitles”originates from what we nowadays call “intertitle” or “inserttitle”, which means parts of text, drawn or printed on paper, being filmed and placed between parts of the film action. “At the time, these terms mean something totally different from what they mean today: an ‘intertitles’ or ‘insert titles’ was a replacement shot for a part of film that contained verbal information in the original language”. (Minchinton, 1993:11)Quite a few scholars have given definitions to subtitle translation. In Shuttleworth and Cowie's Dictionary of Translation Studies(1997), subtitle t ranslation is defined as“…the process of providing synchronized captions for film and television dialogue.”However, we should distinguish between caption and subtitles. Subtitles are different from captions. Captions are pieces of textual information usually inserted by the program maker to identify names, places or dates relevant to the story line.On the technical aspect, subtitles can be either open or closed. Opensubtitles are something that are inserted onto the film images and cannot be removed from the screen. The target text constitutes a physical part of the translated film and is transmitted together with the film sound and picture. They are mainly used in inter-lingual translation. Closed subtitles are usually cantonal, which means the target text is commonly transmitted as teletext. Closed subtitles are usually used for intra-lingual translation and intended for the hard-hearings. In this paper, film subtitle translation refers to interlingual (from English to Chinese) and open subtitle translation.1.1The Features of SubtitlesIn view of the unique nature of movies and subtitling, subtitles are sure to have some distinctive features in contrast to literary translation. These features are listed as follows:1.1.1 Audience-centeredAs mentioned in the introduction of this paper, movies are one of popular mass media. What movies try to express mostly originate from the real life of the common people. This nature makes it clear that movies are in it produced to entertain the common people. For this reason, the information of subtitles should be legible to the audience as much as possible in order that the audience can easily understand it, acquire the meanings of these subtitles and appreciate the movies. Because of this feature, when subtitling, the subtitler has to adopt audience-centered strategies which are discussed in later chapters in detail.1.1.2 Oral Register.As has been discussed in the former section, subtitling involves the change from mainly oral verbal language to written language-theintersemiotic transfer creates the problem of hesitation between situational varieties that range from the oral register of the source text to the written register of the target text. Therefore, subtitles should, in the manner of written language, portray phonetic, morphological, syntactical and lexical features of oral register of the source language. For instance, Several examples of alteration of spelling portray not only a different accent (mainly different vowel quality) but also ellipsis or contractions characteristic of speech. According to Rossa, the choice of vocabulary is used to portray lexical features of the source language and there is also an effort to maintain the force of expressive illocutionary acts--characteristic of speech. Only in this way, the audience can recognize the characteristics of the source speech which would be a great help for them to understand the plots and characters of the movies.1.1.3 ComprehensibilityLiterary translation works are only concerned with texts, contrastively, the movie is a comprehensive medium including not only verbal utterances but also non-verbal signs such as sounds, music, pictures, graphics etc. From this point of view, what the subtitler encounters is not only a change from verbal signs to visual signs but also a change from non-verbal signs to written language. That is, the subtitler ought to translate not only dialogues of characters of the original movies into subtitles but also any non-verbal signs such as sounds, music, pictures, graphics, colors etc. As part of the culture of the source-language country, is familiar to the people of the source language but totally unfamiliar to the audience of the target-language and that are the key elements to the understanding of the characteristics of thedramatis personae and also the plot of the movie. Consequently, the subtitler is sure to confront great challenges due to the multimodal nature of movies.1.1.4 Reflection of Unique Charaeteristies of Dramatis PersonaeIn the movie, the dialogues of dramatis personae are the main means to portray their characteristics and the audience also distinguishes them according to their unique dialogues including the tone they use when talking, the way they talk and the languages they speak such as formal, informal language, slang, taboo etc. And even the vocabulary they select in their speeches. Under this circumstance, subtitles are expected to reflect these unique characteristics of dramatis personae as much as possible. The oral register mentioned in the second term is a necessary means to portray distinctive characteristics of dialogues, including the choice of vocabulary, alteration of spelling, punctuation, ellipsis, repetition, etc. Hence, subtitlers should bear in mind that their subtitles ought to reflect the characteristics of dramatis personae and accord with what the original movie wants to depict.1.1.5 InstantaneityThe last feature of subtitles is specific to the art of the movie. Unlike the translation of written texts such as novels and short stories, the subtitles in movies are irreversible, that is, people cannot go back to review either dialogues or captions which pass once in most cases (unless the movie intends to express something by repetitions of certain dialogues or captions). When we are reading written texts, however, we can return and reread the text that we find difficult to understand.In view of these unique features of subtitles, subtitlers have to face afew constraints when they work through the whole movie.1.2 Constraints of Film SubtitlingThere are two important constraints of subtitling: temporal and spatial. Under this circumstance, the subtitler has to confront these challenges when he or she tries to work out a good quality subtitled movie. Hence, these two constraints should be taken into account during subtitling.1.2.1 Temporal ConstraintUnfortunately, there is no fixed timing set for subtitling, as there are a number of factors that can impact on duration of one subtitle, such as the level of literacy of target viewers, degree of familiarity with the program language, the average viewer's reading speed, the genre of the subtitled program, the pace of the visuals, the quantity and complexity of the text, the speed of the dialogue, and the necessary intervals between subtitles.However, in terms of the length of time one subtitle remains on the screen guidelines have been proposed, suggesting that somewhere between one and seven seconds would be appropriate, but this still depends on the factors mentioned and on the length of subtitle, whether it is one or two lines, a short or a long utterance. In relation to this, Ivarsson and Carroll have suggested, as a general rule, the minimum time for even a very short subtitle on a television screen is at least one and a half seconds and the maximum time for a two-line subtitle should not exceed five to six seconds. A full one-line should be kept on the screen for about seconds, one and a half lines for about four seconds.Furthermore, they comment that if a subtitle is left on the screen fortoo long, the viewer is then to read it more than once, thereby destroying the sense of a flowing dialogue and distracting attention from images. On the other hand, if the subtitle is a short one, like a simple “yes” or “no”, that could theoretically be taken off the screen after a mere half-second, the risk of omission is high that the eye will not register it at all. Because of that, even the briefest subtitle should remain on the screen for about one and a half second.No matter how long, one basic principle subtitlers stick to is subtitle-speech synchronization. Additionally, unlike the printed page, the changing screen disappears in a few seconds and does not allow the viewer to re-read a line. Target viewers have to divide the viewing time among different activities-reading the subtitles, watching the moving picture and constantly interrelating them. Therefore, in order to better realize the function of delivering information and release target viewers’burden, subtitler tries to maintain continuity of subtitles on each frame and employ familiar and simple words, concise sentences instead of long and complex components and subordinate clauses.1.2.2 Spatial ConstraintThe general consensus is that maximum line appearing on the screen at the same time is two. This is considered as the maximum limit not the preferred option. It is suggested, therefore, that if it is possible to write the text of any one subtitle in a single line, it is usually better to do so. Generally, one line of subtitle contains 35-40characters.Chapter 2Translation Theory2.1 Nida’s Equivalence Theory.Film subtitle translation has caught translators’ attention. Based on its special features and constraints, translators should study it on theoretical basis.It is generally held that an equivalent is a word or phrase that in a specific context exactly corresponds to the smallest unit in the original. But this definition is vague and ambiguous, because the notion of equivalence should not be understood in its mathematical meaning of identity, but in terms of proximity. Full equivalence can never be established between two languages.Equivalence is a central concept in translation theory. It holds an important position not only in some present definitions of translation, but also in some prevalent criteria for good translation as well. But its definition, applicability within the field of translation also caused heated controversy.Many scholars have made their own shining points on the definition of equivalence and helped develop translation theory. Their studies of equivalence are in relation to the translation process, with different approaches, and have provided fruitful ideas for further study on this topic.2.2 Communicative TranslationCommunicative translation to informative texts and vocative texts are discussed in detail in this section.2.2.1 The Definition of Communicative TranslationCommunicative translation attempts to produce on its readers an effect as close as possible to that obtained on the readers of the original. ( Peter Newmark,2001)2.2.2 The Features of Communicative TranslationCommunicative translation has its own distinctive features as follows:First, the intention of communicative translation is to try to reproduce the same effect intended by the original text in the target language with the purpose of acting on the readers of the target language. In other words, communicative translation attaches more importance to the force of the original text than the content. Communicative translation mainly concerns the function of the original texts in the source language and the reproduction of this function as much as possible, regardless of the idiocrasies, and the uniqueness of mind of the author.Second, communicative translation addresses itself solely to the readers of the target language, who does not anticipate difficulties or obscurities, and would expect a generous transfer of foreign elements into his own culture as well as his language where necessary.Third, for the sake of readers of the target language, communicative translation tends to under translate the original texts, i.e. taking words for instance, usually to use more generic, hold-all terms to translate specific terms especially those that reflect nuances of meanings in the original texts or the idiocrasies of the author. Generally, a communicative translation is likely to be smoother, simpler, clearer, more direct, more conventional, conforming to a particular register of the target language.But however reader-oriented communicative translation is to respect and work on the original texts as the only material basis. Any immoderate addition or reduction of the original information for readers’ sake is not desired in communicative translation. Put it simply, communicative translation is to ensure the original texts to communicate with the readers of the target language through translation as effectively as possible to reproduce the function of the original texts (including informative and vocative texts).2.3 The Comparison Between Communicative Translation Theory and Functional EquivalenceGenerally speaking, communicative translation theory and functional equivalence have something in common. First of all, both of them are reader-oriented. According to Nida, there are two definitions of functional equivalence. The minimal definition is stated “as the readers of a translated text should be able to comprehend it to the point that they can conceive of how the original readers of the text must have understood and appreciated it.” (Nida, 2004) and the maximal ideal definition is stated as “the readers of a translated text should be able to understand and appreciate it in essentially the same manner as the original readers did.” (Nida, 2004) From these two definitions, we can see that functional equivalence emphasizes the response of the readers of the target language, while communicative translation theory focuses on the effect produced by the original text upon the readers of the target language. Though “effect upon the readers” is a little different from “the readers’ response”, both translation theories attach great importance to the readers. That is why both of them tend to under-translate the original text for the sake of thereaders’ understanding. Besides, both aim to facilitate the communication between the original text and the readers of the target language. Nida thinks, translating is communicating. Thus his functional equivalence theory is put forward to realize the aim of communicating with the readers of the target language. Likewise, communicative translation theory is designated for translating vocative texts and informative texts which are also aiming to communicate with the readers. From this point of view, both translation theories emphasize communication with the readers of the target language.However, these two translation theories still have some differences.First of all, communicative translation theory is more operational than functional equivalence theory. Nida’s functional equivalence theory seems more applicable to translating religious works for the purpose of missionizing people than other kinds of translation. Since at the beginning, functional equivalence theory derives from his experience of translating the Bible into other languages, and the aim of his work is to missionize the people in other countries. For this reason, functional equivalence theory advocates that the translation should produce in receptors the capacity for a response very close to what the original readers experienced. Therefore, functional equivalence theory is not applicable to all kinds of translation in any circumstance, though Nida has modified his theory many times in order to fit all translation activities. For instance, a commercial advertisement may deliberately reflect racial discrimination just in order to cater for the readership of a particular culture in a particular period. When with the same aim of promoting products, it is translated into another foreign culture which emphasizeshuman equality, according to functional equivalence, the translator should rewrite the original advertisement to eliminate the value of racial discrimination and use another way which is recognized by the people in this culture to cater for them. However, if this advertisement is translated for experts to study the characteristics of commercial advertisements in particular period in the original culture, it is hard to find any application of functional equivalence theory under this circumstance. In contrast, Newmark clearly points out, communicative translation is only suitable to translate vocative texts and informative texts. Thus, communicative translation theory is such a specific translation theory which clearly defines its application that it is surely more operational than functional equivalence theory.Moreover, functional equivalence theory emphasizes the readers’ response so much as to over-domesticate the original text, which results in some deviations from the original textual meaning. In other words, functional equivalence theory emphasizes closest and natural translation to ensure the readers’ response while overlooking the content of message of the original text. For instance, Nida advocates that “It is such an important thing as playing cricket” be translated into “这件事如同吃饭一样重要” in Chinese. Although this translation is not considered to be totally inappropriate and less effective under any circumstance, it is not desired to do so when the content of the original text is as important for the readers as the communicative effect for instance, in subtitle translation. On the contrary, communicative translation theory is based on the original text. Newmark says, communicative translation should respect and work on the form of the source language text as the onlymaterial basis. From this point of view, communicative translation theory still attaches importance to the content of the message of the original text in addition to the force of the message.Therefore, communicative translation theory is more applicable to subtitle translation than functional equivalence theory.Chapter 3Application of Communicative Translation TheoryFirst of all, due to spatial-temporal and technical constraints on movie subtitling, the subtitler has to reduce his or her translation as much as possible to fit the position of the screen and to synchronize with the related frame (or the scene where the original subtitle appears). At the same time, his concise translation should be instantly intelligible to the audience. Additionally, since movies aim to entertain the audience, the subtitler also emphasizes the effect upon the audience, namely, to entertain them, to make them feel, act and think to the extent as close as possible to that the original subtitles do. Thus subtitlers tend to domesticate the original subtitles when subtitling. However, they are tempted to over domesticate at times, i.e. insisting on using existing expressions or phrases of the target language to smooth original subtitles regardless of the style of original subtitles. For instance,Dear Scott,I was very sad to hear about your lady woman Fiona dumping you. Since you no longer have a girlfriend, maybe I could come to America and we could get to know each other better. Perhaps we could arrange a meeting.斯科特君，悲悉恶妇弃君如敝展。
