邯郸学院开题报告

邯郸学院毕业论文（设计）工作规范为贯彻实施《邯郸学院毕业论文（设计）工作规程》，顺利完成我院本科毕业生的毕业论文（设计）工作，确保毕业论文（设计）工作质量，特制订本规范。

一、毕业论文（设计）的环节及时间安排1、毕业论文（设计）工作分为课题遴选、公布课题、学生选题、开题报告、查阅资料或实验（设计、调研等实践过程）、撰写论文或进行设计、答辩和成绩评定、毕业论文（设计）归档等八个阶段。

2、相关二级学院（系、部）在第七学期的11月30日前完成论证遴选课题，并向学生公布课题和相关要求，供学生选择并确定选题等工作；学生也可以根据自己的专业兴趣、学术特长提出选题，但须经相应教研室审核同意。

3、相关二级学院（系、部）最迟于第八学期第三周前完成学生毕业论文（设计）的选题和开题工作，落实选题的研究内容、目标、方法、步骤和进度等，学生在指导教师的指导下完成文献综述并填写毕业论文（设计）任务书。

相关二级学院（系、部）将学生的选题汇总后交教务处审查。

学生于第八学期第十二周前完成毕业论文（设计）并交指导教师。

并在系（部）、二级学院毕业论文（设计）指导与答辩委员会的领导下统筹论文评阅工作，由指导教师和论文评阅专家对学生的毕业论文进行评阅，并分别填写《邯郸学院毕业论文（设计）指导教师评阅意见书》和《邯郸学院毕业论文（设计）专家评阅意见书》。

5、相关二级学院（系、部）应于第八学期第十四周前组织并完成学生毕业论文（设计）的答辩工作。

相关二级学院（系、部）毕业论文（设计）指导与答辩委员会负责审核、确定学生毕业论文（设计）的最终成绩评定。

6、相关二级学院（系、部）应于第八学期第十六周前完成院级优秀毕业论文（设计）的评审推荐工作，在第八学期第十七周前完成毕业论文（设计）工作总结及相关材料的上报工作。

二、课题遴选原则与学生选题要求1、毕业论文（设计）选题须与专业培养目标相符合，体现综合训练的基本要求，有利于巩固、深化和扩充学生所学知识，使学生受到全面的锻炼。

邯郸学院外国语学院School of Foreign Languages of Handan College 论文题目：英汉拒绝语的对比研究Title： A Contrastive Study of English and ChineseExpressions in Refusing专业：英语指导教师：韩淑英班级：2011级英语专接本班学号：20110120021038姓名：曹文妍日期：2012年12月16日I. Introduction1.1 Research MotivesWith the rapid development of the society, people from different cultures have more communication with each other. Thus intercultural communication has become a increasingly important subject to college students, especially the foreign language majors. In international communication, we should know the other side‟s culture so that we can avoid unnecessary trouble and make the communication proceed smoothly. Refusal is an essential part in our daily life. Due to the different cultural backgrounds, Chinese and westerners may take the same or different refusal strategies. If we do not pay attention to cultural differences and make refusal improperly, the refused side will feel confused or even angry, which may cause misunderstanding, and the relationship between the two sides may not well maintained. To avoid misunderstanding in international communication, this thesis would give an analysis on the expressions in refusing between Chinese and English, the underlying cultural factors will be included in the thesis as well.1.2 Literature ReviewIn order to have a more complete picture about the issues I am examining, I decide first to do a state-of-the-art type of study, and then see what has happened in this area over the past years.In recent years, international communication has drawn much attention of scholars both abroad and at home, especially in the pragmatic field. Foreign scholars have made some investigations on refusal from different angles and among different languages.It is philosopher Austin who originally introduces “speech act” to the world in 1962. He believes that to say something is to do something. In his work How to Do Things with Words, Austin analyzes the relationship between utterances and performance. Utterances are used not only to describe affairs, but also things. He considers speech act as all the things we do with words. We use language to make apology, compliment, refusal and many other things. According to Austin, when a speaker is issuing an utterance, he/she can perform simultaneously with locution, illocution and perlocution. He believes that any illocutionary act is conventional, which could be made clearly by the performative formula. Accordingly a refusal would be conventional in the sense by saying “no”, “I don‟t want…” and so forth.Rubin is the first one to make study on refusals in her How to Tell Whe n Someone Is Saying “No”Revised published in 1983. She lists nine indirect strategies of refusing, and each strategy is offered with concrete examples. She proposes these strategies of refusal are found in every culture. Rubin‟s researchalso focuses on the acquisition of communicative competence of appropriately producing and understanding refusals encountered by non-native speakers of a certain language. In her opinion, one should have the desire to acquire communicative competence on refusing.Beebe, Takahashi, and Ulissweltz have made an investigation on refusal speech act published in their Pragmatic Transfer in ESL Refusals in the year 1990.In their study, they have concluded that social factors affect people‟s behavior on refusal. When confront with those who are in higher status, the Japanese tend to use more expressions of regrets than the Americans, and they more often shift styles than the Americans. Another distinction lies in refusal patterns, the Americans are likely to start their refusal with positive words such as “I am glad to…”, and then followed by their regrets and reasons to refuse. This refusal strategy can be called “general acceptance with excuse”. While Japanese often express their refusal first with regrets or apologies, and then list their reasons.In the same article, they also mention that for many non-native speakers, refusal is a major cross-cultural “sticking point”. As differences might exist between two cultures, the speech act of refusal can be different as well. If non-native speakers do not know how to refuse in another cultural environment, they may transfer their native culture‟s strategy to make a refusal, however, their behavior might lead to misunderstanding to the target community.In “Modal expressions as facework in refusals to comply with requests: I think I should say …no‟ right now” written in 1997 by Turnbull & Saxon, an important interpersonal goal of refusers should be set up, which request the refusers to portray themselves as caring individuals who do not want to offend the requesters even though they are refusing their request. For instance, when someone wants to refuse an invitation, he/she can say “I have to work then”. With this indirect way of refusal, the speaker not only make a refusal, but also list his/her reasons, and the words “have to” can intensify the necessity for refusing. This produces an effect that the speaker is reluctant to refuse but has no choice.Chinese scholars have made more comparative studies on refusal between Chinese and western languages than foreign scholars. In “Refusal Realization P atterns in English and Chinese”, published in 2001, Wang Aihua proposes the formulaic expressions of refusing usually consist of three parts, these are the head act, the assisting act and modifiers. Sometimes, just a head act or a modifier can express refusal. Head act is to express refusal attitude directly or indirectly. In Wang‟s findings, she concludes twelve forms of head act. Assisting act is to soften the hardness of refusing. The modifiers are usually address terms, first name, endearment term or title plus surname. Ms. Wang also points out the hardnessof refusal can also be softened by question sentence, rhetorical question, emphatic sentence or changes of verb tenses. Lexical choices such as intensifiers or down-graders can also soften the hardness of refusal.Chinese scholar Yao Jun has made an investigation in Fudan University in 2003 for her “Reflections on the Difference between Western Culture and Chinese Culture from a Contrastive Pr agmatic Study on Refusal Strategies”. In her study, she finds that in China there is a common way to make polite refusals, that is address term with apology and reasons. In practical communication, refusing is a face-threatening act to the Chinese, people always consider politeness when they refuse others, and try their best to satisfy the other‟s face to the greatest extent. Yao displays some refusal strategies that the Chinese are likely to adopt. These are postponement, offering an alternative, giving explanation, saying I am sorry and so on. She also points out that how polite an utterance is depends on the size of imposition that the addresser has brought and the degree of the addressee‟s tolerance.Chen, Shu-chu has made an survey via questionnaires for his Interlanguage Refusals: A Cross-Cultural Study of EFL Learners in Taiwan and Native Speakers of American English in the year 2007. His research objects include three types: the Chinese native speakers, the English native speakers and the English as a foreign language learners, 40 respectively. His purpose is to find out both similarities and differences in the realization of refusal in different cultures. The result shows that all the three groups are likely to use indirect refusal strategies. To varying degrees, social status factor has a great influence on the three groups‟performance. Mother tongue has a negative effect on the EFL learners‟ performance.Chang Wan expresses her idea in her work “A Cross-cultural Study on the Refusal Speech ACT Between English and Chinese” in 2010. She believes that in our daily communication, it is hard to avoid refusing other people‟s request, invitation, suggestion and other actions, which might make others feel losing face. So refusal can be regarded as FTA (face-threatening act) in linguistics. People tend to use polite language strategies to soften the degree of threatening. Different cultural backgrounds may lead to different strategies. The Chinese are inclined to use indirect refusal strategies, while the Americans are apt to direct strategies. Different status also lead to different strategies.1.3 Existing ProblemsBased on the results of some initial reading and personal reflection, I find that there exist some problems that have not received a due treatment in this field. As mentioned above, refusal speech acthas attracted many scholars‟attention. It is explored from different aspects. While according to the former studies on refusal speech act, I find that some of the studies are focused on the structure or the conformation of refusal strategy, some occupy a relatively minor place. There is merely a study on refusal that is of sound and thorough exploration. So there should be a further study on the refusal speech act.1.4 Research FocusesAt the present stage of my research, I select the following relationships and factors as some potential research focuses for me to concentrate on in my further study of the issues identified so far. By means of illustration, contrastive and detailed analysis, my research will focus on the following three aspects: similarities of refusal between English and Chinese, differences of refusal between English and Chinese and the underlying cultural factors that may cause the similarities and differences.II. Outline2.1 Similarities of Refusals between English and Chinese2.1.1 Preferring Indirect Refusals2.1.2 Being Ready to Give Reasons2.1.3 Taking Regret or Apology as Part of Refusal2.1.4 Tending to Offering Alternatives2.2 Differences of Refusals between English and Chinese2.2.1 Differences in Utilization Rate of Direct and Refusals2.2.2 Differences in Refusal Types, Content and Tone2.2.3 Differences in Formulaic Expressions of Refusal2.3 Underlying Cultural Factors on English and Chinese Refusals2.3.1 Chinese Collectivism VS. Western Individualism2.3.2 Chinese Confucius‟s Ranking Theory VS. Western EqualityIII. Conclusion ExpectedAs refusal is an essential part in our daily life. This thesis aims to help people to have a better understanding of the similarities and differences in the performance of refusal speech act by Chinese and westerners, and guide them to choose proper refusal strategies and avoid misunderstanding in theirinternational communication. To get a rough idea about the Chinese and western culture is another aim of the thesis.IV. BibliographyAustin, J. L. How to Do Things with Words?[M]. Oxford: The Clarendon Press, 1962.Beebe, L. M., Takahashi, T. & Ulissweltz. R. Pragmatic transfer in ESL Refusals[C]. New York: Newbury House, 1990.Brown, P. & Levinson. S. Universals in Language Usage: Politeness Phenomena[A]. Cambridge: Cambridge University Press, 1978.Chen, Shu-chu. Interlanguage Refusals: A Cross-Cultural Study of EFL Learners in Taiwan and Native Speakers of American English [D]. Taiwan: National Chengchi University, 2007.Leech, G. N. Principles of Pragmatics[M]. New York: Longman, 1983.Levinson. S. Pragmatics[M]. Cambridge: Cambridge University Press, 1983.Lyons, J. Semantics[M]. Cambridge: Cambridge University Press, 1977.Rubin. How to Tell When Someone Is Saying “no” Revised[C]. London: Newbury House Publishers, Inc.,1983.Turnbull, W. & Karen L. S. Modal expressions as facework in refusals to comply with requests: I think I should say “no” right now [J]. Journal of Pragmatics,1997.常婉. 英汉拒绝言语行为的跨文化研究[J]. 长春工业大学学报, 2010.何兆熊. 语用学概要[M]. 上海: 上海外语教育出版社, 1989.贾玉新. 跨文化交际学[M]. 上海: 上海外语教育出版社, 1997.王爱华. 英汉拒绝言语行为表达模式调查[J]. 外语教学与研究, 2001.吴建设. 拒绝语的表达方法[J]. 四川外语学院学报, 2003.姚俊. 从英汉拒绝策略的语用对比看中西文化差异[J]. 山东外语教学, 2003.朱跃. 英语与社会[M].合肥: 安徽大学出版社, 1999.。

高等师范院校课程结构研究——以邯郸学院课程结构改革为例的开题报告一、选题背景：高等教育是一个国家发展的重要组成部分，高等师范院校作为培养教师的重要机构，其课程结构的合理性和科学性对于教师队伍的培养有着至关重要的作用。

当前我国高等师范院校的教育体制改革已步入深入阶段，课程改革也成为了高等师范院校健康发展的关键之一。

邯郸学院作为一所典型的高等师范院校，其课程结构改革的成功经验可以对其他高等师范院校的课程改革起到借鉴和启示作用。

二、研究目的与意义：2.1 研究目的：本研究主要目的是探究邯郸学院课程结构改革的实践与经验，从理论与实践的结合方面，深入剖析高等师范院校课程体系的设定动态过程，以期为其他高等师范院校的课程改革提供借鉴与支持。

2.2 研究意义：通过研究邯郸学院课程结构改革的实践与经验，可以对高等师范院校的课程体系进行理性和科学的构建、运用最新的教育理论和方法指导课程改革、推进师范教育与现代化接轨等方面提供借鉴意义。

经过总结归纳，可以总结出高等师范院校课程结构改革的经验，为其他高等师范院校的课程改革提供参考。

三、研究内容：3.1 高等师范院校课程体系的理论基础3.2 邯郸学院课程结构改革的历程和经验总结3.3 高等师范院校课程体系的构建模式及其启示3.4 高等师范院校课程体系未来发展的思考四、研究方法：本研究将采用文献资料法、比较分析方法、实证分析法等多种研究方法，借助网络搜索、实地调研等手段收集与分析邯郸学院课程结构改革的相关资料，从中总结出高等师范院校课程改革的经验和启示。

五、研究过程：本研究将分为三个阶段：首先，调研与搜集资料，了解高等师范院校课程体系的构建、发展与现状；其次，通过比较研究高等师范院校课程体系的改进措施和实际效果，分析其可操作性和可行性；最后，结合理论与实践，运用实证分析法等多种研究方法，对邯郸学院课程改革的实践经验进行深入剖析，总结出具有借鉴和推广价值的经验和启示，以期为高等师范院校的课程改革提供参考意见。

邯郸学院外国语学院英语系2010级本科/2012接本开题报告会
各位老师、同学：
外国语学院英语系即将进行2010级本科；2012接本开题报告会，具体安排如下：
1. 时间：2013年12月26日下午2：30开始
2. 地点：E区2楼和3楼,具体安排请见下面的开题会安排表。

3. 内容：（1）学生自述（英语）内容：为什么选这个题目；研究的方法与思路；预期结论。

（2）教师提问（英语+汉语）内容：根据学生开题报告中存在的问题和疑问提出修改意见。

（3）组长通知。

各小组组长通知本组的学生，一、本次开题合格的学生，交3份定稿给指导教师写评语；二、本次开题合格但有问题的学生：答辩之后，根据答辩老师提出的修改意见与自己的导师联系，尽快修改，最晚在31日上午修改好，指导教师看后合格了，打印3份，交给指导教师写评语，之后，才能离校。

（3）本次开题不合格的学生，参加第二次答辩。

外国语学院英语系2013-12-21
附表：答辩人员及地点。