英語碩士畢業(yè)論文提綱格式

　　有了好的提綱就能周密地謀篇布局，使總論點和分論點有機地統(tǒng)一起來，下面是小編搜集整理的英語碩士畢業(yè)論文提綱格式，歡迎閱讀查看。

　　英語碩士畢業(yè)論文提綱格式一

　　摘要 3-5

　　Abstract 5-7

　　Contents 8-10

　　Abbreviations 10-11

　　List of Tables 11-12

　　Chapter 1 Introduction 12-15

　　1.1 Background for the Study 12

　　1.2 Purpose of the Present Study 12-13

　　1.3 Significance of the Present Study 13

　　1.4 Organization of the Thesis 13-15

　　Chapter 2 Literature Review 15-24

　　2.1 Defining and Classifying English Learning Motivation 15-18

　　2.1.1 Definitions of English Learning Motivation 15-16

　　2.1.2 Classifications of English Learning Motivation 16-18

　　2.2 Defining and Classifying Learning Procrastination 18-21

　　2.2.1 Definitions of Learning Procrastination 18-19

　　2.2.2 Classifications of Learning Procrastination 19-21

　　2.3 Brief Reviews of Researches on the Correlation between ELM and LP 21-22

　　2.3.1 Relevant Studies Abroad 21

　　2.3.2 Relevant Studies in China 21-22

　　2.4 Theoretical Framework of the Research 22-24

　　Chapter 3 Research Design 24-29

　　3.1 Research Questions 24

　　3.2 Subjects 24-25

　　3.3 Instruments 25-27

　　3.3.1 English Learning Motivation Questionnaire 26

　　3.3.2 Learning Procrastination Questionnaire 26-27

　　3.4 The Procedure of Study 27-29

　　3.4.1 Data Collection 27-28

　　3.4.2 Data Analysis 28-29

　　Chapter 4 Results and Discussion 29-60

　　4.1 An Overall Description of English Learning Motivation of Non-English Major Students 29-39

　　4.1.1 Situations of Students' Certificate Motivation 30-31

　　4.1.2 Situations of Students' Immediate Achievement Motivation 31-32

　　4.1.3 Situations of Learners' Individual Development Motivation 32-34

　　4.1.4 Situations of Learners'Intrinsic Interest Motivation 34-35

　　4.1.5 Situations of Learners'Learning Situation Motivation 35-36

　　4.1.6 Situations of Learners'Information Medium Motivation 36-37

　　4.1.7 Situations of Learners'Social Responsibility Motivation 37-38

　　4.1.8 Situations of Learner's Going Abroad Motivation 38-39

　　4.2 An Overall Description of Learning Procrastination 39-44

　　4.2.1 Situations of Learners'Arousal Procrastination 40-42

　　4.2.2 Situations of Learners'Avoidant Procrastination 42-44

　　4.3 Correlation Analysis between Students'ELM and LP 44-51

　　4.3.1 Correlation Analysis between ELM and LP in High-Score Group 46-48

　　4.3.2 Correlation Analysis between ELM and LP in Mediate-Score Group 48-49

　　4.3.3 Correlation Analysis between ELM and LP in Low-Score Group 49-51

　　4.4 Discussion 51-53

　　4.5 Major Findings 53-54

　　4.6 Implications 54-60

　　4.6.1 Recognizing Students'ELM and LP 55

　　4.6.2 Building up a Harmonious Teaching and Learning Situation 55-57

　　4.6.3 Enhancing Students'Intrinsic Interest Motivation 57-58

　　4.6.4 Making Differential Feedbacks at Different Level Students 58-60

　　Chapter 5 Conclusion 60-62

　　5.1 Conclusion 60

　　5.2 Limitations of the Research 60-61

　　5.3 Suggestions for Future Research 61-62

　　Bibliography 62-66

　　Appendices 66-68

　　Appendix A 66-67

　　Appendix B 67-68

　　Publications during the Postgraduate Program 68-69

　　Acknowledgements 69-70

　　英語碩士畢業(yè)論文提綱格式二

　　Contents 5-8

　　Abstract 8-10

　　摘要 11-13

　　List of Tables 13-14

　　Chapter One Introduction 14-18

　　1.1 Research Background 14-15

　　1.2 Research Purpose and Significance 15-16

　　1.3 The Organization of Thesis 16-18

　　Chapter Two Literature Review 18-27

　　2.1 The Development of Communicative Action Theory 18-22

　　2.1.1 Habermas's Studies 18-19

　　2.1.2 Theoretical Studies in China 19-21

　　2.1.3 Applied Studies at Home and Abroad 21-22

　　2.2 Metadiscourse 22-26

　　2.2.1 The Definitions of Metadiscourse 23-24

　　2.2.2 The Classifications of Metadiscourse 24-25

　　2.2.3 Studies about Metadiscourse in Academic Discourse 25-26

　　2.3 The Limitations of Previous Studies 26-27

　　Chapter Three Theoretical Framework 27-37

　　3.1 Communicative Action Theory 27-30

　　3.1.1 An Overview of Communicative Action Theory 27-28

　　3.1.2 Universal Validity Claims 28-30

　　3.2 An Overview about Metadiscourse 30-34

　　3.2.1 Metadiscourse in Academic Discourse Community 31-32

　　3.2.2 Hyland's Interpersonal Model of Metadiscourse 32-34

　　3.3 Analytical Framework 34-37

　　3.3.1 Metadiscourse and Communicative Action Meaning 34-35

　　3.3.2 The Representation of Communicative Action Meaning 35-37

　　Chapter Four Research Methodology 37-42

　　4.1 Research Questions 37-38

　　4.2 Data Collection 38-40

　　4.3 Research Methods 40-41

　　4.4 Research Procedures 41-42

　　Chapter Five Results and Discussion 42-93

　　5.1 Metadiscourse Markers in English Academic Discourse 42-48

　　5.1.1 The Distribution of Metadiscourse Markers 42-45

　　5.1.2 The Frequencies of Distribution 45-47

　　5.1.3 Validity Claims with respect to Metadiscourse Markers 47-48

　　5.2 The Representation of Communicative Action Meaning 48-84

　　5.2.1 Apperception and Metadiscourse 48-56

　　5.2.1.1 Transitions 49-53

　　5.2.1.2 Frame Markers 53-56

　　5.2.2 Truthfulness and Metadiscourse 56-65

　　5.2.2.1 Evidential 56-59

　　5.2.2.2 Endophoric Markers 59-62

　　5.2.2.3 Code Glosses 62-65

　　5.2.3 Sincerity and Metadiscourse 65-77

　　5.2.3.1 Hedges 66-70

　　5.2.3.2 Boosters 70-72

　　5.2.3.3 Attitude Markers 72-77

　　5.2.4 Correctness and Metadiscourse 77-84

　　5.2.4.1 Self Mentions 78-81

　　5.2.4.2 Engagement Markers 81-84

　　5.3 Summary 84-87

　　5.4 A Unitary Way or Multiple Way? 87-93

　　Chapter Six Conclusion 93-100

　　6.1 Research Findings 93-97

　　6.2 Research Implications 97-98

　　6.3 Research Limitations 98-100

　　Bibliography 100-106

　　Acknowledgements 106-107

　　Appendix Ⅰ Publication in the Period of Master 107-108

　　Appendix Ⅱ Sources of Academic Articles 108-110

　　英語碩士畢業(yè)論文提綱格式三

　　中文摘要 3-5

　　Abstract 5-6

　　Table of Contents 7-8

　　List of Tables 8-9

　　List of Figures 9

　　List of Boxes 9-10

　　Acronyms 10-14

　　CHAPTER ONE:INTRODUCTION OF THE RESEARCH 14-31

　　1.1 BACKGROUND OF THE STUDY 14-17

　　1.2 PROBLEM STATEMENT 17-18

　　1.3 RESEARCH OBJECTIVES 18-19

　　1.4 CONCEPTUAL FRAMEWORK 19

　　1.5 SIGNIFICANCE OF RESEARCH 19-20

　　1.6 DEFINITION AND THEORIES OF TERMS 20-22

　　1.7 RESEARCH METHODOLOGY 22-31

　　CHAPTER TWO:LITERATURE REVIEW 31-55

　　2.1 INTRODUCTION 31-32

　　2.2 ANALYZE THE DIFFERENT THEORIES OF POVERTY 32-34

　　2.3 GROWTH AND POVERTY REDUCTON-GENERAL RELATIONS 34-36

　　2.4 RELATIONSHIP BETWEEN AGRICULTURAL DEVELOPMENT AND POVERTY REDUCTION 36-39

　　2.5 AGRICULTURE AND PRO-POOR GROWTH 39-48

　　2.6 RURAL POVERTY IN BANGLADESH 48-55

　　CHAPTER THREE:REVIEW OF POVERTY REDUCTION AND AGRICULTURALPOLICIES IN BANGLADESH 55-86

　　3.1 INTRODUCTION 55

　　3.2 OBJECTIVES AND PRINCIPLES OF AGRICULTURAL POLICY 55-58

　　3.3 PROCESS OF MAKING AND IMPLEMENTING AGRICULTURAL POLICY 58-61

　　3.4 BACKGROUND OF THE AGRICULTURAL POLICY OF BANGLADESH 61-63

　　3.5 MAJOR AGRICULTURAL POLICIES 63-79

　　3.6 REVIEW ON POVERTY REDUCTION STRATEGY 79-82

　　3.7 POVERTY MAP OF BANGLADESH-A BRIEF SCENARIO 82-86

　　CHAPTER FOUR:RESULTS AND FINDINGS FROM THE FIELD SURVEY 86-105

　　4.1 FARM HOUSEHOLD INTERVIES 86-92

　　4.2 SITUATION OF MARKET AND MARKET ACCESS 92-96

　　4.3 SITTUATION OF AGRICULTURAL INPUT AND SUBSIDY 96-100

　　4.4 SITUATION OF EXTENSION TRAINING AND EDUCATION 100-102

　　4.5 OPINIONS OF GOVERNMENT OFFICIALS ON AGRICULTURAL POLICY 102-105

　　CHAPTER FIVE:CONCLUSION AND DISCUSSION 105-116

　　5.1 CONCLUSION 105-108

　　5.2 DISCUSSION 108-111

　　5.3 PROBLEMS IN RESEARCH 111-112

　　5.4 RECOMMENDATIONS FOR FURTHER POLICY REFORM 112-116

　　REFERENCES 116-124

　　ACKNOWLEDGEMENT 124-125

　　ANNEX 125-140

　　CURRICULUM VITAE 140-141

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