英语获奖论文大纲 英语获奖论文提纲怎么写有关写作资料

目录

1. 五、大学英语教师课堂话语衔接性和连贯性研究论文提纲
2. 四、普利策“国际报道奖”获奖作品态度研究论文提纲范文
3. 三、中职公共英语教师话语的实证研究论文提纲格式范文模板
4. 二、从评价理论看获奖大学英语教师课堂话语的态度资源论文提纲范文
5. 一、获奖英语教师课堂语用知识教学研究论文提纲范文

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五、大学英语教师课堂话语衔接性和连贯性研究论文提纲

摘要

Abstract

Chapter one Introduction

1-1 Purpose of the study

1-2 Significance of the study

1-3 Focus of the Study:Research Questions

1-4 The Organization of the Thesis

Chapter Two Literature Review

2-1 Research Abroad

2-1-1 Researches on Teacher Talk

2-1-2 Researches on Cohesion and Coherence of a Discourse

2-2 Researches on Teacher Talk in China

2-3 Summary

Chapter Three Theoretical Basis

3-1 Halliday's Theory about Cohesion and Coherence

3-1-1 The Definition of Cohesion

3-1-2 Classification of Cohesion

3-1-3 The Definition of Coherence

3-1-4 The Relationship between the Cohesion and Coherence

3-1-5 The Criteria of a Coherent Discourse

3-2 Summary

Chapter Four An Empirical Study

4-1 The Purpose of the Empirical Study

4-2 Subjects

4-3 Method and Data Collection

4-4 Results and Discussions

4-4-1 Reference

4-4-2 Ellipsis & Substitution

4-4-3 Conjunction

4-4-4 Lexical Cohesion

4-5 Summary

Chapter Five Conclusion

5-1 Findings

5-2 Pedagogical Implication

5-3 Limitation of the Study

5-4 Suggestion for Future Study

Works Cited

Acknowledgments

Appendix Ⅰ:Comparative Reference

Appendix Ⅱ:Ellipsis and Substitution

个人简介

四、普利策“国际报道奖”获奖作品态度研究论文提纲范文

Acknowledgements

致谢

Abstract

摘要

Table of Contents

目录

List of Tables

List of Figures

List of Abbreviations

Chapter 1 Introduction

1-1 Research Background

1-2 Purpose and Significance of the Research

1-3 Layout of the thesis

Chapter 2 Literature Review

2-1 Previous studies on news reports

2-2 Previous studies on Pulitzer Prize-winning journalistic works

2-3 Previous Studies on Attitude

2-4 Comment on previous studies

Chapter 3 Theoretical Framework

3-1 Systemic Functional Grammar

3-2 An Overview of Appraisal

3-3 Attitude

3-4 The Theoretical Framework for the Present Study

Chapter 4 Research Methodology

4-1 Research Questions

4-2 Data Collection

4-3 Research Methods, Instrument and Procedures

Chapter 5 Results and Discussions

5-1 General Distribution of Attitudinal Resources

5-2 Affect

5-3 Judgment

5-4 Appreciation

5-5 Distribution of Attitudinal Resources in Reports about Different Countries and Regions

Chapter 6 Conclusion

6-1 Major Findings of the Study

6-2 Implications of the Study

6-3 Limitations and Suggestions for Further Study

References

Appendix: Pulitzer-winning International Reports Collected for the Study

Author Resume

Thesis Data Collection

三、中职公共英语教师话语的实证研究论文提纲格式范文模板

摘要

Abstract

目录

第1章 绪论

1-1 课题背景

1-2 研究目的

1-3 研究意义

1-4 论文结构

第2章 文献综述

2-1 国外教师课堂话语的相关研究

2-2 国内教师课堂话语的相关研究

第3章 理论框架

3-1 Krashen的可理解性输入假说

3-2 Long的课堂互动理论

3-3 Swain的可理解输出假设理论

3-4 教师话语

3-4-1 教师话语定义

3-4-2 教师话语量

3-4-3 教师提问话语

3-4-4 教师反馈话语

3-4-5 交互调整话语

第4章 研究方法

4-1 研究问题

4-2 研究对象

4-3 测量方法与数据收集

第5章 研究结果分析与讨论

5-1 对教师话语量的分析与讨论

5-2 对教师提问话语分析与讨论

5-3 对教师反馈话语的分析与讨论

5-4 对交互调整话语的分析与讨论

第6章 结论

6-1 本研究的主要发现以及对英语课堂教学的启示

6-1-1 提高教师对教师话语重要性的意识

6-1-2 落实课堂中学生主体地位

6-1-3 营造师生互动和双向信息交流的教学氛围

6-1-4 创造放松和谐的课堂环境

6-2 本研究的创新性和局限性

参考文献

附录

致谢

附件

二、从评价理论看获奖大学英语教师课堂话语的态度资源论文提纲范文

摘要

Abstract

Chapter 1 Introduction

1-1 Research Background

1-2 The Objectives of This Study

1-3 Corpus and Methodology

1-4 Organization of This Paper

Chapter 2 Literature Review

2-1 Previous Researches on Appraisal Theory at Home and Abroad

2-2 Previous Researches on College English Teachers' talk

2-3 Summery

Chapter 3 Theoretical Framework and Methodology

3-1 Appraisal Theory

3-2 Characteristics of College English Teachers'Talk

3-3 Data and Methodology

3-4 Summery

Chapter 4 Analysis of Appraisal in Teachers' Talk

4-1 The Classification of Teachers'talk Based on Attitude Resources

4-2 The Analysis of Appraisal Resources

Chapter 5 Suggestions and Conclusion

5-1 Suggestions for College English Teaching

5-2 Major Findings of This Paper

5-3 Limitations

Appendix

References

Acknowledgements

一、获奖英语教师课堂语用知识教学研究论文提纲范文

Acknowledgements

Abstract

中文摘要

Table of Contents

List of Tables

Chapter One Introduction

1-1 Overview

1-2 Need of the study

1-3 Organization of the thesis

Chapter Two Literature Review

2-1 Key terms and basic concepts

2-1-1 Pragmatic competence

2-1-1-1 Hymes' Model

2-1-1-2 Canale and Swain's Model

2-1-1-3 Bachman's Model

2-1-1-4 Leech's model

2-1-2 Pragmatic knowledge

2-1-2-1 Culture

2-1-2-2 Cooperative Principle

2-2 Theoretical foundation

2-2-1 Krashen's Comprehensible Input Hypothesis

2-2-2 Swain's Comprehensible Output Hypothesis

2-2-3 Long's Negotiated Interaction Hypothesis

2-3 Previous studies on pragmatic competence

2-3-1 Studies abroad

2-3-2 Studies at home

Chapter Three Methodology

3-1 Research questions

3-2 Research design

3-2-1 Participants

3-2-2 Instrument

3-2-3 Data collection and analysis

Chapter Four Results and Discussion

4-1 Amount of time spent on Pragmatic Knowledge by EFL teachers

4-1-1 Results

4-1-2 Discussion

4-2 Types of Pragmatic Knowledge employed by EFL teachers

4-2-1 Results

4-2-2 Discussion

4-3 Ways of transmitting Pragmatic Knowledge in EFL classroom

4-3-1 Results

4-3-2 Discussion

Chapter Five Conclusion

5-1 Major Findings

5-2 Pedagogical implications

5-3 Limitations and suggestions for future research

References

AppendixⅠ

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