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英语专业硕士毕业答辩ppt概述.ppt

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英语语言学毕业论文答辩模板PPT课件

英语语言学毕业论文答辩模板PPT课件
works written by or about female
.
中国石油大学（北京）研究生论文 答辩
Significance
• Theoretical Value Expand the usage of FSAA &awake the interest of researchers in similar topics
this novel
.
中国石油大学（北京）研究生论文 答辩
Some examples
➢ (1) “She laid the mirror down on the dresser and went over to the window and looked out. It was getting dark.”
• (3) “妻子绝望的望向窗外, 这是的广场已经被灯火照 亮。”
.
中国石油大学（北京）研究生论文 答辩
Chapter Five Conclusion
• Major findings
• Implications
• Limitations of the study and suggestions for further research
.
中国石油大学（北京）研究生论文 答辩
Chapter Four Feminist Speech Act Approach to Translating “Cat in the Rain”
➢ Selection of examples from this novel • Three aspects (environmental, conversational,
prelocutionary)
➢ Limitations

学科教学英语专业研究生毕业论文答辩PPT课件

学科教学英语专业研究生毕业论文答辩PPT课件
structure and Reliability Analysis
Analysis of the three parts of the questionnaire
1 Students' attitude towards peer feedback 2 Students' capability of performing peer feedback 3 The effects of peer feedback
Alice精心制作
Outline
Introduction Literature Review Research Methodology Data Collection and Analysis
Conclusion
2
Chapter One
➢Current situation of the English writing
Process approach Cooperative learning Vygotsky's zone of proximal development
4
Chapter Two
➢Studies on peer feedback in English writing abroad and home
3. What are the students' attitudes toward peer feedback?
7
Chapter Three
➢ Subjects
subjects
Control class
48 students in Grade One
Experiment class
48 students in Grade One

英语专业毕业论文答辩开题报告PPT模板

英语专业毕业论文答辩开题报告PPT模板
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PART 03
Defense of
English major
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PART 04
Defense of
English major
10%
50%
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Defense of English Major
BUSINESS POWER POINT 20%
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Default Title
Gra duation
毕业论文答辩
毕业答辩|开题报告|论文答辩
英语专业答辩
Contents
PARTቤተ መጻሕፍቲ ባይዱ01
Defense of
English major
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PART 02
Defense of
English major
Defense of English Major 59%
类别 1
类别 2
类别 3
类别 4
Defense of English Major
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英语专业毕业论文答辩PPT

英语专业毕业论文答辩PPT

Summary
The above discussion of Black English is by no means comprehensive but it can serve our purpose to improve the regulation and state of Black English. The significance of studying the nature of Black English is really multifaceted. Undoubtedly, the Black English makes Black people more dramatic in the movies. With the black music, novels and movies continuously mix into the mainstream of American society, the syntax rules and special vocabulary of Black English begin to be accepted by American English and become parts of the American culture.
The Brief Introduction of My Paper
This paper first introduced the history of American Black English and then explored these features of American Black English and the differences in its phonetics and grammar with American English. Then it elaborates on the specific aspects of the influences on American Culture, such as language, art and literature. Finally, through the gradually improved status of black people in politics and economy with the integration of blacks and American society, it comes out of the practical significance of American Black English on the American Culture.

英语专业毕业论文答辩PPT模板

英语专业毕业论文答辩PPT模板

RESEARCH
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RESEARCH
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主讲：
日期：20XX.XX.X
INTRODUCE
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INTRODUCE
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ENGLISH PROFESSIONAL THESIS DEFENSE
英语专业论文答辩
英语答辩-英语专业-英语论文
You can also format the appropriate text

学科教学英语专业研究生毕业论文答辩ppt课件

学科教学英语专业研究生毕业论文答辩ppt课件

1
First draft
First draft
2 Teacher feedback Peer feedback
3
Second draft
Second draft
4 Teacher feedback Peer feedback
5 The final draft The final draft
10
Chapter Four
16
Chapter Five
➢ Major findings
Peer feedback is effective in improving the English writing scores of students in senior high school and also reduces the deviations among writing scores.
12
Chapter Four
Comparison between the pre-test and post-test of CC
Table 4.3 scores of CC in pre-test and post-test
Number
Mean
Standard Deviation
t
Sig. (2-tailed)
Groups
Number
Mean
Standard Deviation
t
Sig. (2-tailed)
CC 48 15.40 3.27
EC
48 18.04 2.58 -4.396 .000
14
Chapter Four
➢ Data analysis of the drafts

回顾学科教学英语专业研究生毕业论文答辩.ppt

➢ Current situation of feedback applied to English writing
➢Significance of the research
➢Framework of the thesis
.,.,
3
Chapter Two
➢ Theoretical foundations for peer feedback
The previous research on peer feedback abroad
• The comparison between teacher teedback and peer feedback
• Positive effects of peer feedback
• Negative effects of peer feedback
3. What are the students' attitudes toward peer feedback?
.,.,
7
Chapter Three
➢ Subjects
subjects
Control class
48 students in Grade One
Experiment class
48 students in Grade One
1. Will students achieve higher scores in the final writing test, as a result of peer feedback?
2. Are students capable of providing and receiving peer feedback?
1
First draft

英语专业答辩ppt课件

Introduction
1.Backgruond and Research Status 2.Purpose and significance 3.Framework of the Paper
没有明确的价值取向和人生目标，实 现自我 人生价 值就无 从谈起 。人生 价值就 是人生 目标， 就是人 生责任 。每承 担一次 责任
The time and some resources are limited,such as unavailable vebsite and foreign literature about Dove advertising language and Speech Act Theory.
没有明确的价值取向和人生目标，实 现自我 人生价 值就无 从谈起 。人生 价值就 是人生 目标， 就是人 生责任 。每承 担一次 责任
Language Functions of Dove Advertising Language
没有明确的价值取向和人生目标，实 现自我 人生价 值就无 从谈起 。人生 价值就 是人生 目标， 就是人 生责任 。每承 担一次 责任
Conclusion
Pragmatic Rhetoric
没有明确的价值取向和人生目标，实 现自我 人生价 值就无 从谈起 。人生 价值就 是人生 目标， 就是人 生责任 。每承 担一次 责任
Contents
IInnttroduuccttiioonn
LLiitteerratuurreeRReevviieeww
Analysis of Dove Advertising Language Based on Speech
Act Theory Conclusion
没有明确的价值取向和人生目标，实 现自我 人生价 值就无 从谈起 。人生 价值就 是人生 目标， 就是人 生责任 。每承 担一次 责任

英语专业毕业论文答辩PPT模板精选全文

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第三章
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2024/8/19
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2.4 Data analysis（数据分析）
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Listening and Speaking（听说 ）
The Key Word (关键词)
Testing（测试）
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Reading（读）
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Writing（写）

英语专业论文答辩 适用于开题报告 毕业答辩 学术汇报 汇报总结 述职报告 调研申报 教师说课 PPT

1PPTWAI GUO YU DA XUE
202X ORAL DEFENSE
202X
英语专业论文答辩
ENGLISH MAJOR THESIS DEFENSE
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Research Design
Research Design
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Research Design
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Literature Review
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PART-02
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202X
ORAL DEFENSE
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Mean
Std. deviation
Gain 1
3.24
1.525 3.24
5.42
1.617 5.27
5.88
1.579 5.23
Table 4.2 Descriptive Statistics of Immediate Test
.,.,
延安大学外国语学1院1
Delayed Test
Group
Control (n=51)
Secondly, encouraged by Skehan’s Information Processing Model (1999), it can be suggested that intervening in learners’ output process to further second language vocabulary’s learning naturally.
Note: 1=control group, 2=comprehension group, 3=production group
.,.,
延安大学外国语学1院3
Findings from the Comparison
Delayed test-pretest
Mean
Std.
(I) (J)
Sig.
Difference Error
(3) It is difficult to control the time of experiment exactly.
.,.,
延安大学外国语学1院7
延安大学
Thank you for your attention!
.,.,
延安大学外国语学1院8
LSD 1 2 -2.11461 .32002 .000 3 -1.83622 .31498 .000
2 1 2.11461 3 .27839
.32002 .000 .31498 .378
3 1 1.83622 2 -.27839
.31498 .000 .31498 .378
95%Condifence Interval Lower Bound Upper Bound
Production task (n=49)
Pilot Study
Pilot Study
Pilot Study
Pilot Study
Treatment
True or false task
Immediate Posttest
Immediate Posttest
Immediate Posttest
Text
tasks and learners of comprehension tasks towards the new words’ retention?
.,.,
延安大学外国语学院5
Theories Related to This Study
Related Theories
Output Hypothesis Information Processing Model
Std. Deviation .000 .367 .483
Table 4.1 Descriptive Statistics of Pretest
.,.,
延安大学外国语学1院0
Immediate Test
Group
Control (n=51) Comprehension (n=48) Production (n=49)
1 It is a controversial issue whether output is the result of acquisition or the cause of acquisition and whether output process is related to learning process.
1. Introduction 2. Literature Review 3. Research Methodology 4. Results and Discussions 5. Conclusion
.,.,
延安大学外国语学院3
Research Orientation:
Why do I choose the theme for my study?
Pretest Immediate Test
Delayed Test Comparison
.,.,
Results of Experiment
延安大学外国语学院9
Pretest
Group
Control (n=51)
Comprehension (n=48)
Production (n=49)
Mean .00 .16 .65
.,.,
延安大学外国语学1院2
Findings from the Comparison
Immediate test -pretest
(I) (J) Mean
Std.
Difference Error
Sig. 95%Condifence Interval Lower Bound Upper Bound
Comprehension (n=48)
Production (n=49)
Mean
Std. deviation
1.78
1.064
4.05
1.413
4.26
1.464
Gain 2 1.78 3.89 3.61
Table 4.3 Descriptive Statistics of Delayed Test
Note: 1=control group, 2=comprehension group, 3=production group
.,.,
延安大学外国语学1院4
Findings
➢ Results indicate that there is significant difference between Group 1 and Group 3 both in immediate posttest and delayed posttest.
Immediate
reconstruction Posttes
Delayed Posttest
Delayed Posttest
Delayed Posttest
Table 3.1 Design of Experiment
.,.,
延安大学外国语学院8
What?
(2) An important limitation of the study concerns the small sample. Detailed classroom-based studies may not be generalizable to a larger population of learners.
➢ Memory performance is determined far more by the nature of the processing activities engaged in by the learner.
.,.,
延安大学外国语学1院5
Suggestions
Firstly , due to output exerts a critical effect on the acquisition of unknown words, it is natural and well-reasoned that language vocabulary instruction is supposed to be output-oriented other than comprehension-oriented.
延安大学
An Empirical Study of the Effects of Output Hypothesis on Incidental Vocabulary Acquisition
By Chen Jingjing
Supervised by Associate Professor Liu Baining
Involvement Load Hypothesis
.,.,
延安大学外国语学院6
How?
Subjects Instruments Procedures
Research Design
.,.,
延安大学外国语学院7
Procedures
Group
Control (n=51)
Comprehension task (n=48)
-2.7461 -2.4578
-1.4831 -1.2146
1.4831 -.3432
2.7461 .9000
1.2146 -.9000
2.4578 .3432
The mean difference is significant at the .05 level. Table 4.5 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 2.
.,.,
延安大学外国语学1院6
Limitations
(1) The pretest of the experimental design may prompt the learners to notice the new words and sensitize them to vocabulary learning.
LSD 1 2 -2.0222 3 -1.9847
2 1 2.0222 3 .0375
3 1 1.9847 2 -.0375
.3469 .000 .3415 .000
.3469 .000 .3415 .913
.3415 .000 .3415 .913