染雾英语系命题大纲范文 篇一：如何提高英语口语能力
随着全球化的进程，英语已经成为一门全球通用的语言。而在英语学习中，口语能力的重要性不言而喻。然而，很多学生在学习英语口语时遇到了困难。本文将介绍一些提高英语口语能力的有效方法。
首先，多听多说是提高英语口语的关键。学习任何一门语言，都需要通过听和说来掌握语音和语调。因此，我们应该多听英语原生态的语言环境，例如英语新闻、英语电影等。通过模仿、跟读，我们可以学习到正确的发音和语音语调。同时，我们还应该多与他人进行英语口语交流，尽量用英语来表达自己的想法和感受。通过大量的口语练习，我们可以不断提高口语的流利度和准确性。
其次，积累词汇和语法知识也是提高英语口语能力的重要一环。在口语交流中，词汇和语法是表达意思的基础。因此，我们应该注重词汇和语法的学习。可以通过背单词、阅读英语文章、做语法练习等方式来积累词汇和语法知识。有了扎实的词汇和语法基础，我们才能更好地进行口语表达。
此外，多参加口语练习和辩论活动也是提高英语口语能力的有效途径。通过参加口语练习和辩论活动，我们可以与其他学习者进行互动，交流观点，提高口语表达能力。这些活动还可以帮助我们培养自信心，减少口语紧张感。
最后，要坚持学习和练习。提高英语口语能力是一个长期的过程，需要我们持之以恒。因此，我们要制定合理的学习计划，每天都要抽出时间来进行口语练习。同时，我们还可以利用一些学习工具，如手机应用、在线课程等，来辅助学习和练习。
总之，提高英语口语能力需要多听多说、积累词汇和语法知识、参加口语练习和辩论活动，并坚持学习和练习。只有通过不断地努力和实践，我们才能够提高自己的口语能力，更好地适应全球化的需求。
英语系命题大纲范文 篇二：如何有效地提高英语写作能力
英语写作是英语学习的重要组成部分，也是许多学生在英语学习中面临的难题。然而，通过一些有效的方法，我们可以提高英语写作能力。本文将介绍一些有效的方法来提高英语写作能力。
首先，多读多写是提高英语写作能力的关键。阅读是写作的基础，通过阅读英语文章，我们可以学习到正确的语法和词汇用法，了解不同的写作风格和结构。同时，我们还可以通过模仿优秀的英语写作来提高自己的写作水平。除了阅读，我们还应该多写作练习，例如写日记、写作文等。通过不断地写作练习，我们可以提高自己的写作技巧和表达能力。
其次，积累词汇和语法知识也是提高英语写作能力的关键。词汇和语法是写作的基础，我们应该注重词汇和语法的学习。可以通过背单词、做语法练习等方式来积累词汇和语法知识。有了扎实的词汇和语法基础，我们才能更好地进行写作表达。
此外，多进行写作训练和修改也是提高英语写作能力的有效途径。我们可以通过参加写作培训班、写作比赛等方式来进行写作训练。同时，在写作过程中，我们要学会自我反思和修改。写完一篇作文后，我们可以把作文交给他人进行修改和指导。通过不断地修改和改进，我们可以提高写作的质量和水平。
最后，要坚持学习和练习。提高英语写作能力是一个长期的过程，需要我们持之以恒。因此，我们要制定合理的学习计划，每天都要抽出时间来进行写作练习。同时，我们还可以利用一些学习工具，如写作软件、写作指南等，来辅助学习和练习。
总之，提高英语写作能力需要多读多写、积累词汇和语法知识、进行写作训练和修改，并坚持学习和练习。只有通过不断地努力和实践，我们才能够提高自己的写作能力，更好地适应英语学习的需要。
英语系命题大纲范文 篇三
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
Purpose of the study and research questions 28-29
Significance of the study 29-30
Organization of the study 30-31
A note on terminology 31-32
Chapter 2 Literature review 32-51
T/TP and coherence in English writing 32-35
Defining coherence 32-33
T/TP as means to realize coherence 33-35
T/TP in EFL/ESL writing 35-42
T/TP and coherence in EFL
/ESL writing 35-37
T/TP in EFL/ESL writing as compared to NS writing 37-42
T/TP in English research articles by EFL/ESL scholars 42-44
The factors that influence T/TP in EFL/ESL writing 44-47
Training in T/TP 47-49
Summary 49-51
Chapter 3 Theoretical background 51-70
Systemic Functional Grammar 51-55
Five dimensions of language as a semiotic system 51-53
Three metafunctions of language as a functional system 53-54
Three lines of meaning from metafunctions 54-55
Theme and thematic progression 55-70
Theme 56-62
Thematic progression 62-70
Chapter 4 Research Design 70-88
The participants and the educational context 70-73
Background of the participants and the participating school 70
The allocation of participants to the training 70-71
The sample sizes 71-72
The pilot study 72-73
The interventional procedures 73-74
The questionnaire 74-75
The training 75-80
Considerations behind the training 75-76
The training material 76-79
The role of the researcher as the trainer 79-80
Data analysis 80-86
Analysis of the writing 80-86
Analysis of the questionnaire 86
Ethical considerations 86-88
Informed consent 86-87
Anonymity 87
Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
Topical,textual and interpersonal Themes 88-91
Topical Themes:marked and unmarked Themes 91-95
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
Interpersonal Themes 100-102
Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
Linear,constant,summative and split progressions 102-107
Back,contextual and new Themes 107-110
Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
Topical,textual and interpersonal Themes 115-117
Topical Themes:marked and unmarked Themes 117-121
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
Interpersonal Themes 126-129
Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
Linear,constant,summative and split progressions 129-131
Back,contextual and new Themes 131-132
Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
Comparison of Themes in pre- and post- training writing 137-147
Topical,textual and interpersonal Themes 137-139
Topical Themes:marked and unmarked Themes 139-142
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
Interpersonal Themes 145-147
Comparison of thematic progression in pre- and post- training writing 147-150
Linear,constant,summative and split progressions 147-149
Back,contextual and new Themes 149-150
Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
Findings from closed questions 155-160
EEL participants general attitude to training on T/TP 155-157
EEL participants perception of the usefulness of the training on T/TP 157-158
EEL participants perception of the learnability of T/TP 158-159
EEL participants perception of the applicability of T/TP in writing 159-160
Findings from open questions 160-164
The changes that occurred 161-162
The perceived difficulty of applying the theory of T/TP in writing 162-163
The reasons for the perceived difficulty in learning 163
EEL participants suggestions for future training 163-164
Summary 164-165
Chapter 9 Discussion 165-195
Findings with regard to research questions 165-187
Chinese college students use of T/TP in pre-training writing 165-172
Chinese college students use of T/TP in post-training writing 172-181
Effects of the training on T/TP in Chinese college students English writing 181-187
Positioning the study within the literature 187-190
T/TP in Chinese college students English writing 187-189
Effects of training on Chinese college students use of T/TP 189-190
Implications 190-194
Pedagogical implication 190-193
Methodological implication 193-194
Limitations 194-195
Chapter 10 Conclusion 195-200
Summary 195-197
Putting everything together 197-199
Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
英语系命题大纲范文 篇四
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
Motivation of the present study 7-8
Significance of this study 8
Composition of this thesis 8-10
Chapter Two Literature Review 10-19
Language production 10-14
L1 Production 10-11
L2 Production 11-12
Dimensions of language production 12-14
Theories on oral output 14-15
Skehan’s dual-model system 14
Swain’s Output Hypothesis 14-15
Task Repetition 15-17
Task 15-16
Task repetition 16-17
Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
Research justification and questions 19
Hypothesis 19-20
Methods 20-25
Participants 20-21
Material 21
Research design 21-23
Measures 23-25
Chapter Four Results and Discussion 25-41
Results and Analysis 25-34
Quantitative analysis 25-27
Qualitative analysis 27-34
Discussion 34-41
Fluency 34-36
Complexity 36-38
Accuracy 38-39
interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
Conclusion and implication 41-43
Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
英语系命题大纲范文 篇五
Abstract 3-4
摘要 5-8
List of Abbreviations 8-9
Chapter One Introduction 9-13
Research Background 9-11
Necessity and Objectives of the Study 11-12
Thesis Organization 12-13
Chapter Two Literature Review 13-27
Defining Explicit Linguistic Knowledge (ELK) and Implicit Linguistic Knowledge (ILK) 13-16
英语系命题大纲范文 篇六
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
Motivation of the present study 7-8
Significance of this study 8
Composition of this thesis 8-10
Chapter Two Literature Review 10-19
Language production 10-14
L1 Production 10-11
L2 Production 11-12
Dimensions of language production 12-14
Theories on oral output 14-15
Skehans dual-model system 14
Swains Output Hypothesis 14-15
Task Repetition 15-17
Task 15-16
Task repetition 16-17
Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
Research justification and questions 19
Hypothesis 19-20
Methods 20-25
Participants 20-21
Material 21
Research design 21-23
Measures 23-25
Chapter Four Results and Discussion 25-41
Results and Analysis 25-34
Quantitative analysis 25-27
Qualitative analysis 27-34
Discussion 34-41
Fluency 34-36
Complexity 36-38
Accuracy 38-39
interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
Conclusion and implication 41-43
Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
