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英语的毕业论文提纲
毕业论文提纲是学生在正式开始写作论文之前提交给论文指导教师的一份关于论题观点的来源，论文基本观点，论文基本结构的报告。下面是小编整理的几篇英语专业的毕业论文提纲范文，欢迎阅读参考。
英语系毕业论文提纲范文【1】
Chapter 1 Introduction 1
1.1 Origin of the research topic 1
1.2 Theoretical and Pedagogical Significance 2
1.3 Organization of the Thesis 3
Chapter 2 Theoretical Background and Literature Review 4
2.1 Theoretical Background 4
2.1.1 Optimaiity Theory 4
2.1.1.1 The Architecture of an OT Grammar 4
2.1.1.2 Constraints 5
2.1.1.3 Constraint conflicts & Ranking 7
2.1.2 Constraint Demotion Algorithm 11
2.1.3 English Consonant Clusters 11
2.1.4. English and Chinese Syllable Structures 12
2.1.5 An OT Account 14
2.2 Literature Review 15
2.2.1 Studies on SLA of ECS and ECCS 15
2.2.2 Studies on SLA of ECS and ECCS in China 16
2.2.2.1 Other Studies supported by other theories on ECS and ECCS 17
2.2.2.2 Studies on ECS and ECCS in OT 18
Chapter 3 Research Design 21
3.1 Research Questions and Hypotheses 21
3.2 Subject 21
3.3 Instruments and Materials 23
3.4 Research Procedures 24
Chapter 4 Results and Discussions 27
4.1 Pilot Study 27
4.1.1 Results and Discussions 27
4.1.1.1 General Tendency 27
4.1.1.2 Individual Difference 29
4.1.2 Discussion in OT Account 29
4.1.2.1 Overall Situation 29
4.1.2.2 Individual Difference 29
4.1.3 Suggestions for the Research Project 30
4.1.3.1 Research Questions 30
4.1.3.2 Subjects 31
4.1.3.3 Research Materials 31
4.2 The Research Project 31
4.2.1 Results 31
4.2.2 Discussions 39
Chapter 5 Conclusion 48
5.1 Main Findings 48
5.2 Innovations 50
5.2.1 Theoretical Improvement 50
5.2.2 Empirical Improvement 51
5.3 Limitations 51
5.4 Suggestions for the Future Teaching 52
Bibliography 54
Appendix A 58
Appendix B 59
Appendix C 60
Acknowledgements 61
Resume and Publications 62
英语系毕业论文提纲范文【2】
摘要 4-5
Abstract 5-6
Contents 7-9
Chapter One Introduction 9-12
Chapter Two Literature Review 12-18
2.0 Overseas Research Status of English Learning Strategies 12-13
2.1 O’Malley and Chamot’s Trichotomy 13-15
2.1.2 Oxford’s Dichotomy 14
2.1.3 Cohen’s Dichotomy 14-15
2.2 Domestic Research Status of English Learning Strategies 15-16
2.3 Wen qiufang’s Dichotomy 16-18
Chapter Three Methodology 18-24
3.1 Research Aims 18-19
3.2 Research Methods 19-20
3.3 Research Backgroud 20-21
3.4 Participants 21-22
3.5 Methods to Analyze Data 22
3.6 Research Procedures 22-24
Chapter Four Findings and Discussion 24-38
4.1 Overall Analysis of the Good English Learners 24-26
4.2 The General Picture of the Utilization of the Two Groups 26-27
4.3 The Significant Differences between the Two Groups 27-29
4.4 Memory Related Strategies 29-31
4.5 Cognitive Strategies 31-32
4.6 Compensatory Strategies 32-33
4.7 Meta-cognitive Strategies 33-35
4.8 Affective Strategies 35-36
4.9 Social Strategies 36-38
Chapter Five Implications 38-48
5.1 Suggestions on Memory Related Strategies 39-41
5.2 Suggestions on Cognitive Strategies 41-43
5.3 Suggestions on Meta-cognitive Strategies 43-44
5.4 Suggestions on Affective Strategies 44-46
5.5 Suggestions on Social Strategies 46-48
Chapter Six Conclusion 48-50
Bibliography 50-54
Appendix 54-58
Acknowledgements 58
英语系毕业论文提纲范文【3】
摘要 4-6
Abstract 6-7
Chapter One Introduction 9-14
Chapter Two Literature Review 14-22
2.1 Basic Understanding of Code-switching 14-19
2.2 Research of Classroom Discourse Code-switching 19-22
Chapter Three Code-switching in Grammar Teaching 22-29
3.1 Necessity of Code-switching in Grammar Teaching 22-27
3.2 General Principles of Code-switching in Grammar Teaching 27-29
Chapter Four Research Methodology 29-32
4.1 Research Aims 29
4.2 Subjects 29-30
4.3 Instruments 30-31
4.4 Data Collection 31-32
Chapter Five Data Analysis and Findings 32-51
5.1 Analysis of the Classification of Senior High Teachers’ Code-switching in Grammar Classes 32-42
5.2 Analysis of the Function of Senior High Teachers’ Code-switching in Grammar Classes 42-47
5.3 Analysis of Teachers’ Interview and Students’ Questionnaires 47-49
5.4 Major Findings of the Study 49-51
Chapter Six Conclusion 51-54
6.1 Implications 51-52
6.2 Limitations 52
6.3 Further Research Suggestions 52-54
Bibliography 54-57
Appendix Ⅰ 57-58
Appendix Ⅱ 58-59
Acknowledgements 59
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