英语文体学论文

Contents1. Stylistic analysis on a poem by William Carlos Williams (3)2. Analysis on passage 4---from a novel of Hemingway Ernest (7)3. Analysis on Pity this busy monster, manunkind by E. E. Cummings..104. Stylistic Analysis on Passage 20---a speech by Winston Churchill (14)Appendix (20)Stylistic analysis on a poem by William Carlos WilliamsThis is just to sayI have eatenthe plumsthat were inthe iceboxand whichyou were probablysavingfor breakfastForgive methey were deliciousso sweetand so cold——William Carlos Williams Firstly , we all know that william is a very famous American poet and meanwhile, a well-known doctor who graduated from university of Pennsylvania. he was engaged in writing poem, novels and commentary in his amateur life. On literary creation, Williams was influenced by EzraPound and other imagists when he was in university, at the same time he inherited Whitman's romantic tradition. He objected to the sentimentalismof Victorian style, in contrast, he insisted the writing with "American style "and strived to the local language, he rarely used unfamiliar words for the common readers.Williams consciously wrote poetry that provided a counterpoint to that of Frost, Pound and Eliot. In his work, he wished to speak like an American within an American context of small cities, immigrants, and workers. He wanted his poetic line to reflect the rhythm of everyday speech and drew his subject matter from ordinary surroundings.Initially enthralled by Pound's "imagism" manifesto, which proposed direct treatment of the subject matter and the use of the "exact" word, Williams soon became suspicious of its limitations, and forged a new path within Modernism that was entirely his own.In this poem This is just to say, William Carlos Williams's short narrative writing about a theft of fruit says something far from earth-shaking about simple pleasures, it tells us their importance, how hard it is to resist them sometimes, and (more deeply layered in the poem ) the value of a relationship that had found ways to honor such understandable weakness. It renders a judgement, but one that is delicately nuanced.On apparent meaning, this poem is a note left on a refrigerator, it relates that a person eating the plums in the refrigerator without the plums' owner's permission and writes a note to explain how delicious the plums are and asks for forgiveness.This poem only has three stanzas, the first stanza states what has happened, the second stanza explains why the narrator might feel guilty to leave a note, and the final part gives an apology and the narrator's justification of his behavior. In the first stanza, the plums refers to something is tempted with beautiful colors, juicy pulp, sweet and ice-cold taste. The delicious plums arises the speaker's desire and makes him can not help to "steal" such delicious fruit. This conduct makes the speaker feel guilty. In the third stanza, the phrase asking for forgiveness reveals the keynote of this poem.The poem has two main aspects of appreciation, the first one is the sexual meaning, according to the definition of Concise Oxford English Dictionary, plum can be used to refer to something highly desirable, so the plums might well represent the girl's virginity which she was saving or keeping in the icebox. From the whole version, the narrator also enjoys what he has done, as he describes it as being delicious and good. The second comprehension is of the religious meaning. The "plum" is the forbidden fruit, the "icebox" means the plum is forbidden by God, the word "saving" implys the plum is under protected. From this point ofview, the poem indicates some religious opinions, humans cannot resist temptation, they even may enjoy when they sin, in this poem, the narrator is saying sorry, yet he is describing how delicious they were to eat, stealing them from icebox made them taste even better, this is human nature. The narrator could not resist the temptation to taste the plums because they looked so good, this is just as Eve could not resist the temptation to eat the apple.Analysis on passage 4--from a novel of Hemingway ErnestIntroductionThis is a passage from "A Farewell to Arms", a novel of Hemingway Ernest. In this novel, the hero is also the narrator. The whole version is written in the hero's angle of view. The phrases in the text are very simple, the style of these sentences are very similar, for instance, they are all past tense sentences, but they also have their particular features.On Syntactic LevelFrom the very first sentence, "Now in the fall the trees were all bare and the roads were muddy", the background information of time and main themes is emerged. The brief form is "X were Y ", in the following,there are also this kind of form, like "The mulberry trees were bare and the fields were brown", this form is the most common method of description and here is used in delivering the sights the hero saw on the way homecoming. A scene of trees in the fall coming into the reader's mind and conveying the purport of the context.The second and the third sentences "I rode to Gorizian from Udine on a camion. We passed other camions on the road and I looked at the country." employs a pattern of "X did Y". There are many other sentences in this model, for example, sentences "We saw the town....and walked toour villa" without "It had been raining in the mountains." are all in the layout of "X did Y", more specifically, "I did ...", "we did ..." and "he did...", the characters in the whole text are involved, that is "we"---"I" and "the driver". This "X did Y" is a typical model to represent events, and it's the simplest one which is often used in people's daily life especially in oral dialogue.There is only one long sentence --- "There were wet dead leaves on the road from the rows of bare trees and men were working on the road, tampering stone in the ruts from piles of crushed stones along the side of the road between the trees." two parts are connected by the conjunction "and", from the appearance, the entire description is narrated factually and unimaginatively, but the weary feelings of the narrator or the hero stands vividly revealed on the paper.There are two extra short sentences, "It had been raining in the mountains." "It did not feel like a homecoming." the first sentence is a depiction of the background weather, and the second looks like a comment of the narrator, but use of "it" makes the comment full of insouciance.In this passage, the objects are described directly to readers, within almost no comments and psychic feelings, the narrator and hero is just like a camera recording all he has seen or done, the narrator, also as a hero, put himself out of the development of the story, deliver the story assomebody else, this superior cold and detached writing skill is called Principal of The Iceberg, which is proposed by Hemingway himself, that skill makes allowance for readers to think and dig the deep message implied in the context.Analysis on Pity this busy monster, manunkind byE. E. Cummingspity this busy monster, manunkind,not. Progress is a comfortable disease:your victim (death and life safely beyond)plays with the bigness of his littleness-- electrons deify one razorbladeinto a mountainrange; lenses extendunwish through curving wherewhen till unwishreturns on its unself.A world of madeis not a world of born – pity poor fleshand trees, poor stars and stones, but never thisfine specimen of hypermagicalultraomnipotence. We doctors knowa hopeless case if – listen: there’s a hellof a good universe next door; let’s goE. E. CummingsOn the level of layoutFrom the words or written style, we can see many specialitiesin this poem, from the very first sight, we can see the difference from the common poems, for example, "not. Progress is a comfortable disease"; "A world of made"; "ultraomnipotence.We doctors know" this unique style shows the discordance of the whole version, the disobedience of the general rule implies the poet's revolt to the society.On syntactic and semantic levelCummings begins his poem, Pity this busy monster, manunkind with a definite statement against mankind. He defines mankind as a monster, and twists the name mankind to manunkind. He goes on to tell his reader to pity them not, the reason being that mankind only cares for its own progress. This progress, Cummings likens to a comfortable disease which does not care if its victims live or die. He states in the next paragraph that humanity is small in relation to the universe, but acts as if it is the all-controlling force that defies anything that attempts to cut it down.Cummings next uses a camera metaphor to describe how something given in evil is often returned. He uses the way a camera lens twists an image and returns it upside down. The metaphor of a camera lens if also be examined in a secondary way; in that mankind does not see itself as it is, but as it distorts itself to appear.In the next stanza, Cummings makes a statement that man-madethings are unnatural, and therefore are not good. He asks that nature not be blamed; the blame lies with humanity.Humanity is referred to as a fine specimen of hypermagical ultraomnipotence. This brings to mind the question, how can one be all-all knowing? This reiteration "ultra"--all "omnipotence"--all knowing exaggerates the height man has placed him self at. Combined with the word, "hypermagical" you get a picture of humanity as a God figure.The last three lines seem to break the continuity of the poem, transferring from third persons to first. One can see, however, the continuance with the God metaphor. The person speaking is a self-proclaimed doctor. Doctors are often warned against developing a God complex, thus the continuation of a God-like man. The doctor claims that he sees humanity is a hopeless case, so he wants to go explore / exploit the universe next door, an allusion to the way humanity exploits people during colonization.This poem is an important look at humanity because of its central theme; man set himself above all others, no matter the cost. When man does this, he is opening the path of indifference to ignoring the "little people" who then become expendable- thus a monster is born. A secondary theme to the poem can also be that some men think they are better than others. There is a ruing class that decide who will eat, and who will starve. Cummings offers one dire warning, however, with his camerametaphor mentioned above. Cummings warns the ruling man that what is given is often received, but comes back twisted and distorted, like the image on the lens of a camera.Indifference can lead to a misanthropic nature because it allows dictators to act. Those that see this indifference and realize there is little one man can do to change the course of humanity become the disenchanted. They see human nature as it is, rather than as it would be seen through Cummings prophetic lens.Stylistic Analysis on Passage 20---a speech by Winston ChurchillIntroductionWinston Churchill was a well known and influential Prime Minister of the UK during World War II. At the same time, he was also endowed with the reputation as one of the greatest orators of the twentieth century, for he possessed such impressive oratorical skills that he wartime speeches were absolutely essential to the Allied victory during the darkest of the war. Once John Kennedy commented that Churchill "mobilized the English language and sent it into battle." the dominant feature of his style lies in his favor of plain words, the rhythmic sound effect of his language, forceful sentence patterns, and his skillful uses of rhetorical devices. In the following passage, I tends to analyse the stylistic features of Churchill's political from three aspects in detail.Analysis of the phonological featuresAs we know, the filed and tenor the public speech involves determines that it takes the feature of oral style. Different from written language which is intended for the eye, public speech is basically for the ear. Thus, speakers, like poets, sometimes seek to exploit the rhythm of language.By catching up their listeners in an arresting string of sounds, speakers can enhance the impact of their words, and therefore their ideas. Winston Churchill was a master of this technique. "We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering." In this sentence, the poetic rhythm and flow of the language can easily claim the audiences' attention, as a result, Churchill's strong determination to fight against Nazi army can be conveyed and reinforced.Churchill in his speech adopts the device of alliteration. This is a kind of rhetorical technique in which the initial sounds in words or in stressed syllables within within the words are repeated in a pleasing and memorable manner, thus adds rhythm to a speech. In the sentence "We have before us many, many long months of struggle and of suffering." Due to the rhythm effect, the alliteration of word s"struggle" and "suffering" makes the speech more impressive, and make the ideas much easier to remember. The sound of the two words can not only make deep impressions, but also increases vividness of his speech, arouse among the audience great hatred to the enemy.Analysis of lexical featureThe lexical of features of Winston Churchill' speeches can be can be presented as the following aspects.There are many short, homely words in this speech, like in the sentence "You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us;" as our common sense, language in public speech should be immediately accessible to the audience's comprehension, therefore, simplicity is one of the major factors that contribute to oratorical success. Winston was the very one who favors short, homely words of common usage. we can appreciate the simplicity and brevity of Churchill's language from the above example. Most words in this sentence are monosyllables or composed of two syllables. However, it's forceful and stirring enough.Winston Churchill uses many first- and second-person pronouns in this speech. Involving listeners is one of the features of public speech. Most speaker are much more direct than writers in addressing the receiver of the message. Churchill makes extensive use of first- and second-person pronoun, such as "I", "we", "you", "us"in the sentence"You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, " and "We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering." There are also other first- and second-person pronouns like "my", "our"in "I hope that any of my friends and colleagues, or former colleagues,..." "come then, let us go forward together with our united strength." this usage is acommon phenomenon in Churchill's speech. And the frequent first- and second-person pronouns can not only achieve the directness but also shorten the distance between Churchill and the audience.Compared with abstract language, concrete words used in public speech are more readily to grasped and understood. It is also found that Churchill takes advantage of concrete words to achieve the vividness and impressiveness. For instence, "I would say to the House, as I said to those who have joined this government: "I have nothing to offer but blood, toil, tears and sweat." Simple as they are, the four concrete words "blood", "toil", "tears" and "sweat" in this statement sound exceptionally impressive. If the four concrete words are replaced with some other abstract flat synonyms like "death", "hard work", "sadness"and other words of this kind, the result may be another case. Although the conceptual meaning might still be intact, the overwhelming impact must be diminished.Analysis of syntactic featureThe features of this speech are also reflected at syntactic level. The appropriately arranged sentence length and structures not only help to avoid dullness of the speech, but also do good to the expression of the meaning.As far as the sentence length is concerned, we know that series of short and long sentences can both be effective in individual situations. Instead of using uniform length of sentence in his speech, Churchill prefers alternative use of short ,simple sentences and long, complex sentences. Usually, after one or more long sentences that express complex ideas or images, the pitch of a short sentence can be refreshing and arresting. Similarly, a long sentence that follows a series short sentences can serve as a climax or summation that relaxes the tension of fulfills the expectation created by the series. take "blood, toil, tears and sweat" for example, there are altogether 30 sentences in this famous speech. The shortest sentence "that is our policy" only contains four words, while the longest sentence includes 44 words with several compound sentences embedded in it "I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime." Churchill fully expresses the seriousness and emergency of the situation by making the most use of the complex sentence here.If a speech is only is only composed of narrative sentences, it might be boring. Sometimes, rhetorical questions or imperative sentences can help to add variety to the sentence structure. Churchill, in his speech,shows a special fascination with retorical questions. The following examples well illustrate the artistic effect of this device, ""Appendix11This is just to sayI have eatenthe plumsthat were inthe iceboxand whichyou were probablysavingfor breakfastForgive methey were deliciousso sweetand so cold——William Carlos Williams4Now in the fall the trees were all bare and the roads were muddy. I rode to Gorizian from Udine on a camion. We passed other camions on the road and I looked at the country. The mulberry trees were bare and the fields were brown. There were wet dead leaves on the road from the rows of bare trees and men were working on the road, tampering stone in the ruts from piles of crushed stones along the side of the road between the trees. We saw the town with a mist over it that cut off the mountains. We crossed the river and I saw that it was running high. It had been raining in the mountains. We came into the town past the factories and then the houses and villas and I saw that many more houses had been hit. On a narrow street we passed a British Red Cross ambulance.The driver wore a cap and his face was thin and very tanned. I did not know him. I got down from the camion in the big square in front of the Town Mayor’s house, the driver handed down my rucksack and I put it on and swung on the two musettes and walked to our villa.It did not feel like a homecoming.9Pity this busy monster, manunkindpity this busy monster, manunkind,not. Progress is a comfortable disease:your victim (death and life safely beyond)plays with the bigness of his littleness-- electrons deify one razorbladeinto a mountainrange; lenses extendunwish through curving wherewhen till unwishreturns on its unself.A world of madeis not a world of born – pity poor fleshand trees, poor stars and stones, but never thisfine specimen of hypermagicalultraomnipotence. We doctors knowa hopeless case if – listen: there’s a hellof a good universe next door; let’s goE. E. Cummings20In this crisis I hope I may be pardoned if I do not address the House at any length today. I hope that any of my friends and colleagues, or former colleagues, who are affected by the political reconstruction, will make allowance, all allowance, for any lack of ceremony with which it has been necessary to act.I would say to the House, as I said to those who have joined this government: "I have nothing to offer but blood, toil, tears and sweat."We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering.You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy.You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, victory in spite of all terror, victory, however long and hard the road may be; for without victory, there is no survival. Let that be realised; no survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge and impulse of the ages, that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. At this time I feel entitled to claim the aid of all, and I say, “come then, let us go forward together with our united strength.”——By Winston Churchill。

英语专业毕业论文初稿第一篇：英语专业毕业论文初稿Comparison of Family Education between China and theUSATable of ContentsAbstract in English-----------------1 Key words in English-------------1 Abstract in Chinese---------------1 Key words in Chinese-------------1 Ⅰ.Introduction---------------------2 Ⅱ.Differences of Family education in China and the USA--21.Family Education in China------22.Family Education in the USA-33.Our attitudes---------------------3 Ⅲ.Conclusion----------------------8 Bibliography------------------------9共6页，1000字AbstractBecause of the historical background, cultural and other differences, so the United States education in the family there is a great difference.Americans pay attention to cultivating the ability of the child's independence and awareness, and the parents of the Chinese habit of planning everything for their children, their children to act in accordance with the plans and do things behave.We should correctly understand and learn from foreign advanced educational methods, to learn the benefits of family education in the West, combined with family education in China in the past, as soon as possible to find a new, more suitable for a good Chinese education.Keywords:family education, independence , differences摘要由于历史背景，文化等的差异，所以中美在家庭教育方面存在着很大差异。

StylisticsIntroduction to stylistics: Necessity of the course1) the ultimate aim: cultivation of creative thinking2) general education3) an interdisciplinary field of study—involves the combining of the two or more academic field into one single discipline4) the study and interpretation of texts from a linguistic perspectiveChapter 1 Style and Stylistics1.1 A T aste of StyleStyle is considered an important factor in writing, and is an important part of a writing course. But often people payFrom the perspective of the users of the language, style is speakers addressing different people in different ways.From the perspective of the function of the text, style is the functions of texts for different purposes.The definition of style used in this book is a general, linguistic-oriented one: Manners indicating prominent liguistic features,features of different varieties of language at different levels. Stylistics is an inter ‗disciplinary(跨学科的，学科间的) field of2.Spelling. → Graphology3.Words. → Lexicon4.Grammar. → Syntax5.Meaning. → SemanticsSound features:Pun双关: Using the same sound to express different meanings in the same context.1. Seven days without water makes one weak. 七天不进水，人就会虚弱。

英语语言学论文六篇英语语言学论文范文2［关键词］英美文学语言教学高校英语教学模式随着我国改革开放的深化和现代化进程的飞速进展，英语作为一门国际性语言，在社会的政治、文化、经济等各个领域对于人才的需求量与日俱增，高校的高校英语教育也正面临新的机遇和挑战。

众多高校英语老师都在不断地摸索，总结新的有效的教学策略和方法。

目前，许多老师在高校英语教学中，尝试使用多媒体教学，用丰富的视听材料给同学创设富有意义的课堂教学环境。

作为一种补充，在课堂教学中融入经典英美文学作品也不失为一种提高同学爱好，促进英语学习的有效途径。

英美文学教育，作为高校英语教育的一种重要手段，可以培育同学的思维力量、想象力以及制造力。

其功能和应用价值的体现不仅仅适用于英语专业高班级的同学，同时也适用于高校外语教学，而文学语言也可以作为英语语言学习的重要范本，在提高高校生人文素养情操及文学鉴赏力量的同时，提高同学的文学语言感悟力。

一、文学语言与英语语言技能的进展众所周知，语言是思想的直接实现，人靠语言来表达思想。

与其他艺术形式相比较，语言艺术有着极为丰富的思想容量。

作家可以直接将自己对生活的感受、体验、理解、评价及心情、情感渗透在作品中，从而以情达理，以理融情，情、理相生。

真正的文学大师笔下的语言是具有生命灵性的，它有声，有色，有味，有情感，有厚度、力度与质感，是应当细心去体会，沉吟，把玩，并从中感受到一种语言的趣味性。

因此语言的背后是人的心灵世界。

对文学语言美的敏感与驾驭力量，是提高人的精神境界，使人变得更加美妙的不行或缺的方面。

文学阅读的魅力与意义也就在于此。

目前的高校英语教学，仍旧停留在传统的单纯课文教学，语言点讲解等层面上，课本内容相对陈旧，老师的教学手段也并无创新之处。

其弊端是忽视英语的基本功能即表达功能，也忽视了同学在教学活动中的主体作用，另外还忽视了对同学英语学习爱好的培育，将生硬的课本内容强行“灌输”;至同学脑海中，使整个课堂教学环节缺乏生气，长此以往，高校英语教学将陷入僵局。

英文论文7篇Acknoy heartfelt thanks go to Profs. Deng Haiyan, Shao _iang, and Liu Yan and other teachers e in one antic feature of affi_ 12.1 Common prefi_ table 12.2 Common suffi_es table 2Chapter 3 The implementation of several principles of affi_ation memory method 23.1 From familiar specific to general, lead the students to sum up . 23.3 emory and forgetting the contradiction, the author tried to use the affi_ ation analysis, study the structure of the English vocabulary, find out the marizes the form laprehension, vocabulary, and fle_ible use of the affi_ ation of deconstruction learned emory of English vocabulary, to seek the scientific method to solve the memory and forgetting the contradiction effectively and conveniently memory vocabulary, deepen vocabulary learning. There are tation, add on or before the root e prefi_, and in subsequent affi_ name suffi_. Prefi_, in general, only change the meaning, rarely change the part of speech, meaning and suffi_ changes not only also change the parts of speech.Key emory method, affi_ ation摘要词汇是构筑语言的基本材料,词汇在语言交际中起着非常重要的作用。

英语专业毕业论⽂英语专业毕业论⽂（精选8篇） ⼤学⽣活要接近尾声了，毕业⽣要通过最后的毕业论⽂，毕业论⽂是⼀种有准备的检验学⽣学习成果的形式，那么应当如何写毕业论⽂呢？以下是⼩编收集整理的英语专业毕业论⽂，供⼤家参考借鉴，希望可以帮助到有需要的朋友。

英语专业毕业论⽂篇1 论⽂摘要：如何提⾼⼤学法语⼆外教学，⼀直是⾼校法语教学研究的重要问题。

本⽂试从⼤学法语⼆外教学存在的问题⼊⼿，从教学内容上分析，进⽽提出解决的⽅法。

关键词：教学⽅法;精讲多练;多媒体;法英对⽐ 21世纪是⼀个以知识经济和经济信息全球化为主要特征的时代，世界经济的⽇益全球化和⼀体化与中国对外开放进程的加速，现代社会科技、通讯、经济、⽂化的进步，使世界交往更加密切。

语⾔⼈才不再单单只是能熟练运⽤⼀门外语的专才，⽽是能同时运⽤两三门语⾔的通才。

全世界有1亿七千多万讲法语的⼈⼝，法语是联合国、国际奥委会、万国邮政等多个国际组织的唯⼀官⽅语⾔或者官⽅语⾔之⼀，能说法语将在国际交往占有优势地位，因此越来越多的⾼校开设了法语⼆外课程，研究法语作为第⼆外语教学的⼯作，也就迫在眉睫了。

⼤学法语教学针对学习对象的不同，分为法语专业教学，英语专业本科⽣与研究⽣法语⼆外必修课教学和⾮英语专业学⽣公共选修课教学。

在此⽂中仅对英语专业本科⽣法语⼆外的教学进⾏分析。

⼀、⼤学法语⼆外教学⾯临的问题 2002年《⼤学法语⼤纲》明确规定：“⼤学法语教学的⽬的是培养⼀定的阅读能⼒，初步的听、说、读、写、译的能⼒，使学⽣能以法语为⼯具，获取专业所需，为进⼀步提⾼法语⽔平打下较好的基础。

”盖房⼦最重要的是搭地基，对于法语⼆外教学，打基础就是最重要的。

学过法语的⼈都知道，法语确实是⼀门很难的语⾔。

如果给学⽣打好了扎实的基础，那么⼀切都将迎刃⽽解。

(⼀) 法语⼆外课时和内容相⽐显得过少。

每周四课时，开设四个学期，总共256课时，听、说、读、写、译各⽅⾯的内容都要涉及到，打好基础，在这么少的课时下，要达到教学⽬标⾯临不少困难。

英语语⾔学毕业论⽂（精选多篇）英语语⾔学毕业论⽂(精选多篇)第⼀篇：英语专业毕业论⽂：社会语⾔学the definition of sociolinguistics and its characteristic外语系06接本6班尹珊珊24号[abstract]sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations. it ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another. sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language.[key words] sociolinguisticssociolinguistics variationsocial function [content]sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. it also studies how lects differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, etc., and how creation and adherence to these rules is used to categorize individual socio-economic classes. as the usage of a language varies from place to place, and language usage varies among social classes. it is socialists that sociolinguistics studies.the study of language variation is concerned with social constraints determine language in its contextual environment. code-switching is the term given to the use of different varieties of language in different social situations. sociolinguistic differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter’s focus is on the language’s effect on the society. while the study of sociolinguistics is very broad, there are a few fundamental concepts on which most sociolinguistic inquiries depend. sociolinguistics is different from many of the other branches of linguistics in that it studies external as opposed to internal language. internal language applies to the study of language on the abstract level, or in the head, put simply. external language applies to language in social contexts, or outside the head. this distinction is important, because internal language analyses, such as syntax and semantics, operate1on the assumption that all native speakers of a language are quite homogeneous in how they process and perceive language. external language fields, such as sociolinguistics, attempt to explain why this is in fact not the case. these two approaches, while distinct, complement each other in practice.understanding language in society means that one also has to understand the social networks in which language is embedded. this may apply to the macro level of a country or a city, but also to the inter-personal level ofneighborhoods or a single family.sociolinguistics as a field distinct from dialectology was pioneered through the study of language variation in urban areas. whereas dialectology studies the geographic distribution of language variation, sociolinguistics focuses on other sources of variation, among them class. class and occupation is one of the most important linguistic markers found in society.one of the fundamental findings of sociolinguistics, which has been hard to disprove, is that class and language variety are related. as can be implied from the example below, the working class tends to speak less standard language. the lower, middle, and upper middle class will in turn speak closer to the standard. however, the upper class, even members of the upper middle class, may often speak ‘less’ standard than the middle class. this is because not only class, but class aspirations, are important. men and women, on average, tend to use slightly different language styles. these differences tend to be quantitative rather than qualitative. that is, to say that women make more minimal responses than men is akin to saying that men are taller than women. the initial identification of a women’s register was by robin lakoff in 1975, who argued that the style of language served to maintain women’s role in society. a later refinement of this argument was that gender differences in language reflected a power difference. however, both these perspective have the language style ofmen as normat ive, implying that women’s style is inferior. more recently, deborah tannen has compared gender differences in language as more similar to ‘cultural’ differences. comparing conversational goals, she argued that men have a report style,aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships. such differences are pervasive across mediums, including face-to-face conversation, written essays of primary school children, email, and even toilet graffiti. communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. one explanation for this, is that people accommodate their language towards the style of the person they are interacting with. thus, in a mixed-gender group, gender differences tend to be less pronounced. a similarly important observation is that this accommodation is usually towards the language style, not the gender of the person. that is, a polite and empathic male will tend to be accommodated to on thebasis of their being polite and empathic, rather than their being male. sociolinguistics has drawn more and more attention since it became an independent discipline in mid 1960s. but scholars from various disciplines look at sociolinguistics from different perspectives, and carry out sociolinguistic study in different ways. this paper tries to understand sociolinguistics in terms of its definitions and the scope of sociolinguisticstudy to point o ut the lack of comprehensiveness in fishman’’s view on the definition of sociolinguistics.参考⽂献：《社会语⾔学概论》戴庆厦主编商务印书馆《社会语⾔学概论》祝畹瑾编著湖南教育出版社.《语⾔学概论》杨信彰⾼等教育出版社第⼆篇：英语语⾔学论⽂题⽬英语语⾔学论⽂题⽬13论国际商务谈判中的语⾔交际技巧33成⼈世界的童话——从⽂体学⾓度解析现今童话再度流⾏的现象49论⽂化差异与英汉商标互译55浅谈英汉句⼦结构差异59诗意的美和喜剧性幽默62试论⼴告英语的语⾔特点65统觉团对英语初学者词汇学习的影响67外语学习中应该重视中介语的作⽤69新闻报道中的转述动词研究73英汉禁忌语、委婉语的对⽐研究74英汉数字习语的对⽐研究76英译汉中词序的变动78英语⼴告的语⾔特征80英语双关语汉译的可译性限度101词义演变的原因与⽅式137从汉语中英语借词的翻译看⽂化交流138从价值观转换看斯佳丽的⾓⾊特征142从礼貌准则看中英⽂化的异同146从习语看英汉民族的⽂化差异149从英语⼈名中看性别歧视157动词过程类型的选择和话语隐性态度的表达161对母语在英语写作中词汇负迁移现象的思考162对严复译作中“信”的质疑167法律英语⽤词特征分析168法律语⾔翻译与法律⽂体177副词ever的句法环境和语义特征180功能语法视⾓下的英语报纸新闻标题的功能183⼴告⼝号语的语⾔特点189国际商务⽂化之对⽐研究204汉语中双关语的翻译213基于概念隐喻的诗歌解读228论⼴告英语中的幽默265论⼴告英语的语⾔特点268论汉英谚语的语⾔特征280论清教理念与美国西进运动282论莎⼠⽐亚⼗四⾏诗中的时间300论英语⼴告中⼏种常⽤修辞格及其汉译310论尤⾦?奥尼尔的表现主义⼿法324名词化的语篇功能330诺曼时期法语对英语词汇的影响339浅谈英语虚拟语⽓的语⽤功能340浅谈英语虚拟语⽓及其语⽤功能345浅析⼆⼗世纪计算机英语词汇的构成特点346浅析汉英动物谚语中的⽂化348浅析英汉语⾔中的性别歧视现象及其根源349浅析英语禁忌语及其发展352浅析英语⽆标志被动句356浅议译者能⼒359认知语⾔学⾓度下“within” 的空间隐喻意义365商标英语汉译的原则和⽅法384体育新闻英语⽂体研究375社会语⾔学视野中的⽹络语⾔418新闻英语中的语法特点研究423颜⾊词在英汉互译中的不对应性425移就的审美价值和⽣成基础426以认知为基础的颜⾊隐喻研究428隐喻认知功能研究的新视⾓429隐喻与⼀词多义的关系438英汉被动句对⽐研究439英汉宾语类型差异的认知原因。

英语文体学教程(第二版)英语文体学是一门研究英语语言在不同语境中表达意义的语言学分支。

它探讨了英语在不同文体类型（如叙述、说明、议论文体等）中的结构、功能、演变和变异。

本教程作为第二版，对英语文体学的理论和实践进行了全面更新和深化，旨在帮助读者更好地理解和应用英语文体学知识。

一、英语文体学的定义和重要性英语文体学关注英语在各种文本中的使用，包括口头和书面表达。

它研究不同文体的特征、语言特点和交际目的，以及这些因素如何影响语篇的理解和解释。

通过了解各种文体的语言特征和规律，我们可以更好地理解和分析英语语篇，提高我们的语言运用能力。

二、本书的结构和内容本书分为十章，涵盖了英语文体学的各个方面。

第一章是导论，介绍了英语文体学的概念、研究范围和方法。

第二章至第九章分别对不同文体的特征、功能、演变和变异进行了深入探讨，包括叙述文体、说明文体、议论文体、描述文体、正式文体、非正式文体、口语文体和文学文体等。

第十章是应用和实践，通过案例分析，帮助读者将所学知识应用到实际语言运用中。

三、学习资源和方法建议本书不仅提供了丰富的理论知识和研究案例，还提供了许多实践机会，帮助读者更好地理解和应用英语文体学。

建议读者在阅读过程中，结合自己的语言运用实践，多思考、多分析、多比较，逐步提高自己的语言运用能力和理解水平。

四、结论《英语文体学教程(第二版)》是一本全面、深入、实用的英语文体学教程，适合英语专业学生、教师和研究人员阅读参考。

通过学习本书，读者可以更好地理解和应用英语文体学知识，提高自己的语言运用能力。

同时，本书也为英语学习者提供了一个系统地学习和掌握英语各种文体的机会，有助于提高他们的英语水平和跨文化交际能力。

1000字英语论文范文1000字英语论文范文【大学生心理健康论文1000字英文】With the rapid development of society, people s pace of life is accelerating, petition is more and more intense, interpersonal relationship has bee more and more plex; due to the rapid progress of science and technology, increase of knowledge explosion, forcing people to constantly knowledge; human into the emotional weight s , people s concept of consciousness, emotion and attitude plex evolution. As a part of modern society, college students living and studying in University, are very sensitive to the barometer of social psychology. Moreover, college students as a special social group, as well as their own many special problems, such as the new learning environment and tasks to adapt to the problem. On the professional choice and learning to adapt to the problem, the ideal and the reality of the conflict, the relationship between the treatment and study, the conflict in love and the choice of future career, and so on. How to make them to avoid or eliminate caused by the variety of psychological pressure and psychological stress, psychological crisis, or mental disorder, promote physical and mental health, to a positive, normal mental state to adapt the current and the development of the social environment, to prevent the occurrence of mental disorder and psychosomatic disease, strengthen the psychological health education of college students has bee the the urgent needs and mon concern:First, the definition of mental healthMental health refers to such a state, namely the internal environment has a sense of stability, the external environment can in any form of society to adapt to. That is to say, the encounter any obstacles and difficult and psychology are not offset, to appropriate behavior to be overe, thestability, adaptation state is mental health state. It is very difficult to measure the absolute health of the mind. Health is relative, there is no absolute dividing line. General judgment is normal, with a look at the three principles: first, the unity of the psychological and environmental. Normal psychological activities, in the content and form with the objective environment is consistent. Second, the unity of psychology and behavior. This refers to the individual s psychology and behavior is a plete, unified and coordinated process. Third, the stability of personality. Personality is the specific embodiment of the unique psychological characteristics of the individual in the process of long life experience. The psychological barrier refers to mental illness or mild psychological disorder. It appears in the contemporary college students mostly due to physical and mental fatigue, nervous, psychological conflict, encounter unexpected problems or are difficult to reconcile the contradictions, time is short and mild degree, with the change of circumstances disappear or mitigate; individual for a long time, degree is heavier, and finally had to drop out of school or even drop out. The manifestations of mental disorders are various, mainly in the aspects of mental activity and behavior. Performance in psychological activities such as the feeling of allergy or hypothyroidism, somatosensory abnormalities, delusions, hallucinations, forgotten, hypochondriacal delusion, neologism, confusion, disorder of psychological characteristics and difficult to get along with and so on. Behavior and anxiety, apathy, stubborn, attack, a heavy heart. Downhearted, even hardly wished to live. etc..Two, the significance of mental health education for College Students1. Mental health education is an effective way to improve studentsprehensive quality.Psychological quality is the internal characteristics of the psychological stability of the main body, including personal mental outlook, temperament, personality and emotional and other psychological factors, is the basis for the formation and development of other qualities. Students knowledge and growth, in essence, is a kind of continuous psychological activity and psychological development process. Education provides students with the cultural knowledge, only through the individual choice, internalization, in order to penetrate into the personality traits of the individual, so that it from the naive to mature. This process is also the process of improving the level of individual psychological quality. The improvement of the overall quality of students, to a large extent, to be affected by the psychological quality. Students to form a variety of quality, to the psychological quality as the intermediary, to create awareness, independent personality, petitive ability, the formation and development of the ability to adapt to the psychological quality as the guide. In the plex and ever-changing social environment, to maintain a good psychological adaptation is the key to resist temptation, bear setbacks and realize self adjustment. In this sense, it can be said that the overall quality of college students, mainly depends on the level of their psychological quality, depends on the success of school psychological health education or not.2, mental health education is the basic motive force of the development of students personalityMental health education is closely related to the development of the personality of the educated, and it directly affects the development level of the individual personality. On the one hand, students accepted in the process of psychological health education in morality, behavior, environment information andsocial expectation. To gradually improve their personality structure; on the other hand, the objective existence of values as the mental life of its a measure, evaluation and control, but also affect the development of personality, and under certain conditions can be transformed into personality traits, so that personality development to rise to a new height. At the same time, mental health education not passively attached belongs to this transformation, but in the conversion process actively guide the educated to adjust the direction, so that the individual self mastery, to their own behavior of understanding and evaluation, so as to achieve psychological optimization, perfect personality, psychological health education is a reliable way to develop the potential of studentsOne of the aims of education is to develop the potential of the educator. Good psychological quality and potential development are the premise of mutual promotion and mutual, and mental health education to create a harmonious development of the two【大学生心理健康论文1000字中文】随着社会的飞速发展，人们的生活节奏正在日益加快，竞争越来越强烈，人际关系也变得越来越复杂;由于科学技术的飞速进步，知识爆炸性地增加，迫使人们不断地进行知识更新;“人类进入了情绪负重年代”，人们的观念意识、情感态度复杂嬗变。

中学英语论文范文10篇(3)中学英语论文范文10篇(3) 本文关键词：中学英语，论文范文中学英语论文范文10篇(3) 本文简介：第三篇关于英语论文：《人文关怀下中学英语教学研究》摘要：《英语课程标准》要求，中学英语教学中教师要特别关注学生的情感，对学生平等对待，尊重每个学生，尤其要关注性格内向或学习有困难的学生，积极鼓励他们在学习中努力尝试。

倡导以人为本的教学理念，强调英语教学中情感态度的渗透与培养。

中学英语论文范文10篇(3) 本文内容：第三篇关于英语论文：《人文关怀下中学英语教学研究》摘要：《英语课程标准》要求，中学英语教学中教师要特别关注学生的情感，对学生平等对待，尊重每个学生，尤其要关注性格内向或学习有困难的学生，积极鼓励他们在学习中努力尝试。

倡导以人为本的教学理念，强调英语教学中情感态度的渗透与培养。

关键词：人文关怀中学英语教学教学研究因材施教。

在中学教育阶段中，英语课程作为第二语言教学方式，具有一定的特殊性。

首先，学生缺乏自然的英语语言环境，再者，英语教学与母语教学既有联系，又有冲突，从而加大了英语教学的难度。

因此，我们需要从新课标的教学理念出发，严格遵循＂以人为本＂的发展原则，积极为学生创造良好的语言学习氛围，加强学生语感的培养，激发学生的英语学习兴趣，有效提高学生的英语素养。

一、中学英语教学中人文关怀的定义。

文艺复兴以来，人文关怀的核心理念始终没有什么改变，即要尊重人的主体地位和个性差异，关心人丰富多样的个体需求，激发人的学习主动性、积极性和创造性，促进人的全面发展。

在中学英语教学中，人文关怀起着极其重要的作用，英语课堂不仅仅要传播语言知识与培育学生技能，更承载了培养学生正确的情感态度、渗透文化意识的综合功能，让人文关怀滋养学生的精神家园，增强学生实现人生价值的强烈愿望。

中共十七大报告第一次提出＂加强和改进思想政治工作，注重人文关怀和心理疏导＂,中共十八大再次强调要重视人文关怀，这些充分体现出党和政府对人文关怀理念的高度重视，力图培养人们的自尊自信、积极向上、民主平等的社会心态，促进国民身心得到健康、和谐发展。

Differences between Chinese Culturesand Western CulturesAs the technology of communication and transportation developed rapidly, more and more contact with the West is unavoidable. Finding out the differences may help us come to a better understanding of Western and Chinese culture.Here are ten typical and generalized differences between Chinese cultures and Western cultures.Firstly, Western culture emphasizes self-reliance and Chinese culture trends towards helping each other. Westerns believe that people should rely on themselves. They also expect others to do the same. On the contrary, Chinese are taught to help others from their childhoods (Though there are some moral troubles in the society recently). The essential difference is that Westerners view help as voluntary and Chinese may take it for responsibility. Thus Westerners may only help people in emergency case and in which they really need help.Secondly, Western culture and Chinese culture have different opinion on rights of individuals. Westerners generally feel that the rights of individuals should not sacrifice for the collective and they should have the right to decide for themselves whether sacrifice. On the contrary, Chinese might despise the rights of individuals, especially in the ancienttime. In the ancient China, people have no right of individual. Their rights are controlled by the “group leaders”, such as officials and emperors. Sometimes, they even did not know how “leaders” did about their rights.Thirdly, there is difference in rank and power between Western culture and Chinese culture. You may find that Westerners generally less respect the elder than Chinese. Because Westerners insist that people are equal. However, respecting elder and high-rank persons is the tradition in China. Therefore, Western societies may try to limit the power of government officials. In China, officials and the elders are much respected; at least we are expected to respect them.Fourthly, in Westerners minds, there is a clear distinction between public and private. In other words, Westerners have little “human feeling”which Chinese have a lot. In China, the high-ranking persons will prefer the persons who have better relationship with. The private feeling will affect the public affair. Nevertheless, public affair have little business with private friendship or relationship in the West. It means that “you are the best friend of the manager” help little about “the manager is going to fire you for some reasons of company”.Fifthly, Chinese and Westerners have different communication styles. Westerners seldom beat around the bush as they express their ideas very directly. This kind of communication style is called “low context”because people are easy to get what is the whole idea of the speaker. On the contrary, Chinese tend to communicate in an indirect and subtle way. This kind communication style is called “high context”because people need to gain information from many aspect, such as body language, where the speaker is talking and so on.Sixthly, Western culture is “loose”culture and Chinese culture is “tight” culture. “Loose”? “Tight”? What do they mean? The loose and the tight describe the conformity. Westerners may tend to tolerate what people do in improper way. This accounts for the high crime rate in the West in a respect. In contrast, there are more restriction on people in China. There is a clear consensus as for what is and is not acceptable act.Seventhly, the family ties which Chinese attach importance to are looser in Western countries. For example, in China people are expected to take care of their old parents. In most families, people keep a good contact with their old parents and in some families, people and their old parents live together. However you may be disabled to find an English word means “the love between family members”. In the West, the elders do not live together with their sons and daughters. They are mostly self-reliant in almost all respects.Eighthly, there is difference between Western culture and Chinese culture about the distinctions of in/out-group. Chinese treat outsides andmembers of their in-group differently and the difference is greater than Westerners. If you are in the in-group of Westerners, you may find the group members are not very “warm-hearted”. In contrast, the members in the Chinese in-group will stick together much more. This is also a difference caused by “human feeling”.Ninthly, Westerners and Chinese deal with conflict in different way. As we all know that since the ancient times, China's prevailing philosophy has been one that preaches "peace is most precious", "harmony without uniformity". So, Chinese will express their idea in a acceptable way. We may speak indirectly and even lie for the peace. On the contrary, Westerners still express indirectly in spite of whether their way is acceptable. Because they believe disagreement, competition and even conflict are good things.Lastly, Westerners and Chinese have different friendship patterns.In general, Western friendship is wide and short as Chinese friendship is narrow and long. Westerners making friends depend much on the same hobby, work and interest (benefit) and so on. It may be limited to few respects. When the relationships in the respects disappear, the friendship may follow. In contrast, Chinese friendships develop slowly. It depends on many respects. When it come to steady, it will last very long.After these ten differences between two cultures, I want to say aword about one of them. It is the third one.Firstly, I think the elder should be respected. “I am not old” or “I am still young”are good attitude towards life. But I think ageing is a fact which the elder should accept it. The elder being old means that they are really not able to do something any more. They came to this world earlier than us having more experience and wisdom. They worked whole life but are weak now. As the later, we should show our respect to them and more or less take care of them. In the West, showing little respects to the elder do make the society cold and unpleasant. I think there is no need to use refusing respect to prove “I am not old”. The Western society requiring the elders to do these have no difference with the ancient Chinese requiring women to keep their “special rules”.Secondly, showing respect to the elders does not contradict with being equal. Young people and old people still have the same right. Someone may ask, “How about offering seat to the elders?”We offer seat for their disable not their age. If a young man is ill, he deserves to be offered, too. In this way people may be more equal.Thirdly, equal is not absolute. I think it should be considered with public case and private case. The president and a vagrant should be equal in private life. They should be treated same. However, in public life, a little difference of rank should be clear. It is the base of teamwork,especially large group. In this case, people should not be equal.Lastly, there is no best culture. Every society has its own system which the corresponding culture is suitable for. Finding the most suitable culture and trying to make it more suitable should be the task of human being.Now, will the meeting of two different culture cause misunderstanding, disagreement or conflict?Of course it will. What we should do is to avoid and handle them.At the beginning we should find out what trouble will be there.Firstly, you can imagine that a Chinese is in a Western country. He shows his respect and care to the elders on a bus. But it seems make them uncomfortable and even angry.This trouble is avoidable. If you want to go abroad, you should make yourself know something about intercultural communication before setting off. Then you can decide how to be friendly in a proper way.If the misunderstanding has taken place, there are still something you can do. When you feel the Westerners being uncomfortable, stop your behavior. If they are really annoyed, you can try to make explanation like, “You know, Chinese are very warm-hearted” or “I will be sorry if that made you feel uncomfortable”.Secondly, you can imagine that a Westerner student is in Chineseuniversity. He disagreed with an old teacher, and debated with the old teacher. However, he spoke too directly so that it made the old teacher felt very unaccepted and a little annoyed.I feel this trouble is less avoidable. We can not make sure that all the Westerners know a lot about Chinese culture. And we also have no need to show too much tolerance. What we can do is being tolerant if the Westerners mean no harm.If the conflict has taken place, as a Chinese that know a little about the difference between two cultures, we can explain the difference to them. And we can politely ask the Westerner to show more respect to the elder in China. We also can tell the elder that this foreigner mean no harm and just seek for truth.。

英语系毕业论文范文Due to the rapid development of globalization, the demand for English proficiency has been increasing continuously around the world. As a result, English has become the most widely spoken language for international communication and has taken a central position in the field of language education. Therefore, English teaching has been an essential component in almost all the countries' education system. For English teaching, vocabulary is an essential component as it plays a significant role in learners' oral and written English proficiency. Therefore, this paper aims to discuss the factors that affect English learners' vocabulary acquisition and provide effective strategies to enhance English learners' vocabulary through various approaches.Firstly, English language learners' diverse backgrounds influence their vocabulary acquisition. English learners' home language, age, and social backgrounds significantly influence their vocabulary acquisition. On this basis, vocabulary learning should be based on learners' diverse backgrounds and learning needs. The English teacher needs to understand eachstudent's background and tailor vocabulary learning to their level and interests to increase their motivation.Secondly, English learners' proficiency levels affect their vocabulary acquisition. Beginning-level students prefer learning vocabulary through pictures, while intermediate and advanced English learners rely more on context and use of English. Therefore, the teacher should make use of different vocabulary teaching strategies to suit learners' different proficiency levels.Thirdly, vocabulary learning is greatly affected by learning materials. Using insufficiently prepared or irrelevant teaching materials can make learners lose interest and decrease their motivation to learn. It is recommended that teachers choose and create appropriate learning materials which stimulate learners' interest, context, and relevance of the words.Finally, the teacher's proficiency level in English and teaching skills also play an essential role in English learners' vocabulary acquisition. Good teachers provide not only good learning materials but also creative teaching approaches to promote and facilitate students' vocabulary acquisition. They can integrate multimediaresources such as videos, games, and songs to make the class more enjoyable and interactive.There are various effective strategies to enhance English learners' vocabulary, such as memorization, context-building, and native speaker input. One of the highly recommended strategies is using context-based vocabulary learning. This method enables learners to learn new vocabulary in context through reading, writing, and listening. Through this technique, learners can get better insights into word meanings, usage, and spelling.Another effective strategy is using flashcards. Flashcards allow learners to associate new vocabulary words with pictures, associations, and translations. The use of flashcards in groups facilitates group learning and enhances communication.The third strategy is to use a variety of learning resources. There are diverse English learning resources available: online tools, mobile applications, English-language magazines, and newspapers. These resources are invaluable tools for independent language learning, which not only enhance learners' vocabulary but also promote listening and reading skills.In conclusion, vocabulary is a crucial aspect of proficiency in the English language. English learners' background, proficiency level, learning materials, and teaching skills all influence their vocabulary acquisition. However, using various effective strategies such as context-based learning, flashcards, and diverse learning resources can facilitate learning and promote English learners' vocabulary acquisition.。

第1篇Abstract:This paper aims to explore the significance of research-based practices in English language teaching and learning. It discusses the role of English language research in shaping effective teaching strategies and the benefits of incorporating research findings into classroom instruction. The paper further examines the challenges faced by English language teachers in conducting research and provides suggestions for overcoming these challenges. Finally, it highlights the importance of ongoing professional development to ensure the continuous improvement of English language teaching and learning.1. IntroductionEnglish language teaching and learning have evolved over the years, influenced by various factors such as globalization, technological advancements, and changes in educational policies. Research-based practices have emerged as a crucial component in shaping effective teaching strategies and enhancing the overall quality of English language education. This paper aims to explore the significance of research-based practices in English language teaching and learning, highlighting the role of research in shaping teaching strategies, the benefits of incorporating research findings into classroom instruction, and the challenges faced by English language teachers in conducting research.2. The Role of English Language Research in TeachingEnglish language research plays a vital role in shaping effective teaching strategies. By investigating various aspects of language learning, researchers provide valuable insights into how language is acquired, processed, and used. Some key areas of research that have influenced English language teaching include:2.1 Language acquisition and learning theoriesResearch on language acquisition and learning theories has contributed to the development of various teaching approaches, such as the Communicative Approach, the Task-Based Language Teaching Approach, and the Sociocultural Approach. These approaches emphasize the importance of meaningful communication, interaction, and collaboration in language learning.2.2 Classroom practicesResearch on classroom practices has provided valuable information on how to create effective learning environments, such as incorporating technology, promoting learner autonomy, and assessing student progress. These findings have helped teachers design engaging and effective lesson plans.2.3 Assessment and evaluationResearch on assessment and evaluation has highlighted the importance of formative and summative assessment in language learning. It has also emphasized the need for diverse and valid assessment methods to measure students' language proficiency accurately.3. Benefits of Incorporating Research Findings into ClassroomInstructionIncorporating research findings into classroom instruction has numerous benefits for both teachers and students. Some of these benefits include:3.1 Enhanced learning outcomesResearch-based practices have been shown to improve students' language proficiency and learning outcomes. By implementing evidence-based teaching strategies, teachers can help students achieve their learning goals more effectively.3.2 Increased teacher efficacyWhen teachers are aware of the latest research findings in English language teaching, they feel more confident in their teaching practices.This increased efficacy can lead to higher job satisfaction and a more positive learning environment.3.3 Continuous improvementIncorporating research findings into classroom instruction encourages teachers to reflect on their teaching practices and make necessary adjustments. This continuous improvement process contributes to the overall quality of English language education.4. Challenges in Conducting Research in English Language TeachingDespite the numerous benefits of research-based practices, English language teachers often face several challenges in conducting research. Some of these challenges include:4.1 Time constraintsEnglish language teachers are often overwhelmed with teaching responsibilities, leaving little time for research activities.4.2 Limited access to resourcesAccess to research materials, such as academic journals and conferences, can be limited for teachers in certain settings.4.3 Lack of research skillsMany teachers may lack the necessary research skills to conducteffective research in their classrooms.5. Overcoming Challenges and Promoting Research-Based PracticesTo overcome the challenges faced by English language teachers in conducting research, the following suggestions can be considered:5.1 Providing professional development opportunitiesSchools and educational institutions should offer professional development workshops and courses to help teachers develop their research skills.5.2 Creating a supportive research cultureAdministrators and colleagues should encourage teachers to engage in research activities and provide support in terms of time and resources.5.3 Fostering collaboration among teachersCollaborative research projects can help teachers share their experiences and learn from each other, thereby enhancing their research capabilities.6. ConclusionResearch-based practices play a crucial role in enhancing English language teaching and learning. By incorporating research findings into classroom instruction, teachers can design effective teaching strategies and improve students' learning outcomes. Although challenges exist, ongoing professional development and collaboration among teachers can help overcome these obstacles. Ultimately, the continuous improvement of English language teaching and learning relies on the commitment of teachers to engage in research and adapt their teaching practices accordingly.第2篇Abstract:This paper aims to explore the effectiveness of collaborative教研activities in enhancing English language teaching. By analyzing various 教研活动的设计、 implementation, and outcomes, this study aims to provide insights into how these activities can contribute to the professional development of English language teachers and improve the overall quality of English language instruction. The paper is structured into four main sections: Introduction, Literature Review, Methodology, and Discussion and Conclusion.Introduction:The field of English language teaching (ELT) is constantly evolving, with new methodologies, technologies, and pedagogical approachesemerging regularly. To keep up with these changes, English language teachers need to engage in continuous professional development (CPD) activities. One such activity is collaborative教研 activities, which involve teachers working together to share ideas, discuss challenges,and develop innovative teaching strategies. This paper examines the role of collaborative教研活动在提升英语教学质量中的作用，并探讨其对教师专业发展和学生语言学习成果的影响。

毕业论文英语专业相关范文推荐文章商务英语论文相关范文热度：毕业论文英语翻译相关范例热度：毕业论文英语专业相关毕业范文热度：护理专业实习工作体会总结范文热度：最新护理专业毕业生自我鉴定热度：随着全球化进程的不断推进,英语在我们生活中的地位也越来越重要,但全面英语普及学习中,学术界方面对英语论文的要求也越来越高。

下文是店铺为大家整理的关于英语专业毕业论文的范文，欢迎大家阅读参考!英语专业毕业论文篇1从高低语境文化视角解析汉英语篇结构差异的成因但语篇的结构不是随意组合的，是有条理、上下连贯、前后一致的有机的语言整体，有一定的规律可循。

常见的语篇结构有议论、描写、说明和叙事。

不管结构如何，较大的语篇都有，只是不同的语体的语篇通常用不同的结构形式表达开头、中间、结尾等部分。

汉英语篇结构存在很大的差异，本文从高低语境文化角度分析汉英语篇结构差异产生的原因。

一、汉英语篇组织结构对比对语篇差异的研究，一般认为起始于美国学者卡普兰(Kaplan)所开创的“对比修辞学”。

卡普兰认为，英语语篇的组织结构具有直线发展的特点，英语段落通常有主题句直截了当地点明段落的中心思想，以后各句进而将其充分展开、说明，最后收尾，汉语的语篇行文方式则往往是螺旋型的，对其主题不是直接陈述和论证，而是从不同方面迂回地进行阐述。

也就是汉语语篇属于“螺旋型”模式，英语语篇结构属于“直线型”模式。

斯考仑(Scollon)认为汉英语篇之间的差异在于分别倾向于采用“归纳式”和“演绎式”的话语模式。

归纳就是先提出次要论据，然后在推出主要论点。

说话者在得出某个特定结论之前要充分说明多方面的原因，并通过详述论据来试探听话者对话题的潜在接受程度，直到认为合适的时候方才引入话题。

演绎是先提出主要论点，然后接下去提出次要论点或支持论证，说话之初就引入话题，是为了使后面的一系列支撑性论据显现出清晰的关联性。

从上述观点可以看出，汉语语篇结构属于“归纳式”，类似于卡普兰的“螺旋形”模式;英语语篇结构属于“演绎式”，类似于卡普兰的“直线型”模式。

英语专业毕业论文范文（仅供参考）A THESIS SUBMITTED TO THE DEPARTMENT OF ENGLISH OF --------------------UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS BY ---------------------------- CLASS: 3 GRADE: 2002 SUPERVISED BY --------------------------- June 2006 Contents Chapter One: Biography of Nathaniel Hawthorne…………………………………...P1 Chapter Tw Depravity---the Origin of the Scarlet Letter…………………………..P2 Chapter Three: Hester Prynne’s Resurrection --- From Suffering and Redemption to Salvation……………………………………………………………………………...P5 Conclusion………………………………………………………………………….P10 References…………………………………………………………………………..P11 Hester Prynne---Resurrection Abstract: The Scarlet Letter makes the American writer Nathaniel Hawthorne known all around the world. Hawthorne is a pious Christian, and is deeply influenced by the theology. He’s so much indulged in the religious doctrine that people can find the reflection of the God almost everywhere in his works. After reading The Scarlet Letter, one is mostly impressed by the spirit of The Bible the story depicted. The book chiefly discusses sin and how to atone for it. Hester Prynne is the heroine of the fiction. This paper researches her fate to illustrate the influence of The Bible to Hawthorne. Hester Prynne commits adultery an d is forced to wear a scarlet letter “A” on her breast. At the beginning, she encounters all kinds of sufferings, both from the society and from her own soul. However, she realizes her sin and tries her best to atone for it. And she dose not choose to avoid her fault. Finally, through her endeavor, God forgives her. In short, sin and atoning for sin, that is the purpose of this paper. Keywords: The Scarlet Letter., Hester Prynne, The Bible, sin and atonement. 摘要：《红字》使美国作家纳撒尼尔霍桑誉满全球。