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你是不是也会在开始写Dissertation之前,上网搜索一下如何写呢?其实网上具有参考性的写作指南少之又少,为此hansedu小编就来系统化讲讲Dissertation Research Proposal如何写！首先大家都知道在开始毕业论文写作前,要先提交一份Research Proposal（提案）给导师,只要Research Proposal通过了之后才能顺利开始之后的内容。
Research Proposal是对毕业论文整体的一个概括,简略的写作,要清晰明了,要架构完整。
写好一份Research proposal是开展研究和论文写作的第一步!Research proposal的目的是说服别人你有一个有价值的研究项目,你有能力和计划去完成它。
一般Research Proposal应该包含研究过程中所有的关键要素,包括足够的信息,为导师评估你的论文提供足够的信息.不管你写的是什么领域,选择什么样的研究方法,所有的Proposal都必须解决以下几个问题:1.你打算去实现什么2.你为什么要做到这一点3.你将如何做到这一点Dissertation Research Proposal写作架。
Research Proposal一般都有基本的写作结构,以下您可以参考以下,按照自己的主题稍作调整即可.1.Title page封面页标题和作者,做到简短易懂,从Title上就知道你要讲什么。
2.Abstract摘要这部分把研究主题,目标和研究方法简要概括一下.主要讲研究问题,研究理由等概述性的问题写出来,很重要！3.Table of Contents目录4.Introduction介绍陈述你的研究背景,研究问题,研究目的和意义（划重点）,内容包括:✓研究目的✓提供上下文（引用）来彰显研究的重要性✓提供研究的理论基础,并说明这个研究为什么值得做✓简要介绍你所做研究要解决的主要问题和子问题✓说明你的假设（如果有需要）5.Background（Literature review）研究背景这部分也可以作为文献综述部分提出你的研究问题,回顾以往的研究来进行评论和分析.因此你需要阅读相关主题的文献,通过搜索,阅读,分析文献对以往的研究进行整理和分析.这需要你有一定的检索能力并阅读一定数量的论文和文献才能总结归纳写成文献综述,是耗时比较久的部分。
美国金融博士要读几年呢美国博士留学金融专业一般要读几年呢，关于美国金融博士留学申请几年毕业这个问题也是各位同学们关注的重点，那么美国金融博士读几年呢，下面至美前程留学小编为大家介绍吧。
有的人是本科直接申请博士，有的人是先读了硕士再申请，而且这几年，有些人的硕士是在国外读的。
我就收到了这样一个问题：美国金融博士读几年，最关键的一点：美国博士学位根本不是学分制的，不是简单的用修满多少学分来计算能否毕业的，而是看你是否完成了系里规定的一系列的博士毕业要求，修满一定的学分数只是其中之一。
核心的要求是博士论文的质量，而不是上了多少课。
留学美国读博士每个系都制定了自己的博士生培养计划，一般第一年上课，然后考资格考试(qualify exam)，通过以后，就可以准备thesis/dissertation proposal，然后就是作research，写论文，答辩。
有的系也会规定毕业前必须修满一定数目的学分比如90个学分。
大部分学校允许博士生一年注册两个学期共18个学分，所以要10个学期一般也就是5年才可以修满；但是90个学分是minimum requirement，修满了并不代表你就一定能毕业。
即使你可以转硕士的学分比如说转30个，理论上讲你只剩下60个学分了，但是别指望你就修满60个学分就能毕业了。
美国博士什么时候能毕业的关键问题，不是是否修满学分，而是看你是否达到了一个学校博士毕业生的要求。
—这个决定是个很主观的过程，由你导师说了算，导师同意了，后面你就可以准备答辩了。
说白了，导师让你毕业你就可以毕业；导师不让你毕业，就算你学分修了别人的n倍，你还是不能毕业。
绝大多数情况下，博士生们第一年要集中精力上课顺便了解一些领域，第二年才可能深入了解某个方向培养科研能力，从第三年开始，就算是出成果的时候了。
如果你早早走了，老师对你的前期辛苦培养就泡汤了，回报太低，所以，很少有老师愿意让学生早点毕业走人的。
美国金融博士几年，有些老师未必计较自己的得失，但是认为学生们一般不可能在3年内成为本领域某个小方向的专家，必须投入一定的时间比如说至少5年才可以毕业。
2021年学术论文文献阅读与机助汉英翻译(2021春)第三单元How to Read—学术论文阅读技巧（速读大意）课后与章节测试1. Dissertation是什么论文？A课程论文B学位论文C期刊论文答案: 【B】2. 哪两个部分有时会放在一起？A Title ,AbstractB Results , DiscussionC Discussion , Conclusion 答案: 【B】3. 第三种标题是什么？A CompoundB QuestionC Nominal group construction 答案: 【A】4. Abstract最多不超过多少字？A 300B 400C 500 答案: 【C】5. Structure of introduction 可以分为几个move？A 1个B 2个C 3个答案: 【C】6. In the last decades 是哪一部分的标志语？A background informationB the current situationC the significance of the research 答案: 【A】7. The normal type(s) of scientific paper are (is)：A、Course paperB、Journal papersC、DissertationD、Proposal 答案: 【ABCD】8. The normal length of Book review is：A、1500-2000B、2500-3000C、3500-4000D、4500-5000 答案: 【A】9. Both literature review and book report belong to：A、course paperB、dissertationC、journal paperD、research paper 答案: 【C】10. The process of reading paper is：A、title-abstract-conclusion-charts-introduction-results-discussion-methodsB、title-conclusion-abstract-charts-introduction-results-discussion-methodsC、title-abstract-conclusion-charts-introduction-discussion-result-methodsD、following the order of the paper 答案: 【A】11. The main structure(s) of research paper are (is)：A、introductionB、methodsC、Results ，DiscussionD、Conclusion 答案: 【ABCD】12. Which of the following sentence in this paragraph describes previous study？A (1）B (2)C (8)D (11) 答案: 【D】此题具体看老师给的材料文献是否一致，不同材料答案不同，不要盲目。
英文开题报告作文模板范文英文回答：Title of the Dissertation Proposal。
1. Introduction。
Briefly introduce the topic of the dissertation, its significance, and the research questions to be addressed.2. Literature Review。
Review relevant literature to establish the theoretical and empirical foundation for the research.Identify gaps in knowledge and explain how the dissertation will address them.3. Research Methodology。
Describe the research design, methods, and data collection procedures.Justify the choice of methodology and explain how itwill enable the researcher to answer the research questions.4. Expected Outcomes。
State the expected outcomes of the research, including the contributions to knowledge and implications for theory and practice.5. Timeline。
Outline the proposed timeline for completing the dissertation.6. References。
Oversea Entry strategy of Hi-tech companies from emerging markets – a case study of Huawei’s internationalisation path1. IntroductionThe ongoing process of globalisation has created increased competition in Emerging markets (EMs) due to its growing importance and strategic significance to firms from both developed countries and developing countries. According to the IMF (2011), emerging markets is predicted to have contributed 48 % to the world’s GDP in 2016 compared with a previous figure of 21% in 2000. A lion’s share of the world economic growth in the next 20 years is predicted to be achieved in EMs (Cavusgil et al., 2013).As Cavusgil (2013) observed, good population structure, labour abundance and continuing improving condition of education are considered to be EMs’ demographic advantages. Also, after the economic crisis in the 1990s, many EMs have undertaken structural reforms and evolved towards market-based economies (Russia is an example). However, considering Ems’ characteristics of high level of volatility and its various institutional voids (Khanna et al., 2005), there are both risks and opportunities.Firms from emerging markets are facing fierce competition at home (Dawar and Frost, 1999). Compared with MNCs, they have disadvantages in terms of resources and know-how (Khanna and Palepu, 2006). They also gain opportunities such as leveraging their knowledge and understanding the different tiers of customers such as Jollibee. And their capabilities to deal with institutional voids (Khanna and Palepu, 2006) enable them not only to compete with giants at home but also to enter other emerging markets such as Tata consulting service from India and LHuawei founded its first software development center in India and committed over $1 billion investment to establish R&D facilities and software centers world wide (Deng, 2007). ‘Huawei is now seriously challenging the market position of global giants such as Cisco Systems’ (Deng, 2007) in certain fields.enovo, Huawei and Haier from China (Rui and Yip, 2008).In terms of internationlisation, Huawei created a joint venture with Russian Beto Konzern and Russia Telecom to begin explore the Russian market. Lacking telecommunication infrastructure and the identity of new players in the international market, its developmentwas difficult at the first stage, partly due to its entry strategy (Wu and Zhao, 2007). Therefore, this study is aimed at examine factors that affect high tech multinational companies from emerging markets like China to succeed in international environment.2. Research ObjectivesThe general aim of this study is to examine how internal factors (such as firm-specific strategies and previous experience) and external factors (such as competition) affect Huawei’s entry strategy. Based on this point, the following research objectives are defined.1. To investigate the relationship between company factors and its entry strategy in different countries and regions.2. To examine a useful Driscoll’s (1995) conceptual framework and develop it new Huawei cases.3. To investigate relationships between home-host distance and post-acquisition management.3. Literature ReviewResearch on the impact of entry mode decisions is prominent in the literature regarding. There are literatures study the primary criterion of entry mode selection (Brouthers 2013; Dunning 2001), and literatures analyse entry mode as a highly significant element ofpost-acquisition performance and continuity (Brouthers et al. 1999; Brouthers et al. 2003; Johnson and Tellis 2008; Pan and Chi, 1999; Pan et al, 1999; Simmonds 1990).Johanson and Vahlne’s (1977) Uppsala model argues slow company internationalisation from the perspective of dynamic relationship between market knowledge and market commitment, interpret firm internationalisation with contingency theory. According to Uppsala model, there are four modes of entering an oversea market: 1. no regular export activities 2. export via agent 3. Setup overseas sales subsidiary. 4. Overseas manufacturing. Internationalisations of MNEs follow a sequence from 1 to 4. In its assumptions, every multinational companies makes effort to augment its profits while minimising risks. As Agarwal and Ramaswami (1992) stressed, ‘a firm is expected to choose the entry mode thatoffers the highest risk-adjusted return on investment’. Therefore, multinational companies decision of internationalisation or specific entry mode are probable on the information and knowledge learned from earlier experience (Ruhmannseder, 2014).The model fails to precisely analyse some decisions in regard to internationalisation, but in its original claim, Johanson and Vahlne (1977) stresses that this mechanism could be used to explain all processes of internationalisation. Increasing number of emerging companies’internationalisation path have been proving this assertion not appropriate (Chetty and Campbell-Hunt 2004; Oviatt and McDougall 1997), challenging Uppsala model’s critical description of slow and incremental internationalisation.Dunning’s (2001) OLI theory holds that multinational companies will internationalise when it owns ownership, location and internalisation (OLI) advantages. According to OLI, Firms internationalisation have a strong domestic base as a starting point before internationalising. Agarwal and Ramaswami (1992) and Brouthers et al. (1999) helps examine and develop OLI model and make it more precise when analysing oversea cases.Driscoll (1995) holds that some factors would affect multinational companies to choose an appropriate entry mode. He divided factors into two sets as first set situational variables and then moderating factors. These factors were summarized as in Appendix 1.This is different from existing earlier conceptual frameworks, which describe a set of situational influence precisely influencing entry mode decision, Driscoll (1995) announce a dynamic entry mode decision framework (see Appendix 2). This model examines the relationship between actual model and a desirable and considers different mode factors when a MNCs chooses foreign m arket entry mode. Driscoll’s study asserts that there is no perfect foreign market entry modes that suits all conditions. Therefore, an MNC cannot take institutionalizing mode into account only; it also have to look at different aspects of modes, the internal factors, environmental factors and other factors when making its entry mode decision. However, the factors framework demonstrated by Driscoll in the entry mode decision need to be proved by more experimental research.4. Research Design MethodologyAs mentioned above, the aim of this research is to examine the entry mode decision made by Chinese Hi-technology enterprises in the process of internationalisation. In this study, the various cases selected from the process of internationalization of Huawei are used when we discuss experiences and related theories for Chinese hi-technology enterprises. Dunning’s (2001) OLI theory will be adopted to help analyse Huawei’s motivation, Driscoll’s entry mode factors framework will also be tested by new cases of Huawei’s operation oversea. Qualitative analysis of several in-depth interviews will be conducted with managers in Huawei. Interviews will target managers working for Huawei who understands Huawei’s internationalization strategies and policies. Secondary data from major business journals, reports and publications in the Internet, newspapers, and magazines will be collected to help this analysis. This study also draws on reviewing current literature, documentary research of statistic database.5. DiscussionIn terms of theoretical contribution, this study helps to test theories such as Dunning’s OLI theory which has been adopted widely. Also, Driscoll’s conceptual framework will be tested with Huawei cases. The case of Huawei indicate entry strategies alter when factors changes and the weight of different factors are changing under different circumstance. In terms of practical contribution, its success and failure will offer high tech multinational companies from emerging market experience to learn during their process of internationalisation.6. LimitationsLike all the research, the present study has its limitations in terms of methodology. First, the people who were interviewed might not have proper experience of working in oversea subsidiaries and that leads to low reliability, their statistical power and description of idea might be biased. If they did not take part in previous entry mode decision they have relativelow power to justify their words. Stereotype might impede their knowledge-learning of foreign market, which make their answer less reliable.Second, although restrict data cross-checks were conducted throughout the complete research, researcher errors should be considered as a limitation. These potential errors or omissions may have biased data that were manually collected. Some data are collected from research carried out ten or fifteen years ago, which comes from not very good sources. In some cases, the reliance on secondary data may mislead the conducted study. The researcher himself is not able to control over data quality, since it is collect by third parties (Saunders et al. 2009).ReferencesAgarwal, S. & Ramaswami, S.N. (1992). Choice of foreign market entry mode: Impact of ownership, location and internalization factors. Journal of International Business Studies,23(1), pp. 1-27.Brouthers, K.D. (2013). Institutional, cultural and transaction cost influences on entry mode choice and performance. Journal of International Business Studies, 44(1), pp. 1-13.Brouthers, K.D., Brouthers, L.E. & Werner, S. (2003). Transaction cost-enhanced entry mode choices and firm performance. Strategic Management Journal, 24(12), pp. 1239-1248.Brouthers, L.E., Brouthers, K.D. & Werner, S. (1999). Is Dunning's eclectic framework descriptive or normative? Journal of International Business Studies, 30(4), pp. 831-844.Cavusgil, S., Ghauri, P. and Akcal, A. (2013). Doing business in emerging markets. Los Angeles: SAGE.Chetty, S. & Campbell-Hunt, C. (2004). A strategic approach to internationalization: Atraditional versus a 'born-global' approach. Journal of International Marketing, 12(1), pp. 57- 81.Dawar, N., & Frost, T. (1998). Competing with giants. Survival strategies for local companies in emerging markets. Harvard business review, 77(2), pp. 119-29.Deng, P. (2007). Investing for strategic resources and its rationale: The case of outward FDI from Chinese companies. Business Horizons, 50(1), pp. 71-81.Driscoll, A. (1995). Foreign market entry methods: A mode choice framework. International marketing reader, pp. 15-34.Dunning, J.H. (2001). The eclectic (OLI) paradigm of international production: Past, present and future. International Journal of the Economics of Business, 8(2), pp. 173-190.Johanson, J. & Vahlne, J.-E. (1977). The internationalization process of the firm - A model of knowledge development and increasing foreign market commitments. Journal of International Business Studies, 8(1), pp. 23-32.Johnson, J. & Tellis, G.J. (2008). Drivers of success for market entry into China and India. Journal of Marketing, 72(3), pp. 1-13.Khanna, T., Palepu, K. G., & Sinha, J. (2005). Strategies that fit emerging markets. Harvard business review, 83(6), pp. 4-19.Khanna, T., & Palepu, K. G. (2006). Emerging giants: Building world-class compaines in developing countries. Harvard business review, 84(10).Oviatt, B.M. & McDougall, P.P. (1997). Toward a theory of international new ventures. Management International Review, 37(2), pp. 85-99.Pan, Y. & Chi, P.S.K. (1999). Financial performance and survival of multinational corporations in China. Strategic Management Journal, 20(4), pp. 359-374.Pan, Y., Li, S. & Tse, D.K. (1999). The impact of order and mode of market entry on profitability and market share. Journal of International Business Studies, 30(1), pp. 81-103.Rui, H., & Yip, G. S. (2008). Foreign acquisitions by Chinese firms: A strategic intent perspective. Journal of World Business, 43(2), pp. 213-226.Saunders, M., Lewis, P. & Thornhill, A. (2009). Research methods for business students. 5th ed. Harlow: Pearson Education.Simmonds, P.G. (1990). The combined diversification breadth and mode dimensions and the performance of large diversified firms. Strategic Management Journal, 11(5), pp. 399-410.Wu, D., & Zhao, F. (2007). Entry modes for international markets: Case study of Huawei, a Chinese technology enterprise. International Review of Business Research Papers, 3(1), pp. 183-196.AppendixAppendix 1 the factors that affect entry mode decision.Appendix 2 entry mode choice framework。
1.This ticket entitles you to a free meal(可使你享有免费就餐一次)in our new restaurant.2.After the match, players on one side pointed out that the referee was partial to/toward the other side(裁判偏袒另一方).3.Every man in this country has the right to live where he wants to regardless of the color of his skin(不管他的肤色如何).4.It is vital that he (should) catch up with other classmates(他赶上其他同学)in no time.5.Only under special circumstances are students allowed to take make-up tests(才允许学生补考).6.Having taught English for about ten years , he has no difficulty (in) communicating with English native speakers(与英语为母语的人交流).7.To my great surprise, she has already been tired/sick of online chatting(她对上网聊天已经感到厌烦).8.Whether you want to sick to writing(你想不想坚持写作)is up to you.9.Earthquakes occur at all depths to about 460 miles , but their number decreases with the increase of the depth/as the depthincreases(随着深度的增加).10.It is required that the students (should) hand in/submit the thesis/dissertation proposal(上交论文开题报告)by this Friday.11.There is no doubt that she is competent/qualified for this job(她能胜任这份工作).12.However complex (it is)(无论多复杂), all machines are combinations of simpler machines.13.The supervisors could have prevented this problem(本来可以阻止问题的出现)if they had known it beforehand.14.The bank is reported in the local newspaper to have been robbed（被抢劫了）in broad daylight yesterday.15.I have not made up my mind as to what optional/selective/elective courses to take next term/semester(下学期上哪些选修课).16.It was essential that our company (should) sign the contract with theirs(我们公司与他们公司签订合同)by the end of the month.17.If you don’t like to swim , you may just as well stay at home(不妨呆子家里).18.During the famine a lot of people have no choice but to eat grass and leaves(没有选择只能吃草和树叶).19.No sooner had I /I had no sooner arrived/got home (我刚刚到家)than the telephone rang.20.We would like to reserve/book a table for five(预订一张五人的餐桌)for dinner this evening.21.Mike often attempts to escape being fined whenever he breaks traffic regulations.22.The kids lay face down on the beach , their backs exposed to the sun(暴晒在阳光下).23.He is old enough to know better than to go swimming(应该知道不要去游泳)right after lunch.24.The old car was sold at a much lower price than predicted(以比预期低得多的价格).25.She pushed open the door gently and stole out of the room in case/for fear that lest she should awake/wake up the baby(以免吵醒婴儿).26.I would rather you didn’t put off today's work till tomorrow(不要把今天的工作拖到明天).27.It will be quite some time before the next bus comes . We may/might as well walk home(不妨步行回家).28.Hardly had she sat down(她还没来得及坐下)when she heard someone knocking at the door.29.I wish you would be more respectful to your father(对你父亲更尊重些).30.In making the policy , priority should be given to the need of elderly people(优先考虑老人的需要).31.He is not so much a scholar(与其说是个学者)as a writer.32.The most important thing is not what you say but what you do(不是你所说的，而是你所做的).33.His teacher congratulated him on winning the first prize(祝贺他获得一等奖)in the speech contest.34.If only he had known this disease is curable(他知道这病是可以治好的)！Then he would not have killed himself.35.Effective measures must be taken immediately(必须立即采取有效措施)to eliminate sandy storms.36.The blackboard and chalk is being replaced by computers and projectors(正在被电脑和投影仪所取代).37.I’d always seen them together and just took it for granted that(就想当然地认为)they were married.38.We are going to discuss his suggestion that the mid-term exams (should) be canceled(取消期中考试).39.Judging by/from the response of the audience(从观众的反应判断)，the performance must be a great success.40.Their investment turned out to be a failure and the manager was accused of neglecting his duties(被指控失职).。
IntroductionThe aim of this template is to provide guidance to students who are preparing for their dissertation proposal defense in English. It covers the essential elements that should be included in the presentation, with emphasis on the structure and content of the report. The template can be used as a guideline for preparing the presentation and as a reference for the assessment of the report.BackgroundBefore presenting the report, it is important to provide some background information about the topic of the dissertation. This should be brief and should set the context for the research. This may include a general introduction to the research area, a review of previous work, and a statement of the research problem. The background information should be presented in a clear, concise manner and should avoid technical jargon.Research ObjectivesThe research objectives should be clearly stated in the proposal and should outline the aims of the study. These objectives will play a crucial role in guiding the research and shaping the research question. They should be specific, measurable, achievable, realistic, and time-bound. The objectives should be mapped out in a logical sequence that leads to the research question.Research QuestionThe research question is the central focus of the dissertation proposal. It should be framed in a clear, concise, and unambiguous manner. The research question should be related to the research objectives and should be answerable through the research methodology. The research question should indicate the scope of the study and the expected outcomes.MethodologyThe methodology section should include a description of the research design, data sources, sampling techniques, data collection methods, and data analysis techniques. It should also include a discussion of the ethical considerations and potential limitations of the study. The methodology should be appropriate to the research question, and it should be clear and detailed enough to allow for replication and validation of the results.Results and DiscussionThe results and discussion sections should outline the findings of the study and their interpretation. The results should be presented in a clear and concise manner, using appropriate tables, charts, and graphs. The discussion should relate the findings to the research question and objectives, and it should provide a critical analysis of the implications of the results. The limitations of the study should also be discussed.ConclusionThe conclusion should summarize the main findings of the study and their implications. It should provide a clear answer to the research question and should indicate the relevance of the study to the research area. The conclusion should also suggest areas for future research and identify any potential applications of the research.ReferencesThe reference section should list all the sources cited in the report. It should conform to the standards of a recognized citation format, such as APA or MLA. The references should be arranged in alphabetical order by author name, and the citation style of the chosen format should be followed consistently throughout the report.ConclusionIn conclusion, this template provides a framework for the structure and content of a dissertation proposal defense in English. It covers the essential elements, including the background, research objectives, research question, methodology, results and discussion, conclusion, and references. By using this template, students can ensure that their report is well-structured, clear, and concise, and meets the expectations of their assessors.。
开题报告发言稿英文回答：Good morning, professors, and fellow classmates. I am [Your Name], a PhD student in the Department of [Department Name]. Today, I am honored to present my dissertation proposal entitled, "[Dissertation Title]."My research focuses on [Research Topic]. This topic is of great significance because [Significance of Research]. The main objective of my dissertation is to [Dissertation Objective]. To achieve this objective, I will employ a [Research Methodology] approach.I have conducted a thorough literature review to identify the current state of knowledge in my field. Based on my findings, I have identified several gaps in the literature that my research will address.My dissertation will consist of [Number of Chapters]chapters. Chapter 1 will provide an introduction to the topic and a review of the literature. Chapters 2 and 3 will present my research findings. Chapter 4 will discuss the implications of my findings and provide recommendations for future research.I am confident that my research will make a significant contribution to the field of [Field Name]. I am eager to begin my dissertation journey and I am grateful for the opportunity to share my research with you today.Thank you.中文回答：各位教授，各位同学，大家好！我是 [你的名字]，是 [系部名称] 的一名博士生。
学术论⽂中“本⽂”⼀词的英⽂表达区别
这⼏个词的差别在哪?在学术论⽂中，我们应该⽤哪个词代表‘本⽂’？
Paper和 Article 在⽂章中⼀般可以通⽤，代表发送给刊物或杂志⽬的在于发表的⽂章；
Thesis 和 Dissertation 则指的是递交给某⼀委员会，⽬的是为了获得某⼀学位的论⽂，如硕⼠或博⼠学位论⽂；
提交给刊物的⽂章，我们应该⽤ paper 或 article。
注意：在⼀篇⽂章中，如果要⽤paper 都⽤ paper，不要 paper 跟 article 换来换去。
还有⼏个相关的词也要注意它们的差别:
Manuscript: 中⽂的意思是⼿稿或原稿，在⽂章中很少⽤这个词来代表‘本⽂’的意思。
但是你在个刊物编辑通信的过程中，你可以使⽤这个词代表你提交的那篇⽂章。
如”I have just submitted a manuscript to your journal"; "Attached is a manuscript prepared for your special issue"
Proposal: 代表提议，想法，计划，规划的意思，它包含的往往是初步的想法或准备如何做的想法。
如刊物准备出⼀期特辑 (special issue), 你感兴趣的话可以先提交⼀份proposal,如果编辑感觉相关可⾏的话，再让你准备完整的⽂章。
A Brief PhD Dissertation ProposalThe proposed study is designed to investigate some disadvantages and problems in college listening and speaking teaching for academic purposes in China with the purpose of providing some suggestions for further reform. By means of questionnaire survey, interview as well as case study, the study will be carried out to examine the college students’ listening and speaking proficiency, the context of listening and speaking teaching and learning for academic purposes in universities of China.With the help of the quantitative methodology, the data in this study is planed to collect from college students who are from an ordinary university in China. The instruments, a questionnaire survey, interview as well as case study, will be developed specifically for the study and the questionnaire will be completed by means of group administration. The results of the study will be analysed in detail with the help of tables and bar graphs.During the last two decades, great achievements have been made in the area of English Language Teaching (ELT) in universities of China. However, with the rapid development of China as well as more exchanges of China with outside world, some disadvantages have emerged. In particular, students’ communicati ve competence is quite limited with obvious deficiency in listening and speaking abilities. As the key language skills, listening and speaking play a vital role in the foreign language acquisition process, and their development should be of prime concern to language teachers. Currently people are rather concerned about the ability in spoken communication in English, which has generated a strong focus on effective listening and speaking teaching research.In January 2004, a new nationwide College English Curriculum Requirements, which is in fact the teaching syllabus, was drawn up in China, with more stress on “developing students’ ability to use English in an all-round way, especially in listening and speaking” (College English Curriculum Requirements, 2004: 5). A new reform about College English teaching has been carried out, focusing on how to improve students’ listening and s peaking abilities effectively. In the area of EAP in China,students have more problems in learning further with the English as the language of instruction and communication. It is urgent to find efficient solutions to improve students’ listening and speaking abilities so that they can do well during the study for academic purposes.I had taught English in one university of China for several years with some experience of English listening and speaking teaching, which became an area of interest of mine. In the process of actual teaching, I noticed clearly some disadvantages of English listening and speaking teaching and had done some work for teaching method innovations. Currently in China some researchers or teachers are also doing some research work about the reform of English language teaching in universities. However, there have only been very few attempts to research in this particular context systematically. Hence, I decided to focus my further study on the suggestions on reform of English listening and speaking teaching for academic purposes in universities of China, hoping that the results of this study will contribute to the existing body of literature on reform of listening and speaking teaching for academic purposes in universities of China.I hope the analysis of the data will confirm that there exist some disadvantages and problems in current listening and speaking teaching and learning in universities of China and it is necessary to explore all possible methods for improvements.I realize clearly that this proposal is still very childish and superficial, but I am confident that with the help of the supervisor, I can produce a very meaningful and constructive PhD programme thesis.Teaching Listening and Speaking Skills for Academic Purposes in Universities of China A proposed outline:AbstractChapter One: Introduction1.1 English Language Teaching and Learning in China1.2 Listening and Speaking Teaching and Learning in China1.3 Listening and Speaking Teaching and Learning for Academic Purposes in Universitiesof China1.4 The Motives and Aims of This StudyChapter Two: Relevant Theories on Teaching Academic Listening and Speaking2.1 The Importance of Developing Listening and Speaking Skills2.2 Regarding the Nature of Listening as a Complex Process2.2.1 The Input to Listeners2.2.2 Speech Comprehension Process2.2.3 The Output of Listeners2.3 Listening and Speaking Skills and Strategies2.4 Listening and Speaking Skills in EAP2.4.1 Active Listening2.4.2 Questioning2.4.3 One-to-one Spoken Interactions2.4.4 Multi-person Spoken Interactions2.5 Specific Requirements for Listening and Speaking Teaching for Academic Purposes2.5.1 What is English for Academic Purposes2.5.2 Different Forms of Spoken Language in Various Academic Settings1) Lectures2) Seminars, Workshops or Laboratories3) Oral Presentations4) Verbalising Data5) Individual Tutorials and Supervisions2.5.3 Micro-Skills for Academic Listening2.5.4 Distinguished Features of Monologue2.5.4 Tips for Improving Listening and Speaking Skills for Academic PurposesChapter Three: The Study3.1 Aims3.2 Subjects3.3 Instruments3.4 Methodology3.5 Procedures3.6 Results and Findings3.7 DiscussionChapter Four: Proposals for Teaching Listening and Speaking for Academic Purposes in Universities of China4.1 Communicative Approach and Learner-centred Approach4.2 Three Stages of Listening Teaching4.3 Skill Training and Strategy Instruction4.4 Apply New Technologies in Academic Listening and Speaking Training4.5 Authentic Materials Selection and AdaptationChapter Five: Suggestions and ConclusionsSome proposed referencesAnderson, A. and Lynch, T. 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