關(guān)于英語碩士論文提綱模板

　　編寫論文提綱要有全局觀念，從整體出發(fā)去檢查每一部分在論文中所占的地位和作用，以下是小編搜集整理的英語碩士論文提綱模板，歡迎閱讀查看。

　　英語碩士論文提綱模板一

　　摘要 4-6

　　Abstract 6-7

　　Chapter One Introduction 10-13

　　1.1 Background of the Research 10-11

　　1.2 Significance of the Research 11-12

　　1.3 Structure of the Research 12-13

　　Chapter Two Literature Review 13-19

　　2.1 General Review of Researches on the Translation of Puns in English Advertisements in China4 13-15

　　2.2 Review of Previous Studies on Pun Translation Abroad 15-16

　　2.3 Review of Research on the Functional Equivalence Translation of Rhetorical Devices 16-17

　　2.4 Problems in Current Researches 17-19

　　Chapter Three Puns in English and Its Application in English Advertisements 19-27

　　3.1 Definition of Puns 19-20

　　3.2 Constitutive Elements 20-21

　　3.3 Classification and Application of Puns in English Advertisements 21-27

　　Chapter Four Theoretical Explanations-Functional Equivalence Theory 27-31

　　4.1 Background of the Emergence of Nida's Functional Equivalence Theory 27

　　4.2 Main Ideas of Nida's Functional Equivalence Theory 27-28

　　4.3 Contribution of Nida's Functional Equivalence Theory 28-31

　　Chapter Five the Feasibility of Adopting Functional EquivalenceTheory in Translation of English Advertisements 31-38

　　5.1 Equivalence 31-33

　　5.2 Language Function 33-35

　　5.3 Readers' Response 35

　　5.4 Cultural Level 35-38

　　Chapter Six Translation Strategies of Puns in English Advertisements under the Guidance ofFunctional Equivalence Theory 38-44

　　6.1 Word for Word Translation 38-39

　　6.2 Division 39-40

　　6.3 Borrowing 40-42

　　6.4 Focused Translation 42-43

　　6.5 Annotation 43-44

　　Conclusion 44-47

　　Summary of the Research 44-45

　　Limitations of the Research 45

　　Suggestions for Further Studies 45-47

　　Bibliography 47-49

　　攻讀碩士學(xué)位期間取得的科研成果 49-50

　　Acknowledgements 50

　　英語碩士論文提綱模板二

　　Acknowledgements 4-5

　　Abstract 5

　　摘要 6-9

　　Chapter One Introduction 9-16

　　1.1 Introduction 9

　　1.2 Background of the Study 9-12

　　1.3 Purpose of the Study 12-13

　　1.4 Significance of the Research 13-14

　　1.5 Thesis Structure 14-16

　　Chapter Two Literature Review 16-25

　　2.1 Introduction 16

　　2.2 Theoretical Background of Communicative Language Teaching 16-19

　　2.2.1 Concept of Communicative Competence 16-17

　　2.2.2 Hymes'Idea on Communicative Competence 17-18

　　2.2.3 Canale and Swain's Theory 18-19

　　2.3 Overview of Communicative Language Teaching 19-22

　　2.3.1 Development of Communicative Language Teaching in China 19-20

　　2.3.2 Features of Communicative Language Teaching 20-22

　　2.4 Relationship between Language Testing and Language Teaching 22

　　2.5 Summary 22-25

　　Chapter Three Analysis of IELTS Speaking Test and Questionnaire 25-36

　　3.1 Introduction 25

　　3.2 Analysis of IELTS Speaking Test 25-28

　　3.2.1 Structure of IELTS Speaking Test 25-27

　　3.2.2 Communicative Approach Embodied in IELTS Speaking Test 27-28

　　3.3 The Questionnaire 28-34

　　3.3.1 Design 28-29

　　3.3.2 Participants 29-32

　　3.3.3 Methods 32

　　3.3.4 General Results 32-34

　　3.4 Summary 34-36

　　Chapter Four Findings and Discussion 36-54

　　4.1 Introduction 36

　　4.2 Chinese Candidates'Performance in IELTS Speaking Test 36-38

　　4.3 IELTS Candidates'Attitude towards Oral English Teaching 38-43

　　4.4 Explanations for the Situation 43-45

　　4.5 Implications for College Oral English Teaching 45-52

　　4.5.1 Teaching Goal 46-47

　　4.5.2 Teaching Content 47-48

　　4.5.3 Teaching Methods 48-51

　　4.5.4 Make Use of Modern Teaching Equipment 51

　　4.5.5 Establish an Extracurricular Supervision System 51-52

　　4.5.6 Improve Oral English Testing and Evaluation 52

　　4.6 Summary 52-54

　　Chapter Five Conclusion 54-57

　　5.1 Summary of the Findings 54-55

　　5.2 Limitations and Suggestion for Further Study 55-57

　　Appendix Questionnaire 57-58

　　Bibliography 58-62

　　英語碩士論文提綱模板三

　　中文摘要 4-6

　　Abstract 6-8

　　Chapter One Introduction 12-15

　　1.1 Research Background 12-13

　　1.2 Purpose and Significance of the Study 13-14

　　1.3 Organization of the Thesis 14-15

　　Chapter Two Literature Review 15-34

　　2.1 Definitions of Affect 15-17

　　2.2 Classifications of Affect 17-23

　　2.2.1 Individual Factors 17-21

　　2.2.2 Co-relative Factors 21-23

　　2.3 Relevant Theories of Affect 23-30

　　2.3.1 Krashen’s Monitor Model 24-28

　　2.3.2 Piaget’s Constructivist Theory 28-30

　　2.4 Relevant Studies Abroad and at Home 30-34

　　2.4.1 Relevant Studies Abroad 31-32

　　2.4.2 Relevant Studies at Home 32-34

　　Chapter Three Methodology 34-37

　　3.1 Research Questions 34

　　3.2 Research Subjects 34-35

　　3.3 Research Instruments 35

　　3.4 Research Procedures 35-36

　　3.5 Research Methods 36-37

　　Chapter Four Data Analysis and Discussion 37-54

　　4.1 Application on Students’ Learning 37-45

　　4.1.1 Fostering Students’ Positive Attitude 37-38

　　4.1.2 Stimulating Students’ Motivation 38-40

　　4.1.3 Enhancing Students’ Self-esteem and Self-confidence 40-42

　　4.1.4 Developing Students’ Empathy 42-43

　　4.1.5 Lowering Students’ Anxiety 43-45

　　4.2 Application on Teachers’ Teaching 45-48

　　4.2.1 Getting a Better Understanding to their Students 46-47

　　4.2.2 Identifying Teachers’ Attitude to the Students 47-48

　　4.3 Discussions on the Results 48-54

　　4.3.1 Differences between Traditional Teaching and ScaffoldingInstruction 48-50

　　4.3.2 Applications on Affective Teaching Methods 50-54

　　Chapter Five Conclusion 54-59

　　5.1 Implications 54-58

　　5.1.1 Stimulating Students’ Learning Process 54-56

　　5.1.2 Improving Teachers’ Affective Qualities 56-58

　　5.2 Limitations and Suggestions 58-59

　　Bibliography 59-64

　　Appendix 64-67

　　作者簡介 67-68

　　Acknowledgements 68

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