Application_of_TBLT_to_English_Reading_Class_in_Junior_High_School

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

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

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

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

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

这种教育理念对学习学生语言技能具有重要意义，有助于提高他们的实际运用能力。

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

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

2. 激发学生学习兴趣。

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

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

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

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

最新200份英语专业全英原创毕业论文，都是近期写作，公布的题目可以用于免费参考1 艾米莉•狄金森死亡诗歌中的性别歧义及其原因探析2 从中西文化对比看英文电影字幕翻译3 从目的论看儿童文学翻译－－兼评《小王子》中英译本4 从合作原则角度简要分析《老友记》中乔伊的性格特征5 美式英语与英式英语语音差异研究6 浅析礼貌原则在跨文化交际中的体现7 Living in the Crack: A Study of the Grotesques in Winesburg, Ohio8 从关联理论角度分析《绝望主妇》中话语标记语I mean9 跨文化交际视角下的英汉动物词语研究10 论英语谚语的翻译11 从文化差异角度研究商标翻译12 谈中国唐诗中数字的翻译13 论爱丽丝·沃克《紫色》中西丽女性自我的缺失与重塑14 海明威在《永别了，武器》中的反战情绪15 On the C-E Translation of Public Signs16 论《宠儿》中的美国黑人女性的悲剧成长17 《哈克贝利•芬恩历险记》中对自由的追寻18 简•奥斯丁的婚姻观在《傲慢与偏见》中的体现19 异化的美国梦：小说《教父》的主题解读20 从情景喜剧《老友记》浅析美国俚语的幽默效果21 是什么在作祟？—论保罗爱情失败的原因22 高中学生英语课堂口语交际活动的错误分析23 A Brief Study of Schema Theory and Its Application in English Reading24 英语新闻中批评性语篇的对比分析25 浅谈商务英语于商务信函中的运用26 浅析英语语言中的性别歧视及消除语言歧视的策略27 剖析简•爱性格的弱点28 从语言表达看中西思维方式差异29 小说《飘》中斯嘉丽的人物性格分析30 论委婉语与国际商务谈判31 中西方茶文化映衬的文化差异32 论英语被动语态的语篇功能及其翻译策略—以《高级英语》第二册为例33 《苔丝》中的圣经和神话典故34 英文电影片名翻译的归化与异化35 从关联理论看科技英语的汉译36 浅析广告英语中修辞的魅力37 Pragmatic Differences of Politeness in Intercultural Communication Between English and Chinese38 An Analysis of The Call of the Wild from the Perspective of Existentialism39 The Unique Charm－－An Analysis of Evil under the Sun40 商务谈判口译的语用失误的成因及负面影响对学习的启示41 A Research on Frances Burnett’s “Fauntleroy” Writing Style42 An Interpretation of A Rose for Emily from the Prospective of Socialization43 模糊语言在商务英语沟通中的语用功能44 《傲慢与偏见》中英语反语的语用分析45 新经济原则在商品买卖会话中的运用46 论汉英翻译中基本颜色词的不同情感47 商务英语中的冗余现象及语用功能48 从认知语言学的视角下浅析隐喻和换喻的异同49 《太阳照常升起》中科恩屡遭排斥的根源分析50 On the Application of Newmark’s Theory in Tourism English Translat ion51 广告英语中语言的性别差异52 男女生英语学习差异比较研究53 论中庸观对中西方文化的影响54 浅析文化差异对国际贸易的影响55 从文化角度分析《穿普拉达的恶魔》所反映的职业观56 英文科技产品说明书的语言特点与翻译57 论《简•爱》中伯莎•梅森的疯癫58 功能对等与商务信函翻译59 中西方关于萨达姆之死新闻报道的批评性话语分析60 论《爱玛》中简•奥斯丁的女性主义观61 A Study of Cultural Differences Reflected in Chinese and English Proverbs62 A Study of Nonverbal Communication63 种族沟通的桥梁——对《宠儿》中两个丹芙的人物分析64 从功能对等理论看“赶”的英译65 英语意识流小说汉译现状及对策研究66 On Aestheticism in Oscar Wilde's The Picture of Dorian Gray67 浅析哈利波特中的女巫形象68 关联理论在中餐菜单英译中的应用69 从精神分析角度解析《一位女士的画像》中伊莎贝尔•阿切尔的婚姻悲剧70 浅析马拉默德小说《店员》中的“犹太性”71 试析杰克伦敦的《野性的呼唤》中的自然主义72 浅析亨利•詹姆斯小说《螺丝在拧紧》中的哥特成分73 目的论下英语广告仿拟格的汉译74 跨文化交际策略在国际商务谈判中的应用75 英语商业广告中幽默的语用分析76 中西面子观比较研究77 中国和英国传统婚俗差异研究78 英语国家国歌中爱国主义的话语建构79 英语广告中双关语的运用及其翻译研究80 从《喧哗与骚动》中看复合式意识流手法81 中西文化对红颜色的理解及翻译82 文化视角下的英汉动物隐喻对比研究83 广告英语中双关语的语用功能及其翻译84 《德伯家的苔丝》的圣经原型解读85 英汉新闻语篇概念隐喻对比研究86 Mother Tongue Influence on the Learning of a Foreign Language87 《我，机器人》中苏珊•卡尔文的女性角色分析88 浅析李尔王的陷落89 An Analysis of Angel's Ambivalent Personality In Tess of the D'Urbervilles90 以目的论为指导的化妆品商标翻译91 从文化角度研究中英礼仪模式差异92 Cultural Differences on West-Eastern Business Negotiations93 初中英语教师提问策略对课堂师生互动的影响94 简•奥斯汀小说“傲慢与偏见”中的婚姻观95 英雄还是魔鬼-论亚哈船长的双重性格96 A Magic World: A Study of Magic Agents in Harry Potter97 荒岛主义在《蝇王》中的映射98 功能视角下商务英语合同英译汉的技巧探析99 浅析《汤姆叔叔的小屋》写作技巧100 《觉醒》与《欢乐之家》中的女性形象和女权思想之比较101 大学英语课程改革审视：基于通识教育的视角102 电视公益广告的多模态话语分析103 The Services of Selfless Love－－-A Thematic Study of O Henry's Short Stories 104 A Comparative Study of Jane Austen and Emily Dickinson105 从跨文化交际看中西方时间观差异106 The Growth Topic in The Catcher in the Rye107 《夜莺与玫瑰》中的唯美主义108 比较《基督山伯爵》和《连城诀》复仇的异同109 自我效能感对大学生英语学习的影响110 浅析美国嘻哈文化影响下的美国俚语111 论美国文学中的自然主义产生的社会文化根源112 从四个主要人物的叙述结构来分析《蝇王》的主题意义113 中英文隐喻对比研究114 宗教文化与翻译115 Western and Chinese Marriage Differences in Cross-cultural Communication 116 论《最后的莫西干人》中的印第安情结117 浅析美国高等教育的创新118 从《实习医生格蕾》浅析美剧所反映的文化背景和趋势119 用隐喻理论分析英汉商标的语言特色120 李安电影中的文化融合现象121 商务合同中译英准确性的研究122 英语谚语的民族性及其艺术特色123 A Study on the Role of Parents in Primary School English Learning124 从关联理论看《阿甘正传》的字幕翻译125 从归化和异化的角度看张谷若《德伯家的苔丝》的翻译126 On Stylistic Features of Obama’s Victory Speech127 《藻海无边》中安托瓦内特的身份认同困惑128 《太阳照样升起》中杰克•巴恩斯的形象129 论《弗兰肯斯坦》中怪物悲剧的必然性130 A Tentative Study of the Origin of American Place Naming131 中式英语的成因及对策分析132 American Individualism as Shown in Forrest Gump133 从国外汽车商标翻译看中国品牌国际化134 纳博科夫小说《洛丽塔》的爱情讽刺135 浅析美国慈善捐赠的文化动因136 从“看上去很美”和“Little Miss Sunshine”两部影片浅析中美儿童教育观念的差异137 浅议中西跨文化交际中的禁忌语138 思维差异对中美商务谈判的影响及应对策略139 A Study on Effective Multimedia-assisted SEFC Teaching140 从文学作品中透析东西方女性异化现象141 电影《阿甘正传》影视分析142 探析国际贸易中的跨文化风险143 论《财神和爱神》中十九世纪末美国社会的阶级冲突及解决144 浅析《飘》中人物斯嘉丽•奥哈拉的性格特征145 英语新闻标题中的修辞及其翻译146 顺应理论视角下《红楼梦》中社交指示语的英译研究147 高中英语写作前口语活动设计与实施建议148 从语用角度谈英汉称赞语及其回应策略149 浅析《苔丝》中的象征主义150 Discussion on How to Arouse the Stud ents’Interests in English Learning151 A Study on the Effects of Phonetics in JEFC Teaching152 英语外教与中国英语教师写作教学风格对比研究153 跨文化交际中恭维语的语用失误及其文化透视154 On the Transculturation Reflected in Disney Mulan155 英语语言中的性别歧视分析156 Childhood PTSD in Anne of Green Gables157 Imagery Translation in Classical Chinese Poetry158 章回体小说开篇叙事标记语翻译初探——以四大古典名著为例159 从文化角度分析《论语》中特殊词语的翻译——以“仁”为个例160 从用词的角度分析商务英语信函的翻译161 对比分析英式英语和美式英语的区别162 中文古诗词叠词的研究与翻译163 商标翻译的方法及其影响因素164 目的论指导下的旅游资料汉英翻译及翻译策略165 The Application of TBLT to Reading-teaching in Junior Middle School166 重复在儿童英语教学中的重要性167 从《爱玛》看简•奥斯丁的女性主义意识168 口译中的语用失误分析169 An Analysis of the Main Characters in Twilight-eclipse170 论《绯闻女孩》中的美国社会文化特征171 从中西方文化差异看餐桌礼仪172 论奥斯卡•王尔德的矛盾性——从传记角度解读《奥斯卡•王尔德童话集》173 英汉谚语的文化对比分析174 双关语在日常生活中的应用175 高中英语教师课堂提问的现状及有效策略研究176 中西广告语言中的文化差异177 文化语境下归化和异化在翻译中的运用178 中西餐桌礼仪文化差异179 影响英语课堂合作学习有效性的因素分析及其对策180 浅析《儿子与情人》中的象征意蕴181 维多利亚时期的艺术对文学的影响——以白衣女人为例182 探析《红字》中齐灵渥斯的恶中之善183 论《黄墙纸》中女主人公女性主义思想的局限性184 从功能理论角度分析电影《点球成金》字幕翻译185 高中生英语学习成败归因现状调查及对策186 《献给艾米丽的玫瑰》中艾米丽的命运分析187 挣扎与妥协——浅析达洛维夫人的内心矛盾188 从曼诺林角度研究圣地亚哥形象189 从归化与异化角度浅析《毛泽东选集》英译本中文化负载词的翻译190 论旅游指南的翻译191 男权社会下康妮女性身份的诉求－－D.H.劳伦斯《查泰莱夫人的情人》的研究192 A Study on the Factors Motivating Students’ Speaking in English Class of Junior Middle School193 论《追风筝的人》中父子关系的心理剖析194 格赖斯会话合作原则与莎士比亚喜剧中的幽默解读195 法律语言及其翻译研究196 A Brief Analysis of the Differences and Similarities of Chinese and British Wedding Culture 197 On the Dramatic Conflicts Contributing to Eliza Doolittle’s Pursuit of Self-identity in Pygmalion198 英汉爱情隐喻对比研究199 图式理论分析中国网络流行词翻译200 Where Should Gone With the Wind Go?——Study on The Disputes Among Critics of Gone With the Wind。

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

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

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

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

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

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

《新视野大学英语》任务课堂教案有其独特性，让学生
能够更充分体验英语。

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

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

它
能够有效培养学生的英语听说讲的技能，并提高他们的学习热情。