英语论文开题报告（精选17篇）

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篇1：英语论文开题报告

课题研究现状：

EnglishidiomsareanimportantpartoftheEnglishvocabulary.Thegeneraltendenciesofpresent-dayEnglisharetowardsmoreidiomaticusages.HallidayandHason(1976)pointedoutthattherearethreefunctionsofEnglishidioms(ideationalfunction,interpersonalfunctionandtextualfunction).Anotherscholar,FernandoC.(1996),alsomadevaluablecontributionstotheunderstandingofidiomaticexpression_rofcoherenttext,andinthecreationofstylisticeffects.

ChineselinguistslikeHuZhuanglin(1994,1996),ZhuYongsheng(1995,1996,1997)andZhangDelu(1994)mainlymadecontributionstothestudyoftextualcohesion.

课题研究目的：

ThispaperisfirstlyintendedtodefineEnglishidiomsandanalyzethefeaturesofthem.Itthenexploresthecohesivefunctionaftercarefulanalysisanddiscussion,attemptingtoarousetheconcernofusingidiomsappropriatelyandhelpreadersmakefulluseofthecohesivefunctionforcommunicatingmoreconciselyandidiomatically,thusmoreeffectively.

课题研究内容：

AsEnglishidiomsaremuchaliveineverydayEnglish,acloselookatthefunctionofidiomsmustbetaken.Thisdissertationincludesthefollowingfiveaspects:

1.Introduction.

2.AGeneralStudyofEnglishIdioms

2.1TheDefinitionofEnglishIdioms

2.2FeaturesofEnglishIdioms.

3.CohesiveFunctionofEnglishIdioms

3.1Cohesion.

3.2FunctionalCategories.

3.3CohesiveFunctionofRelationalIdioms3.4CohesiveFunctionofOtherIdioms.

4.TheCohesiveFunctioninTermsofSyntaxAndPragmatics

4.1SyntacticCohesion

4.2PragmaticFunction

5.Conclusion.

课题研究计划：

January22-March10:questionposingoftheresearchandcollectionofmaterialsMarch11-March25:analysisofthematerialsandwritingofanoutline.

March26-April30:completionofthefirstdraftandseekingsupervisorsadviceMay1June10:refinementofthepaperaccordingtoteacherssuggestion.

June11June22:finalizationofthethesisbasedonthesetrequirementsafterthedefence.

主要参考文献：

[1]Fernando,C.IdiomsandIdiomaticity.ShanghaiForeignLanguageEducationPress,2000

[2]Halliday,M.A.K.andR.Hason.CohesioninEnglish.LongmanPress,1985

[3]Lakoff,G.andM.Johnson.MetaphorsWeLiveBy.UniversityofChicagoPress,1980

[4]Makkai,A.IdiomStructureinEnglish.TheHaguePress,1972

[5]林承璋.英语词汇学引论[M].武汉大学出版社，1987

[6]陆国强.现代英语词汇学[M].上海外语教育出版社,1999

[7]汪榕培,卢晓娟.英语词汇学教程[M].上海外语教育出版社,1999

篇2：英语论文开题报告

OntheRelationshipbetweenMoneyandMarriageinPrideandPrejudice

《傲慢与偏见》中金钱与婚姻的关系

I.LiteratureReview

PrideandPrejudiceisaverypopularnovelwrittenbyJaneAustenanditisreadwidelyallovertheworld.Itwaswrittenin1813.Thatspecifichistorytimedecidedthatpeopleatthattimetookmoneymuchmoreseriously,evenontheirmarriage.Fromtheancienttimestothepresent,therearemanystudiesaboutJaneAustenandhermajorworks.

In1813,OxfordWorld'sClassicsforthefirsttimerecordedandpublishedtheworkPrideandPrejudiceandarousedgreatrepercussionaroundtheworld.Then,in1826aftertheworkhasbeenwidelyread,SirWalterScottanalyzedPrideandPrejudicefromanoverallperspective.Inhisarticle“TheJournalofSirWalterScott”,hesummarizedthefeaturesofJaneAusten,hesaidthat“JaneAustenhasatalentfordescribingtheinvolvementsandfeelingsandcharactersofordinarylifewhichistomethemostwonderfulthatIevermetwith.”ThebackgroundofPrideandPrejudicewasreflectedinhispointsthatPrideandPrejudicewasthedescriptionaboutthedescentlifeandcommunicationinherfamiliarcountry.TheauthorJanewasborninacountryclergyman’sfamily,shehadsixnovelspublishedallherlifeandsixnovelsshareageneralwritingstyleandshowherviewpointsonloveandmarriage.Havingatalentfordescribingtrivialthingsofordinarypeople,shewasthefirsttowritenovelsofrealisminthe19thcentury.

Nowadays,wewouldliketopaymoreattentiontothemarriagesinPrideandPrejudice.ThefirstChinesestudyonthemarriageinPrideandPrejudicewouldbeZhuAiping,andinherarticle“AttitudeTowardMarriageinJaneAusten’sPrideandPrejudice”,sheexpressedherpointthat“Bythestorieswecansee,Itmainlytellsofthelovestorybetweenarich,proudyoungmanDarcyandthebeautifulandintelligentwomanElizabethBennet.”SoweknowthatPrideandPrejudiceisastoryaboutthefiveBennetsistersandtheirsearchforsuitablehusband,ofwhichDarcyandElizabethonlydependonthehelpofLadydeBurghbecameahappypair.JustbeforetheconversationbetweenElizabethandLadydeBurgh,bothDarcyandElizabethdarenottohavethewildwishoftheirlove.Thoughtheyhavecleanedupthemisunderstandingbetweenthemandunderstoodeachotherfurther,therearenoearnestfeeling,noloathtopanteachother,nostrongdesireoflivingtogetherbetweenthem.Insteadofthat,thereisalittlediffidenceandalittlecaution.OnlytheLadydeBurgh’stemptingtobreakthemupencouragesthemandhelpstobringabouttheirmarriage.Howpassiveofthepairyouthtopursueloveandhappiness.

Theauthormadeafurtheranalysis,“itistheinevitableresultofthemarriageconcept,whichinthattimewasbasedontheeconomicconditionandaffectedbythefamilystatus.”Besidesthemainstoryofthishappypair,alsotoldaretheminoronesabouttheunionbetweentherichbachelorBingleyandthebeautifulmildJane,anotherhappypair;abouttheservileclergymanCollins,whofirsproposetoElizabethandwhenrefused,marriestheplain27-year-oldCharlotteLucas,throughwhichweseetherealityofmarriage,notbecauseoflove,butanecessarystepifawomanistoavoidthewretchednessofagingspinsterhood;andabouttheelopementofthethoughtlesscoupleLydiaandWickham,fromwhichweareshownthedangersoffecklessrelationshipsunsupportedbymoney.

Atthesametime,anotherscholarHuangRongpublishedapapercalled“ThoughtofMarriageinJaneAusten’Prideandprejudice”.ThepaperagreedthatintheopeningsentenceofPrideandPrejudice,therearetwoimportantwords“fortune”and“want”.“Fortune”isthebasisofmarriage,while“want”providesthemarriagechanceforthoseunmarriedwomen.Wecanread“fortune”everywhereinthenovel,and“money”playedanimportantroleinmarriage.Becausewomenhadnoeconomicabilityandstatus,theyusuallygotmarriedconventionallywhentheywereoldenough,nootherthantheybecameone’swife,justhadtheirownstatus,andbeacknowledgedbysocietyonlyaftergettingmarried.TheseemingpreoccupationwithmoneyinconnectionwithmarriageinJaneAusten’sworkmaymisleadmodernreaders.Whilethereisnolackofgreedandshallowmaterialismonthepartofsomecharacters,evensensiblepeoplemustdevoteseriousthoughttothistopic,sinceitisratherfoolhardytomarrywithouthavingamore-or-lessguaranteedincomeinadvance―notonlywasmarriageforlife,buttherewasnosocialsecurity,oldagepensions,unemploymentcompensation,healthinsurance,etc.

Latter,ascholarcalledXinShulanfromLangfangTeachersCollegeraisedanarticlefromatotallynewperspectiveonwoman’ssituationinJaneAusten’sage.Thetitleofthearticlecalled“Women’sHappinessSecret―OnElizabeth’sMarriageChoiceinPrideandPrejudice”.Wecanguesswhattheauthorwantstosayinherarticle.Theauthorsaid“awomanwhodidnotmarrycouldgenerallyonlylookforwardtolivingwithherrelativesasa“dependant”(moreorlessJaneAusten’ssituation),sothatmarriageisprettymuchtheonlywayofevergettingoutfromundertheparentalroof―unless,ofcourse,herfamilycouldnotsupporther,inwhichcaseshecouldfacetheunpleasantnecessityofgoingtolivewithemployersasadependantgovernessorteacher,orhiredlady’scompanion.”Awomanwithnorelationsoremployerwasindangerofslippingoffthescaleofgentilityaltogetherandingeneral,becomingan“oldmaid”wasnotconsideredadesirablefate(sowhenCharlotteLucas,atage27,marriesMr.Collins,herbrothersare“relievedfromtheirapprehensionofCharlotte’sdyinganoldmaid”,andLydiasays“Janewillbequiteanoldmaidsoon,Ideclare.Sheisalmostthreeandtwenty!”).Givenallthis,somewomenwerewillingtomarryjustbecausemarriagewastheonlyallowedroutetofinancialsecurity,ortoescapeanuncongenialfamilysituation.InPrideandPrejudice,thedilemmaisexpressedmostclearlybythecharacterCharlotteLucas,whosepragmaticviewsonmarryingarevoicedseveraltimesinthenovel:“Withoutthinkinghighlyeitherofmenorofmatrimony,marriagehadalwaysbeenherobject;itwastheonlyhonorableprovisionforwell-educatedyoungwomenofsmallfortune,andhoweveruncertainofgivinghappiness,mustbetheirpleasantestpreservativefromwant.”Sheis27,notespeciallybeautiful(accordingtobothsheherselfandMrs.Bennet),andwithoutanespeciallylarge“portion”,andsodecidestomarryMr.Collins“fromthepureanddisinteresteddesireofanestablishment”.

Marriageandmarriage-relatedactivitiesinthePrideandPrejudicewereaseriesofhumorousdescriptions;howmanpicksuphiswifeandhowtheyoungwomenandtheirmotherschoosetheirfuturehusbandconstitutemanywonderfulscenesofthenovel.Inthismaritalrelationshipstudyworkthewriterstrivestoportrayseveraldifferentmarriageandloverelationships.Althoughtheyhaveenteredthemarriageundersiege,thedegreeofhappinessofmarriageisdifferent.ThisisbecauseinJaneAusten’swork,loveisnottheonlyreasonformarriage,moneyisalsocloselyrelated.FormeIwanttomakeafurtherstudyonthisfamouswork;Iwanttomakeastudyonthefourmarriageshappenedinthenovel:ElizabethandDarcy,JaneandBingley,LucasandCollins,andLydiaandWickham.Thedifferentreasons,purposesandbackgroundsmakeeverymarriageunique;howimportantmoneyoreconomicstatusisinthemarriageatthattime;thewomen’spursuitofmarriagefreedomandthefuturedevelopmentofmarriage.

II.SignificanceandEmphasis

InPrideandPrejudiceJaneAustencreatedarealisticfamilyimage,byintroducingsomeoftheimperfectionsthatmanyfamiliesencounter.TheBennetfamily,consistingoffivedaughters,amarriageobsessedmother,andanunhappilymarriedfather,containmanyofthesedifficulties.Throughoutthelove,joy,heartacheandpain,whichevolvedfromtheseriesofeventstheBennetfamilyencountered,onecharacterinparticular,MissElizabethBennet,viewedherfamilyfromanotherperspective.ElizabethBennet,thoughaverylovingandrespectablewoman,haddevelopedaratherpooropinionofherfamily:HadElizabeth'sopinionbeenalldrawnfromherownfamily,shecouldnothaveformedaverypleasingpictureofconjugalfelicityordomesticcomfort.

Astheseconddaughterofherfamily,Elizabethhadtodealwiththemanydiscomfortsofbeingadaughteroffive.ThoughElizabethlovedhersistersdearly,shefounditdifficultnottoseethedifferencesbetweenthem,andinturn,eachoftheiractionscontributedtoherperspectiveofherfamily.Onesisterinparticular,MissLydiaBennet,causedElizabeththegreatestconcern.Lydiawasaself-willedandcarelessindiv idualthatcaredonlyaboutmenandmarriage.Asoneoftheyoungestsisters,Lydiafeltneglectedfromtheopportunitieshereldestsistersreceived.Inturn,Lydiabecametheflirtofthefamily,causingembarrassmentnotonlytoherself,butaswelltoherfamily.WhenLydiaelopedtoLondon,Elizabethfearedthatthesourceofherbehaviorwasderivedfromthenegativebehaviorofherparents.

NotonlydidElizabethfearforLydia’ssake,shefearedaswellforherothersister,Catherine,whowasunderthedirectinfluenceofLydia:Catherine,weak-spirited,irritable,andcompletelyunderLydia’sguidance.Whilesupportedbytheirmother’sindulgence,thetwoignorant,idle,andvainsisters,wasasubjectthatJaneandElizabethoftenunitedtochecktheimprudenceofCatherineandLydia.BesidesthepoorlythoughtoutactionsofCatherineandLydia,ElizabethhadnoproblemswithherothersisterMary,whomainlykepttoherself,andJane,theeldestsister,whomshesharedaveryclosefriendshipwith.BesidesthefaultsofsomeofElizabeth'ssisters,oneofthebiggestfaultsoftheirfamilywastherelationshipbetweenherfather,Mr.Bennet,andhermother,Mrs.Bennet:shehadneverfeltasstronglyasnow,thedisadvantageswhichmustattendthechildrenofsounsuitableamarriage.ThoughElizabethlovedherfatherdearly,shewasunabletobeblindtotheimproprietyofherfather'sbehaviorasahusband.

Thoughmadeupofanoddmixtureofquickparts,sarcastichumor,reserve,andcaprice,hewasamanoffewwordsandwasclearlyunabletomakehiswifeunderstandhischaracter.InthedecadeoftheBennets,marriagewasclearlyseenthroughbeautyandfortune.Itbecameevident,afterresentmenthadsettledin,thatMr.Bennethadmarriedforotherreasonsbesideslove:Herfathercaptivatedbyyouthandbeauty/hadmarriedawomanwhoseweakunderstandingsandilliberalmind,hadveryearlyintheirmarriageputanendtoallrealaffectionforher.Mr.Bonnet'spoordecisionmakinghadindeedhurtElizabethandimpactedheropinionofherfamily,butbyrespectinghisabilities,andbeinggratefulforhisaffectionatetreatmentofherself,Elizabethknewthatherfatherwasamanofgoodintentions.BesidestheimpressionMr.Bonnet’sfaultshadonElizabeth,hermother’sfaultsaswell,contributedmuchtoElizabeth’spooropinion.Mrs.BennethadnotmademarriagebetweenherandMr.Bennetanyeasierasherignoranceandfollyhadcontributedtohisamusement.Shewasawomanofmeanunderstanding,littleinformation,anduncertaintemper.Elizabethfounditdifficulttodealwithhermother'simproperjudgmentandnervousbehavior.Mrs.Bennetoftenoverexaggeratedsmallincidentsandwasverydemandinginherways.Asamotheroffivedaughters,itwasacceptableforhertobeconcernedforherdaughters’future.ButMrs.Bonnet’sentirebusinessofherlifewastogetherdaughtersmarried.Elizabethlovedhermotherandwasappreciativeofhermother’sconcerns,butElizabethwasalsonotblindtohermother’sintentions.AfterMrs.Bonnet’sdesperateattempttogethertomarryMr.Collins,Elizabethbecamefullyawareofhermother’sselfindulgentintentions,foreMrs.BennetwasseekingamanwhowouldeitherallowhertoremainatLongbournorwouldbringfortuneintotheBennetfamily.Elizabethontheotherhandwasnothinglikehermother;foreElizabethsoughtloveandromanceasherbasisofmarriage.Therefore,throughherandhermother’sdifferences,Elizabethwasleftwithdisappointment.ThroughtheseriesofeventstheBennetfamilyencountered,Elizabethbegantoperceiveeachmemberofherfamilyfromadifferentangle,andinturn,begantoacceptherfamily’sfaults.Afterthisrealization,shewasnotonlyabletostartacceptingthefaultsofherfamily,butshewasabletostartacceptingherownfaultsaswell.

III.BriefStatement

JaneAusten(1775--1817)isafamousEnglishnovelist.In18thcenturyEngland,animportantconcernofconventionalmarriageisproperty,whichiscloselyrelatedtothesocialconditions.Anotherconcernisstatus,whichisdecidedbythesocialtraditionalvalues.Shehasherpersonalviewonmarriage:Thoughaconsiderablefortuneisnecessaryforahappymarriage,loveisthemostfundamentalcondition.Inaddition,inchoosingasuitablespouse,classhierarchyorsociallineageshouldbetakenintoconsideration.Amongherworks,PrideandPrejudiceisthemostoutstandingonerepresentingherviewtowardloveandmarriage.

Thisthesisintendstoprobeintothefourcouple’sloveandmarriagesinJaneAusten’sPrideandPrejudicethroughanalyzingMaslow’stheoryofHierarchyofNeedsinHumanisticPsychology:ThecombinationofWickhamandLydiaisabsoluteanimpulseof“PhysiologicalNeeds”.MarriageofCollinsandCharlottemainlymeets“PhysiologicalNeeds”and“SafetyNeeds”whileembodieslittle“LoveNeeds”.TheprocessoftheloveandmarriageofDarcyandElizabethisanintegrationof“LoveNeeds”and“EsteemNeeds”.Furthermore,itreflects“Self-actualizationNeeds”.

Thisthesisfallsintofiveparts.ThroughintroducingthebackgroundofJaneAustenandusingMaslow’stheoryofHierarchyofNeeds,thethesisanalyzesthefourcouples’loveandmarriagesinthenovelPrideandPrejudice.Inaword,amarriageforloveisahappyone;amarriageeitherformoneyorlustisanunhappyone;propertyandsocialstatusplayanimportantroleinmarriage;itisopposedtobemarriedsimplyformoney.

IV.Outline

1.Introduction

1.1TheBackgroundofJaneAustin

1.2TheBackgroundofPrideandPrejudice

2.TheFourMarriagesinPrideandPrejudice

2.1CharlotteandCollins

2.2LydiaandWickham

2.3JaneandMr.Bingley

2.4DarcyandElizabeth

3.TheDifferentUnderstandingsaboutLoveandMarriageinPrideandPrejudice

3.1TheMarriageBasedonFeelingsofLove

3.2TheMarriageBasedonVanityandCarelessness

3.3TheMarriageBasedonMoneyorBenefit

Biography

[1]Annette,Rubinstein.1967.GreatTraditioninEnglishLiteraturefromShakespearetoAusten,NewYork:MonthlyReviewPress.

[2]Austin,Jane.1991.PrideandPrejudice.Beijing:BeijingForeignlanguageStudyAssociation.

[3]BuYayun.2001.IronyInPrideandPrejudice.HuZhou:JournalofHuZhouTeachersCollage.

[4]HeShenying.2001.APerfectMarriageWantsTrueloveaswellasMoney.Yuxi:JournalofYuXiTeacherCollage.

[5]HuangRong.2007.ThoughtsofMarriageinPrideandPrejudice.Wuhan:WuHanUniversityofscienceandtechnology.

[6]London,Duranna.2007.MarriageinJaneAusten’sPrideandprejudice.Oxford:Pergamon.

[7]Penn,Merlin.2007.MoneyandmarriageinPrideandPrejudice.London:Longman.

[8]Sampson,George.1988.TheConciseCambridgeHistoryofEnglishLiterature.London:CambridgeUniversit.

[9]ThornleyG.1984.AnOutlineofEnglishLiterature.HongKong:LongmanWorldPublishingCorporation.

[10]奥斯汀(Austen,J)，雷立美译，2003，《傲慢与偏见》，海口：南方出版社。

[11]常耀信，2000，《英国文学简史》，天津：南开大学出版社。

[12]傅俊，2002，《试论简奥斯汀的现实主义和女性视角》，镇江：镇江高专学报04期。

[13]王守仁，2003，《英国文学选读》，北京：高等教育出版社。

[14]辛淑兰，2006，《超越傲慢和偏见》，天津：天津师范大学出版社。

[15]辛淑兰，2009，《浅谈傲慢与偏见中伊丽莎白的婚姻选择》，廊坊：廊坊师范学院报。

[16]朱虹，1985，《奥斯汀研究》，北京:中国文联出版公司。

篇3：英语论文开题报告

下面是一篇英语论文的开题报告范例，反应了开题报告的格式和写法，有一定的借鉴价值。

functionandapplicationofdescriptivetranslationstudies

1introduction

theintentionofthisstudyistoexplorepossibleadvantagesofdescriptivetranslationstudiesasinitsapplicationintranslationpracticeandtranslationanalysis.

sinceearly20thcentury,translationstudiesgraduallybrokeawayfromthemarginalstatuswithinotherrelateddisciplinesandestablisheditselfasanempiricalscience.fromthenon,schoolsofthoughthavekeptcomingoutandeachclaimsitslegitimacyforexistence.amongtheseschoolsisdescriptivetranslationstudies(dts).

dtsapproachestranslationfromanempiricalperspective.translationisviewedtobeasocialactivityhavingsignificantimportanceinthereceivingcultureandforthetargetcommunity.therefore,translationisdealtwithbeyondthelinguisticrealizationandlanguagecomparison,andisincorporatedinsocialandculturalcontext.

myattentionwasfirstdirectedtodtsbyitspeculiarcharacteristicofobservation,descriptionandexplanation.thesubjectiswhateverhappensintranslationpractice,fromthedeterminationofprospectivefunctionoftranslationtotheprocessoftranslator’schoiceofstrategies,brainstormingandtherevision,tothefinalproductmakingappearanceinthetargetcommunity.

themethodofdtsisbasicallydescriptive.theprescriptivetendencyandtheproblem-solutionpatternisabandoned.translationphenomenaarenoteddown.withaccumulateddata,someunderlyingtruthsabouttranslationwillcomeoutwhichwillprovetobeinstructivenotonlyfortheoreticalprobebutalsoforappliedtranslationpractice.iwillapplythisdescriptivemethodinthecasestudyofthisthesis.

aconvenienttoolhasbeensetuptoconductdts.“norm”isoperativeateverystageofdescriptionandexplanation.function,processandproductandtheirrelationshipaswellareskeletalstructureofwhatconstitutedescriptivestudies.translationphenomenaareaccountedforwiththehelpofnorm.

thecasetakeninthisthesisisthechineseclassicthedreamofredmansions.twoenglishversionstranslatedrespectivelybyyanghsien-yianddavidhawksarecomparedandobservationsaremadeinregardtotheirtranslationapproaches.

inthisregard,myobservationsarelimitedtoseveralaspects,ihopein-depthobservationandexplanationwilldoneinlightofdts.

2outline

2.1developmentandmajorconceptsofdts

inthispartiwilldescribeholms’basicmapofdtsandtherelationshipbetweenfunction,processandproduct.iwillalsodiscusssomeimportantconceptssuchaspseudo-translation,multipletranslation,translationese,normetc.

2.2methodolgy

iwillinthispartdiscussthemethodologyofdtsbeforeiapplythesametothecasestudyinthisthesiswithemphasistobeplacedonsemioticapproachandtheconceptnorm.

2.3dtsincontrasttoothertheories

acontraststudywillbeconductedherewiththeobjectivetofindthedifferenceofdtsfromothertheoriessuchasequivalencetheoryandthechinesexindayacriteria.someadvantagewillpossiblybeshowninthisstudy.

2.4casestudy

inthispart,translationofthedreamofredmansions(alsotranslatedasthestoryofthestone)willbe

underinvestigationinlightofdts.translationsamplestobequotedherewillbeselectedatrandom.

2.5conclusion

basedontheaboveelaborationofdtsandthecasestudy,possibleconclusionwillbeontheadvantageofdtsinspecificstudyoftranslation.suggestionsonfurtherresearcheffortswillbemadealso.

(note:whilethetopicwillremainthesame,theabovearrangementofcontentsissubjecttochangeintheprocessofwriting.)

itisthereforepointlesstotrytomaketcmorescientificthanissensibleinviewofitscomplexsubject-matterandavailablemethods.translatingisamental,multi-factorialactivitywhichcannotexhaustivelybeinvestigatedwithinalinguisticframeworkignoringthepersonofthetranslator.”

篇4：英语论文开题报告

一、论文题目：classroominteractionandoralenglishteaching

二、研究现状：

三、研究的目的及意义：

通过对目前已经发展起来并比较成熟的几种互动模式的归纳来看：关于人际互动这种互动模式在目前的互动性研究中被单独研究还比较少，没有被当作一种独立的模式应用到英语口语课堂中，它更多的是被贯穿到其他几种互动模式当中。因此，本论题认为它还有进一步研究的空间。

四、研究的理论依据和研究方法：

本论题将以教育心理学的`理论为基础，以互动理论和构建主义理论为依据，运用归纳总结的方法对已有的研究进行宏观上的概述，从而引出本文论题，通过例证分析、验证人际互动模式对课堂英语口语教学效果的提高所具有的重要意义。

五、提纲：

introduction

chapteronedefinitionandtheoreticalbasisofinteraction

1.1definitionofinteraction

1.3somemaininteractivemodesinthepresentclassroom

chaptertwothenecessityandtheprinciplesoffollowinginteraction-teachingmode

2.1thedisadvantageoftraditionaloralenglishteachingmode

2.2thenecessityandmeritoftakinginteraction-teachingmode

2.3oralenglishinteraction-teachingmodeshouldfollowtheprinciples

chapterthreepersonalinteractionintheoralenglishteaching

3.1therelationshipbetweentheteacherandstudents

3.2twotypesofpersonalinteraction

3.3classroomclimate

3.4classroomsize

chapterfourtheevaluationoftheinteractiveoralenglishteachingmode

4.1someprinciplesshouldfollowwhenevaluating

4.2theconceptofevaluating

4.3thetechnologyofevaluating

conclusion

六、参考文献

jonssen,dh..thinkingtechnology:towardaconstructivistdesignmodel[j].educationaltechnolgy.3(1994):34-35.

littlewood,william.communicativelanguageteaching[m].cambridge:cambridgeuniversitypress.1981.

卢艳春,路雅琴.“构建主义与大学英语口语教学.”前沿杂志.11(xx):98-100.

司洪海.“构建主义理论与英语口语教学.”基础英语教育.4(xx):8-9.

吴蕾.“构建主义在英语口语教学中的应用.”东华大学学报(社科版).7(xx年):23-24.

篇5：英语论文开题报告

functionandapplicationofdescriptivetranslationstudies

1introduction

theintentionofthisstudyistoexplorepossibleadvantagesofdescriptivetranslationstudiesasinitsapplicationintranslationpracticeandtranslationanalysis.

inthisregard,myobservationsarelimitedtoseveralaspects,ihopein-depthobservationandexplanationwilldoneinlightofdts.

2outline

2.1developmentandmajorconceptsofdts

2.2methodolgy

iwillinthispartdiscussthemethodologyofdtsbeforeiapplythesametothecasestudyinthisthesiswithemphasistobeplacedonsemioticapproachandtheconceptnorm.

2.3dtsincontrasttoothertheories

acontraststudywillbeconductedherewiththeobjectivetofindthedifferenceofdtsfromothertheoriessuchasequivalencetheoryandthechinesexindayacriteria.someadvantagewillpossiblybeshowninthisstudy.

2.4casestudy

inthispart,translationofthedreamofredmansions(alsotranslatedasthestoryofthestone)willbe

underinvestigationinlightofdts.translationsamplestobequotedherewillbeselectedatrandom.

2.5conclusion

basedontheaboveelaborationofdtsandthecasestudy,possibleconclusionwillbeontheadvantageofdtsinspecificstudyoftranslation.suggestionsonfurtherresearcheffortswillbemadealso.

(note:whilethetopicwillremainthesame,theabovearrangementofcontentsissubjecttochangeintheprocessofwriting.)

篇6：英语论文开题报告

FunctionandApplicationofDescriptiveTranslationStudies

1Introduction

TheintentionofthisstudyistoeXPlorepossibleadvantagesofDescriptiveTranslationStudiesasinitsapplicationintranslationpracticeandtranslationanalysis.

Sinceearly20thcentury,translationstudiesgraduallybrokeawayfromthemarginalstatuswithinotherrelateddisciplinesandestablisheditselfasanempiricalscience.Fromthenon,schoolsofthoughthavekeptcomingoutandeachclaimsitslegitimacyforexistence.AmongtheseschoolsisDescriptiveTranslationStudies(DTS).

DTSapproachestranslationfromanempiricalperspective.Translationisviewedtobeasocialactivityhavingsignificantimportanceinthereceivingcultureandforthetargetcommunity.Therefore,translationisdealtwithbeyondthelinguisticrealizationandlanguagecomparison,andisincorporatedinsocialandculturalcontext.

MyattentionwasfirstdirectedtoDTSbyitspeculiarcharacteristicofobservation,descriptionandeXPlanation.Thesubjectiswhateverhappensintranslationpractice,fromthedeterminationofprospectivefunctionoftranslationtotheprocessoftranslator’schoiceofstrategies,brainstormingandtherevision,tothefinalproductmakingappearanceinthetargetcommunity.

ThemethodofDTSisbasicallydescriptive.Theprescriptivetendencyandtheproblem-solutionpatternisabandoned.Translationphenomenaarenoteddown.Withaccumulateddata,someunderlyingtruthsabouttranslationwillcomeoutwhichwillprovetobeinstructivenotonlyfortheoreticalprobebutalsoforappliedtranslationpractice.Iwillapplythisdescriptivemethodinthecasestudyofthisthesis.

AconvenienttoolhasbeensetuptoconductDTS.“Norm”isoperativeateverystageofdescriptionandeXPlanation.Function,processandproductandtheirrelationshipaswellareskeletalstructureofwhatconstitutedescriptivestudies.Translationphenomenaareaccountedforwiththehelpofnorm.

ThecasetakeninthisthesisistheChineseclassicTheDreamofRedMansions.TwoEnglishversionstranslatedrespectivelybyYangHsien-yiandDavidHawksarecomparedandobservationsaremadeinregardtotheirtranslationapproaches.

Inthisregard,myobservationsarelimitedtoseveralaspects,Ihopein-depthobservationandeXPlanationwilldoneinlightofDTS.

2Outline

2.1DevelopmentandmajorconceptsofDTS

InthispartIwilldescribeHolms’basicmapofDTSandtherelationshipbetweenfunction,processandproduct.Iwillalsodiscusssomeimportantconceptssuchaspseudo-translation,multipletranslation,translationese,normetc.

2.2Methodolgy

IwillinthispartdiscussthemethodologyofDTSbeforeIapplythesametothecasestudyinthisthesiswithemphasistobeplacedonsemioticapproachandtheconceptnorm.

2.3DTSincontrasttoothertheories

AcontraststudywillbeconductedherewiththeobjectivetofindthedifferenceofDTSfromothertheoriessuchasequivalencetheoryandtheChineseXinDaYacriteria.Someadvantagewillpossiblybeshowninthisstudy.

2.4Casestudy

Inthispart,translationofTheDreamofRedMansions(alsotranslatedasTheStoryofTheStone)willbeunderinvestigationinlightofDTS.Translationsamplestobequotedherewillbeselectedatrandom.

2.5Conclusion

BasedontheaboveelaborationofDTSandthecasestudy,possibleconclusionwillbeontheadvantageofDTSinspecificstudyoftranslation.Suggestionsonfurtherresearcheffortswillbemadealso.

(Note:Whilethetopicwillremainthesame,theabovearrangementofcontentsissubjecttochangeintheprocessofwriting.)

ItisthereforepointlesstotrytomakeTCmorescientificthanissensibleinviewofitscomplexsubject-matterandavailablemethods.Translatingisamental,multi-factorialactivitywhichcannotexhaustivelybeinvestigatedwithinalinguisticframeworkignoringthepersonofthetranslator.”2

篇7：英语论文开题报告

系别：外语系专业：英语所选题目名称：

EnglishIdiomsandTheirCohesiveFunction

课题研究现状：

EnglishidiomsareanimportantpartoftheEnglishvocabulary.ThegeneraltendenciesofpresentdayEnglisharetowardsmoreidiomaticusages.HallidayandHason（1976）pointedoutthattherearethreefunctionsofEnglishidioms（ideationalfunction,interpersonalfunctionandtextualfunction）。Anotherscholar,FernandoC.（1996），alsomadevaluablecontributionstotheunderstandingofidiomaticexpression_rofcoherenttext,andinthecreationofstylisticeffects.

ChineselinguistslikeHuZhuanglin（1994,1996），ZhuYongsheng（1995,1996,1997）andZhangDelu（1994）mainlymadecontributionstothestudyoftextualcohesion.

课题研究目的：

课题研究内容：

AsEnglishidiomsaremuchaliveineverydayEnglish,acloselookatthefunctionofidiomsmustbetaken.Thisdissertationincludesthefollowingfiveaspects:1.Introduction.

2.AGeneralStudyofEnglishIdioms2.1TheDefinitionofEnglishIdioms2.2FeaturesofEnglishIdioms.

3.CohesiveFunctionofEnglishIdioms3.1Cohesion.

3.2FunctionalCategories.

3.3CohesiveFunctionofRelationalIdioms3.4CohesiveFunctionofOtherIdioms.

4.TheCohesiveFunctioninTermsofSyntaxAndPragmatics4.1SyntacticCohesion4.2PragmaticFunction5.Conclusion.

课题研究计划：

January22March10:questionposingoftheresearchandcollectionofmaterialsMarch11March25:analysisofthematerialsandwritingofanoutline.

March26April30:completionofthefirstdraftandseekingsupervisor’sadviceMay1?June10:refinementofthepaperaccordingtoteacher’ssuggestion.

June11?June22:finalizationofthethesisbasedonthesetrequirementsafterthedefence.

主要参考文献：

[1]Fernando,C.IdiomsandIdiomaticity.ShanghaiForeignLanguageEducationPress,2000

[2]Halliday,M.A.K.andR.Hason.CohesioninEnglish.LongmanPress,1985

[3]Lakoff,G.andM.Johnson.MetaphorsWeLiveBy.UniversityofChicagoPress,1980

[4]Makkai,A.IdiomStructureinEnglish.TheHaguePress,1972

[5]林承璋。英语词汇学引论[M].武汉大学出版社，1987

[6]陆国强。现代英语词汇学[M].上海外语教育出版社，1999

[7]汪榕培，卢晓娟。英语词汇学教程[M].上海外语教育出版社，1999

指导教师意见：

签字：**年**月**日

领导小组意见：***

篇8：英语论文开题报告

为进一步严格学术规范，加强指导教师对学生论文写作的有效指导以及减少学生在写作过程的盲目性，认真撰写开题报告。外语系特对本届毕业论文开题报告作以下规定:

I、英语专业学生开题报告写作语言为英文(填写毕业论文登记表中“开题报告”用中文)。

II、开题报告写作步骤为:

1、Title(论文题目)

2、ThesisStatement(中心论点)

3、PurposeandSignificanceofStudy(研究目的和意义)

4、SituationofStudy(研究现状)

5、DifficultyofStudy(研究难点)

6、DetailedOutline(详细提纲)

7、References(参考文献)。

III、学生按规定时间完成开题报告后，指导教师组织小组开题并填写审核意见。

IV、指导教师同意后，学生方可进行论文写作。

V、本期末学生离校前须与指导教师见面，商讨下一步写作计划等事宜。

VI、下期开学报到后小组长召集全组成员与指导教师见面，论文资料收集或写作中存在的问题。

VII、参考文献要求用APA格式或MLA格式。

VIII、页面设置

纸型:A4(210X297毫米)即宽度:21厘米，高度29.7厘米。

页边距:上1.8厘米、下1.35厘米;左2.2厘米、右1.8厘米。装订线位置:左侧，装订线:0厘米，距边界:页眉1.6，页脚1.6。每页:32行，跨度23.5磅。

篇9：英语论文开题报告

FunctionandApplicationofDescriptiveTranslationStudies1Introduction

TheintentionofthisstudyistoexplorepossibleadvantagesofDescriptiveTranslationStudiesasinitsapplicationintranslationpracticeandtranslationanalysis.

Sinceearly20thcentury,translationstudiesgraduallybrokeawayfromthemarginalstatuswithinotherrelateddisciplinesandestablisheditselfasanempiricalscience、Fromthenon,schoolsofthoughthavekeptcomingoutandeachclaimsitslegitimacyforexistence、AmongtheseschoolsisDescriptiveTranslationStudies(DTS).

DTSapproachestranslationfromanempiricalperspective、Translationisviewedtobeasocialactivityhavingsignificantimportanceinthereceivingcultureandforthetargetcommunity、Therefore,translationisdealtwithbeyondthelinguisticrealizationandlanguagecomparison,andisincorporatedinsocialandculturalcontext.

MyattentionwasfirstdirectedtoDTSbyitspeculiarcharacteristicofobservation,descriptionandexplanation、Thesubjectiswhateverhappensintranslationpractice,fromthedeterminationofprospectivefunctionoftranslationtotheprocessoftranslator’schoiceofstrategies,brainstormingandtherevision,tothefinalproductmakingappearanceinthetargetcommunity.

ThemethodofDTSisbasicallydescriptive、Theprescriptivetendencyandtheproblem-solutionpatternisabandoned、Translationphenomenaarenoteddown、Withaccumulateddata,someunderlyingtruthsabouttranslationwillcomeoutwhichwillprovetobeinstructivenotonlyfortheoreticalprobebutalsoforappliedtranslationpractice、Iwillapplythisdescriptivemethodinthecasestudyofthisthesis.

AconvenienttoolhasbeensetuptoconductDTS、“Norm”isoperativeateverystageofdescriptionandexplanation、Function,processandproductandtheirrelationshipaswellareskeletalstructureofwhatconstitutedescriptivestudies、Translationphenomenaareaccountedforwiththehelpofnorm.

ThecasetakeninthisthesisistheChineseclassicTheDreamofRedMansions、TwoEnglishversionstranslatedrespectivelybyYangHsien-yiandDavidHawksarecomparedandobservationsaremadeinregardtotheirtranslationapproaches.

Inthisregard,myobservationsarelimitedtoseveralaspects,Ihopein-depthobservationandexplanationwilldoneinlightofDTS.

篇10：英语论文开题报告

系别:外语系专业:英语所选题目名称:

EnglishIdiomsandTheirCohesiveFunction

一、课题研究现状:

EnglishidiomsareanimportantpartoftheEnglishvocabulary、Thegeneraltendenciesofpresent-dayEnglisharetowardsmoreidiomaticusages、HallidayandHason(1976)pointedoutthattherearethreefunctionsofEnglishidioms(ideationalfunction,interpersonalfunctionandtextualfunction)、Anotherscholar,FernandoC、(1996),alsomadevaluablecontributionstotheunderstandingofidiomaticexpression_rofcoherenttext,andinthecreationofstylisticeffects.

ChineselinguistslikeHuZhuanglin(1994,1996),ZhuYongsheng(1995,1996,1997)andZhangDelu(1994)mainlymadecontributionstothestudyoftextualcohesion.

二、课题研究目的:

ThispaperisfirstlyintendedtodefineEnglishidiomsandanalyzethefeaturesofthem、Itthenexploresthecohesivefunctionaftercarefulanalysisanddiscussion,attemptingtoarousetheconcernofusingidiomsappropriatelyandhelpreadersmakefulluseofthecohesivefunctionforcommunicatingmoreconciselyandidiomatically,thusmoreeffectively.

三、课题研究内容:

AsEnglishidiomsaremuchaliveineverydayEnglish,acloselookatthefunctionofidiomsmustbetaken、Thisdissertationincludesthefollowingfiveaspects:1、Introduction

2、AGeneralStudyofEnglishIdioms2.1TheDefinitionofEnglishIdioms2.2FeaturesofEnglishIdioms

3、CohesiveFunctionofEnglishIdioms3.1Cohesion

3.2FunctionalCategories

3.3CohesiveFunctionofRelationalIdioms3.4CohesiveFunctionofOtherIdioms

4、TheCohesiveFunctioninTermsofSyntaxAndPragmatics4.1SyntacticCohesion4.2PragmaticFunction5、Conclusion

四、课题研究计划:

January22-March10:questionposingoftheresearchandcollectionofmaterialsMarch11-March25:analysisofthematerialsandwritingofanoutline

March26-April30:completionofthefirstdraftandseekingsupervisor’sadviceMay1?June10:refinementofthepaperaccordingtoteacher’ssuggestion

June11?June22:finalizationofthethesisbasedonthesetrequirementsafterthedefence

五、主要参考文献:

[1]Fernando,C、IdiomsandIdiomaticity、ShanghaiForeignLanguageEducationPress,2000

[2]Halliday,M.A.K、andR、Hason、CohesioninEnglish、LongmanPress,1985

[3]Lakoff,G、andM、Johnson、MetaphorsWeLiveBy、UniversityofChicagoPress,1980

[4]Makkai,A、IdiomStructureinEnglish、TheHaguePress,1972

[5]林承璋、英语词汇学引论[M]、武汉大学出版社，1987

[6]陆国强、现代英语词汇学[M]、上海外语教育出版社,1999

[7]汪榕培,卢晓娟、英语词汇学教程[M]、上海外语教育出版社,1999

篇11：英语论文开题报告

一、论文题目:classroominteractionandoralenglishteaching

二、研究现状:

对于课堂互动与英语口语教学之间的关系，国内的研究主要集中在:

(1)构建主义模式它是以构建主义理论为基础的互动模式，司洪海在《构建主义理论与英语口语教学》中从对现有教学模式的“反思”入手，探讨将构建主义引入英语课堂教学的必要性、可行性及其意义和作用。卢艳春和路雅琴在《构建主义与大学英语口语课堂教学》中则分别“从构建知识观”“构建学习观”“构建教学观”入手，强调以学生为中心的主动性、构建性。

(2)角色扮演模式徐志敏、王瑛在《大学英语课堂互动教学中角色扮演探究》中着重探讨了在角色扮演的互动教学中教师的作用，对指导教学实践具有重要的意义。而黄玉兰在《角色扮演引入英语专业口语教学中》从角色扮演是“多为互动英语口语教学模式的应用”探讨了角色扮演这一教学方法的目的、步骤和利弊等方面。

(3)以学生为中心模式这一模式被单独研究的较少，黄影秋在《以学生为中心提高英语口语课堂教学效果的探索中》通过对学生口语课堂学习存在的`问题的分析，提倡“以学生为中心”，实现教与学的“双边互动”。并提出阐述如何运用其他“教学策略提高口语的教学效果”，促进学生交际能力的提高。而刘蓉在《谈英语口语课堂互动》中则提出了互动可以创造“以学生为中心的口语课堂和整体小组作业模式”，提高口语交际能力。

(4)合作性学习模式这种模式的研究较为普遍和盛行，它兴起于美国，在后来取得实质性的进展的一种教学理论与策略。黄艳在《合作性学习在大学英语课堂的应用》中提出了以下几种合作模式，从而的出该模式的优势所在。顾晓乐在《合作性学习与情景剧表演》中从情剧表演的角度来证明合作性学习的有效性。肖巧玲在《大学英语口语教学中的合作学习》中则通过合作学习在口语教学中的实践探究合作学习应注意的原则。而慕东文在《合作性学习的特点、目标、内容和实践策略》一文中，他用“人文精神和平等民主合作”原则，对待新的理念，指导英语口语教学。

(5)情景设置模式它主要是根据gillianbrown&georgeyuled的语言情景对第二语言习得者的交际紧张、焦虑的研究表明口语情景设置不适当，会影响学生用目进行交流，进而强调进行口语教学情景设置的重要性。

张舍茹、孙边旗在《英语口语教学的情景设置>>中就论述我们应注意“情景互动教学中应遵循的原则”，及如何设置“英语口语教学中情景设置的形式”两个小方面局部性的探讨了情景设置这种互动模式。孙久荣在《论英语口语课的情景教学》中对情景设置这个模式从宏观上进行了分类，进而得出“开放式情景”和“封闭式情景”，为情景设置互动模式研究开辟了一个小领域。

三、研究的目的及意义:

通过对目前已经发展起来并比较成熟的几种互动模式的归纳来看:关于人际互动这种互动模式在目前的互动性研究中被单独研究还比较少，没有被当作一种独立的模式应用到英语口语课堂教学中，它更多的是被贯穿到其他几种互动模式当中。因此，本论题认为它还有进一步研究的空间。

四、研究的理论依据和研究方法:

本论题将以教育心理学的理论为基础，以互动理论和构建主义理论为依据，运用归纳总结的方法对已有的研究进行宏观上的概述，从而引出本文论题，通过例证分析、验证人际互动模式对课堂英语口语教学效果的提高所具有的重要意义。

篇12：英语论文开题报告

一、研究现状：

本课题拟在外语教学法的范畴内，通过探讨如何运用课堂提问技巧，一方面为学生能够根据问题更快，更准确地把握对文章的综合理解，更好地获取文章的内在起到了积极的促进作用，另一方面，由于本课题的内容在目前的英语阅读教学中出现很少，而本课题的研究将弥补这一方面的不足，也为广大教师在阅读教学中所采用的教学技巧提供了一项参考。它的理论意义和实践意义将会十分显著。

研究目标:针对课文内容的不同，在阅读课堂教学的各环节中精心设计问题，为引导学生能够积极参与阅读教学，使其能够带着疑问对文章进行阅读，并向学生提供尽可能多的直接使用语言的机会，让学生回答问题，分析问题或就某一问题进行讨论，帮助学生在有限的课堂中最大限度地获取文章的内在信息，提高其阅读速度，分析问题和解决问题的能力，从而改善阅读课堂教学的质量。

二、研究的目的及意义：

通过对目前已经发展起来并比较成熟的几种互动模式的归纳来看：关于人际互动这种互动模式在目前的互动性研究中被单独研究还比较少，没有被当作一种独立的模式应用到英语口语课堂教学中，它更多的是被贯穿到其他几种互动模式当中。因此，本论题认为它还有进一步研究的空间。

三、研究的理论依据和研究方法：

四、研究内容：

functionandapplicationofdescriptivetranslationstudies

introduction

theintentionofthisstudyistoexplorepossibleadvantagesofdescriptivetranslationstudiesasinitsapplicationintranslationpracticeandtranslationanalysis.

myattentionwasfirstdirectedtodtsbyitspeculiarcharacteristicofobservation,descriptionandexplanation.thesubjectiswhateverhappensintranslationpractice,fromthedeterminationofprospectivefunctionoftranslationtotheprocessoftranslatorschoiceofstrategies,brainstormingandtherevision,tothefinalproductmakingappearanceinthetargetcommunity.

aconvenienttoolhasbeensetuptoconductdts.normisoperativeateverystageofdescriptionandexplanation.function,processandproductandtheirrelationshipaswellareskeletalstructureofwhatconstitutedescriptivestudies.translationphenomenaareaccountedforwiththehelpofnorm.

inthisregard,myobservationsarelimitedtoseveralaspects,ihopein-depthobservationandexplanationwilldoneinlightofdts.

五、参考文献

Jonssen,DH..ThinkingTechnology:TowardaConstructivistDesignModel[J].EducationalTechnolgy.3(1994):34-35.

Littlewood,William.CommunicativeLanguageTeaching[M].Cambridge:CambridgeUniversityPress.1981.

卢艳春,路雅琴.构建主义与大学英语口语教学.前沿杂志.11(2015):98-100.

司洪海.构建主义理论与英语口语教学.基础英语教育.4(2015):8-9.

吴蕾.构建主义在英语口语教学中的应用.东华大学学报(社科版).7(2015):23-24.

范雄飞,黄玉兰.把角色扮演引入英语专业口语教学之中.读与写杂志.9(2015):35-37.

徐志敏,王瑛.大学英语课堂互动教学中角色扮演探究.外语研究.8(2015):56-57.

黄影秋.以学生为中心提高英语口语课堂效果.济南职业学院学报.3(2015):81-88.

何亚娟.中学英语课堂互动教学的探索与实践.渭南师院学报.12(2015):72-73.

顾晓乐,黄芙蓉.合作学习与情景剧表演.国外外语教学.2(2015):55-56.

篇13：英语论文开题报告

functionandapplicationofdescriptivetranslationstudies

introduction

theintentionofthisstudyistoexplorepossibleadvantagesofdescriptivetranslationstudiesasinitsapplicationintranslationpracticeandtranslationanalysis.

myattentionwasfirstdirectedtodtsbyitspeculiarcharacteristicofobservation,descriptionandexplanation.thesubjectiswhateverhappensintranslationpractice,fromthedeterminationofprospectivefunctionoftranslationtotheprocessoftranslatorschoiceofstrategies,brainstormingandtherevision,tothefinalproductmakingappearanceinthetargetcommunity.

inthisregard,myobservationsarelimitedtoseveralaspects,ihopein-depthobservationandexplanationwilldoneinlightofdts.

outline

developmentandmajorconceptsofdts

inthispartiwilldescribeholmsbasicmapofdtsandtherelationshipbetweenfunction,processandproduct.iwillalsodiscusssomeimportantconceptssuchaspseudo-translation,multipletranslation,translationese,normetc.

methodolgy

iwillinthispartdiscussthemethodologyofdtsbeforeiapplythesametothecasestudyinthisthesiswithemphasistobeplacedonsemioticapproachandtheconceptnorm.

dtsincontrasttoothertheories

acontraststudywillbeconductedherewiththeobjectivetofindthedifferenceofdtsfromothertheoriessuchasequivalencetheoryandthechinesexindayacriteria.someadvantagewillpossiblybeshowninthisstudy.

casestudy

inthispart,translationofthedreamofredmansions(alsotranslatedasthestoryofthestone)willbeunderinvestigationinlightofdts.translationsamplestobequotedherewillbeselectedatrandom.

conclusion

basedontheaboveelaborationofdtsandthecasestudy,possibleconclusionwillbeontheadvantageofdtsinspecificstudyoftranslation.suggestionsonfurtherresearcheffortswillbemadealso.

(note:whilethetopicwillremainthesame,theabovearrangementofcontentsissubjecttochangeintheprocessofwriting.)

篇14：英语论文开题报告

英语论文开题报告

functionandapplicationofdescriptivetranslationstudies

1introduction

theintentionofthisstudyistoexplorepossibleadvantagesofdescriptivetranslationstudiesasinitsapplicationintranslationpracticeandtranslationanalysis.sinceearly20thcentury,translationstudiesgraduallybrokeawayfromthemarginalstatuswithinotherrelateddisciplinesandestablisheditselfasanempiricalscience.fromthenon,schoolsofthoughthavekeptcomingoutandeachclaimsitslegitimacyforexistence.amongtheseschoolsisdescriptivetranslationstudies(dts).dtsapproachestranslationfromanempiricalperspective.translationisviewedtobeasocialactivityhavingsignificantimportanceinthereceivingcultureandforthetargetcommunity.therefore,translationisdealtwithbeyondthelinguisticrealizationandlanguagecomparison,andisincorporatedinsocialandculturalcontext.

篇15：英语论文开题报告

系别：外语系专业：英语所选题目名称：

EnglishIdiomsandTheirCohesiveFunction

课题研究现状：

ChineselinguistslikeHuZhuanglin(1994,1996),ZhuYongsheng(1995,1996,1997)andZhangDelu(1994)mainlymadecontributionstothestudyoftextualcohesion.

课题研究目的：

课题研究内容：

AsEnglishidiomsaremuchaliveineverydayEnglish,acloselookatthefunctionofidiomsmustbetaken.Thisdissertationincludesthefollowingfiveaspects:1.Introduction

2.AGeneralStudyofEnglishIdioms2.1TheDefinitionofEnglishIdioms2.2FeaturesofEnglishIdioms

3.CohesiveFunctionofEnglishIdioms3.1Cohesion

3.2FunctionalCategories

3.3CohesiveFunctionofRelationalIdioms3.4CohesiveFunctionofOtherIdioms

4.TheCohesiveFunctioninTermsofSyntaxAndPragmatics4.1SyntacticCohesion4.2PragmaticFunction5.Conclusion

课题研究计划：

January22-March10:questionposingoftheresearchandcollectionofmaterialsMarch11-March25:analysisofthematerialsandwritingofanoutline

March26-April30:completionofthefirstdraftandseekingsupervisor’sadviceMay1?June10:refinementofthepaperaccordingtoteacher’ssuggestion

June11?June22:finalizationofthethesisbasedonthesetrequirementsafterthedefence

主要参考文献：

[1]Fernando,C.IdiomsandIdiomaticity.ShanghaiForeignLanguageEducationPress,2000

[2]Halliday,M.A.K.andR.Hason.CohesioninEnglish.LongmanPress,1985

[3]Lakoff,G.andM.Johnson.MetaphorsWeLiveBy.UniversityofChicagoPress,1980

[4]Makkai,A.IdiomStructureinEnglish.TheHaguePress,1972

[5]林承璋.英语词汇学引论[M].武汉大学出版社，1987

[6]陆国强.现代英语词汇学[M].上海外语教育出版社,1999

[7]汪榕培,卢晓娟.英语词汇学教程[M].上海外语教育出版社,1999

指导教师意见：

签字：年月日领导小组意见：

签字：年月日

篇16：英语论文开题报告

专业：

研究方向：

导师：

写作时间：—

对外经济贸易大学

英语学院

(英文)

schoolofinternationalstudies

universityofinternationalbusinessandeconomics

pragmaticstrategies

inadvertising:implicatures

wangying

athesissubmittedtoschoolofinternationalstudiesof

universityofinternationalbusinessandeconomics

inpartialfulfillmentoftherequirement

forthedegreeofmasterofarts

april2002

beijing,china

1introduction

theintentionofthisstudyistoexplorepossibleadvantagesofdescriptivetranslationstudiesasinitsapplicationintranslationpracticeandtranslationanalysis.

inthisregard,myobservationsarelimitedtoseveralaspects,ihopein-depthobservationandexplanationwilldoneinlightofdts.

2outline

2.1developmentandmajorconceptsofdts

2.2methodolgy

iwillinthispartdiscussthemethodologyofdtsbeforeiapplythesametothecasestudyinthisthesiswithemphasistobeplacedonsemioticapproachandtheconceptnorm.

2.3dtsincontrasttoothertheories

acontraststudywillbeconductedherewiththeobjectivetofindthedifferenceofdtsfromothertheoriessuchasequivalencetheoryandthechinesexindayacriteria.someadvantagewillpossiblybeshowninthisstudy.

2.4casestudy

inthispart,translationofthedreamofredmansions(alsotranslatedasthestoryofthestone)willbeunderinvestigationinlightofdts.translationsamplestobequotedherewillbeselectedatrandom.

2.5conclusion

basedontheaboveelaborationofdtsandthecasestudy,possibleconclusionwillbeontheadvantageofdtsinspecificstudyoftranslation.suggestionsonfurtherresearcheffortswillbemadealso.

(note:whilethetopicwillremainthesame,theabovearrangementofcontentsissubjecttochangeintheprocessofwriting.)

000

-引文范例(仅供参考)

“itisthereforepointlesstotrytomaketcmorescientificthanissensibleinviewofitscomplexsubject-matterandavailablemethods.translatingisamental,multi-factorialactivitywhichcannotexhaustivelybeinvestigatedwithinalinguisticframeworkignoringthepersonofthetranslator.”(wilss,1982:217)

‘“噢，这就是恐水病吧?你们贵族圈子怎么流行起这种病来啦?真够呛的!费芬斯小姐，您喝点茶大概没关系吧!”’(张南峰，1990：59-60)

附录3-参考文献范例(仅供参考)

wilss,wolfram.thescienceoftranslation–problemsandmethods.gunternarrverlagtubingen,1982.

newmark,peter.atextbookoftranslation.newyork:prenticehall,1988.

delabastita,dirk.translatingpuns:afalseoppositionintranslationstudies.target,1991(3:2):137-152.

篇17：英语论文开题报告

论文题目:OnTeachingEnglishtoMinorityStudentsinJunior

MiddleSchoolsinYiLi

浅谈伊犁地区初中少数学生的英语教学

Abstract:Recently,thenumberofminoritystudentswhohavebeeneducatedbyChineseisincreasingyearbyyear.ComparedwiththestudentsofHannationality,Englishlearningofminoritystudentshastheirowndistinctcharacter.ThisarticlewillfocusonEnglishlearningofUygurnationalityandKazaknationality,inordertoanalyzecharacteristicswhichexistintheprocessofEnglishlearningofminoritystudents.Finally,thispaperwillputforwardthewaytoovercomingthesefactorsandimprovingtheEnglishability.

Keywords:thestudentsofminoritynationality,Englishlearning,characteristics

1.摘要：

近年来，伊犁地区接受汉语言授课的少数民族学生，逐年增加，但与汉族学生相比，少数民族学生的英语学习具有鲜明的.个性。本文主要以维吾尔族和哈萨克族学生为例，分析了少数民族学生英语学习过程中所具有的特殊性因素，进而提出了克服这些因素，以提高少数民族英语水平的应有对策。

关键词：少数民族学生，英语学习，特殊性

2.0BackgroundInformation

2.1Demandsofthe21stcenturyforqualifiedintellectuals.

Theworldinthe21stcenturyisaworldinwhichdifferentcountriesdependoneachother.Englishhasbecomewidelyusedintheworld.KnowledgeofEnglishisnecessaryforscientificandtechnologicaldevelopmentandtocontributetothedevelopmentofinternationaltradeandculturalexchange.Knowledgeoftechnologicalinnovationisbasedonlearningforeignlanguageswell,especiallylearningEnglishwell.

2.2DemandsoftheInformationAge

Nowadays,sciencetechnologicalaredevelopingrapidlyandinformationischangedintherapidlyspeech.Computersmakeaccesstoinformationchanged.Intellectualsshouldhaveabilitytogetinformationfrominternet.ItisinevitableforEnglishtobecomeanimportantcommunicationtotoolintheeraofinternet.OnlywhenhavingtheabilitytogetinformationbymeansofEnglish,intellectualsmaydevelopcontinuouslyandhavelife-longeducation.Therefore,itisimportantforminoritystudentstolearningaforeignlanguageinordertomeetthedemandsoftheinformationeraintheperiodoffoundamentaleducation.

2.3LearningEnglishcanhelpstudentscultivatetheirpotentialandfromgoodqualityaswellasgoodwill

Childrenhavelanguagelearningunparalleledadvantagesoveradults.Fortheonehand,theyareeagertolearningEnglishandhavetheabilitytoimitateandmemorizewhattheylearned.Fortheotherhand,theyaremanydifferencesbetweenChineseandEnglishintherespectsofpronunciation,vocabularyandliterature.SostudentsinChinamustdomoreoralexerciseswithoutfearofmistakesandfightagainstthetendencytoforget.Therefore,intheprocessoflearningweaimatcultivatethespiritoffearingnodifficultiesinordertocreategoodpsychologicalquality.Besides,learningtoduewithculturaldifferencescanhelpstudentscultivatetheopenminedqualityandthespiritofcommutateandcooperatewithothers.

3.Introduction

WithentranceintoWTO,weopenthedoortotheworldgradually.Thecooperationwithothercountriesinthepolitics,economyandculturearefrequent.TheimportantoflearningEnglisharebecomingmoreandmoreforegrounding.Besides,thelargescaledevelopmentofwestChinamakestheWestonregionsmoreactive.InTheXinjiangUygurAutonomousRegionminoritynationalityplaysanimportantroleinthedevelopmentofpeople’sculturalqualityandsociety.Inordertoimprovethepeople’sculturalqualityandmaketheaimsofwesterndevelopmentcometrue,wereallyneedtoimprovetheEnglishlearningefficiently.However,minoritynationality’studentshavesomedifficultiesinlearningEnglishduetothenegativeimpactsofhistory,economy,culture,environmentandpsychology.ItisnecessarilytoanalyzethecurrentsituationandputfloweredtheimproveEnglishability.

4.0ProblemsexistingintheprocessofEnglishteachingofminoritystudents

4.1Startingtolearnlateandweakfoundation

Duetotheundevelopedeconomy、lackofteachersandpoorconditionoffacilities,minoritystudentswereeducatedlate.ComparedwithstudentsofHannationality.Asaresult,thereintellectualdevelopmentlagsbehind.TheystartedtolearnEnglishverylate.Beforeenteringintojuniormiddleschool,theyjustlearnedChinesewithouteducationinthekindergarten.ButstudentsofHannationalityaredifferent,Englishlearninghasbeenpaidspecialattentionformanyyears.Owingtogoodconditionofteachersandexcellentfacilities.ManystudentsofHannationalitystartedtolearnEnglishwhentheywenttoprimaryschoolevenkindergarten.