英语本科毕业论文篇1

Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.

Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.

Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.

Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.

Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.

论文致谢二：

Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.

Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.

Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.

Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.

论文致谢三：

Iwouldlikeexpressmygratitudetoallthosewhooffergreathelpformythesis.

Firstandforemost，mydeepestgratitudegoestomysupervisorProfessorYuMuhong，forhisfather-likeencouragementandguidance.Heprovidedmewithabundantsuggestionsandpricelesscriticismsformywritingofthethesis.Butforhisconstantpatientguidanceandenlightenment，thethesiswouldhavebecomeamissionimpossible.

MysincerethanksalsogototheteachersfromtheSchoolofForeignLanguagesofZhejiangUniversityofFinanceandEconomics，whojointlyledmeintotheholytempleofacademicfield.Here，IwanttosendmygratefulnesstothoserespectedteacherslikeProf.WangBaorong，Prof.LiChangbao，Prof.ChenXianghong，Prof.ShaoYouxue，Prof.TengChao，Prof.CenQunxiaetc.Thankyouforyourbeingwithmeandbeingthewitnessesforthebirth，growthandperfectionofmythesis.

Ifeelindebtedtomyparents，withouttheirmentalandmaterialsupport，Icouldbarelyfinishthethesisontime.

Finally，mythanksshouldbesenttoallmyclassmates，fortheirendlesssupportandwarmhearts，makingmefeellikelivinginaunitedbigfamily.

论文致谢四：

Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.

Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.

Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.

Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.

Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.

论文致谢五：

Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.

Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.

Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.

Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.

论文致谢六：

Iwouldlikeexpressmygratitudetoallthosewhooffergreathelpformythesis.

Firstandforemost，mydeepestgratitudegoestomysupervisorProfessorYuMuhong，forhisfather-likeencouragementandguidance.Heprovidedmewithabundantsuggestionsandpricelesscriticismsformywritingofthethesis.Butforhisconstantpatientguidanceandenlightenment，thethesiswouldhavebecomeamissionimpossible.

英语本科毕业论文篇2

专 业： 英 语

学 号： 00000000

指导教师： 赵 草 稿

20xx年5月

thesis writing standard for english major undergraduates:with a thesis pattern

by

lü ren’ai

shangqiu normal university

may 20xx

摘 要

{摘要是论文的浓缩，应包括结论等内容，是完整的短文，具有独立性，可以单独使用。即使不看论文全文的内容，看摘要仍然可以理解论文的主要内容。切忌把导论(introduction)的内容作为摘要内容。在下段键入中文摘要内容，并用论文的关键词替换“关键词”后的词(删除多余的词)。如果需要输入顿号(、)、间隔号(·)、书名号(《》)、破折号(——)等标点符号，不会键入请从这里复制。中文摘要要求在200～300字。}

关键词：词1;词2;词3;词4;词5

abstract

{英文摘要及关键词内容与中文内容完全一致。注意看懂附录部分标点符号部分的内容，不要用不规范的形式输入标点符号，更不要输入错误符号。在下段键入英文摘要内容并用论文的关键词替换“key words”后的词(删除多余的词)。}

key words: word 1; word 2; word 3; word 4; word 5

contents

摘 要 i

abstract ii

contents iii

1 简介 1

2 电子版与纸质版 1

3 模板的使用 1

3.1 键入文本 2

3.2 应用格式 2

4 论文结构与写作要求 2

4.1 封面与题目 3

4.1.1 封面 3

4.1.2 题目 3

4.2 从摘要到目录 3

4.3 正文 3

4.3.1 总体要求 3

4.3.2 标题和层次 3

4.3.3 例句及其他列表项 4

4.3.4 脚注 4

4.3.5 引用标识与参考文献 4

4.3.6 附录(可选) 6

4.3.7 页眉 6

5 其他要求及注意事项 6

references 7

附录 标点符号的计算机输入 7

简介

{本科毕业论文是本科生毕业前的最后一个重要学习环节，是学习深化的重要过程。它既是学生学习、研究与实践成果的全面总结，又是对学生素质与能力的一次全面检验，也是申请学士学位的依据。论文写作是在前人研究的基础上提出自己的观点，严禁抄袭、剽窃。外语学院参照商丘师范学院本科毕业论文撰写规范，结合英语专业的实际情况，特制定本撰写规范兼论文模板，作为英语专业毕业论文写作的标准。本规范未尽事宜，在导师指导下自行处理。务必在仔细、完整地阅读本规范之后再开始写作论文。

考虑到软件可能存在问题，本规范的doc版在显示时可能走样，附件1是本规范的pdf版本，其样式是标准样式。}

电子版与纸质版

{论文须提交初稿、二稿及终稿的电子版和纸质版。用microsoft word软件打开本规范的doc版，以新文件名另存到自己存放毕业论文资料的文件夹，要求文件格式为doc格式(microsoft word 1997~2003/xp版本的默认保存格式);2007及以后的版本的默认保存格式是docx，建议尽量使用较老版本的microsoft word，若使用新版，请确保保存格式为doc。另存后，直接按照本规范的要求操作直到初稿完成;每一稿都先作另存的操作再开始修改。注意在整个论文写作期间都做好u盘与网络双备份工作。

纸质文件采用a4复印纸单面打印，左侧装订。提交的纸质论文必须与提交的电子版内容完全一样。如果在写论文时安装、使用了非系统自带字体(如国际音标字体)，请随电子版提交该字体文件。}

模板的使用

{本规范的doc格式电子文件是毕业论文的写作模板，提供论文写作所需样式，便于写作和修改，并对格式进行统一要求。下面对模板的使用作一简要说明。}

键入文本

{用花括号扩起来的内容是模板说明性内容，在初稿写作完毕后删除。把插字符打到正文任何一个段落(包括标题)末尾，按回车，即可键入论文内容。请仔细阅读附录，以便正确输入标点符号。}

应用格式

{本模板规定的格式有：[ 注意例子中的换行符(向下的直箭头)。想使编号段落的上下两行左对齐，需要换行而不分段，单击“插入”“分隔符”，选“换行符”，然后单击“确定”。]

a. 1标题1：用于一级标题;b. 1.1标题2：用于二级标题：c. 1.1.1标题3：用于三级标题：d. 正文不缩：用于一般正文段落;e. 正文左缩：用于独立成段的引文;f. 正文编号：用于按规定必须编号的段落;g. (1) 编号：用于按规定必须编号的段落;h. 参考文献：用于参考文献条目。

其中除了 (1f) 和 (1g) 要求必须用格式刷复制、粘贴格式(详见第4.3.3部分的说明)，其他格式都必须从格式窗格中选。默认格式是“正文不缩”(本段使用的就是这种格式)。根据不同部分内容要求的要求按照下述方法应用格式，不能擅自更改或更换(可根据实际情况作字体倾斜等操作)：把插字符打到某段，单击菜单栏里的“格式”，选“样式和格式”，在右边出现的格式窗格中单击所需格式即可。出现在格式窗格中但 (1) 中没列的格式不能随便应用。}

论文结构与写作要求

{论文必须包括外封面(中文封面)、内封面(英文封面)、中文摘要(附中文关键词)、英文摘要(附英文关键词)、目录、正文、参考文献。在参考文献之后可有附录。}

封面与题目

封面

{封面包括两个：外封面(中文封面)和内封面(英文封面)，封面样式严格依照模版。}

题目

{用论文题目替换模板题目，不能改变格式。论文题目应该简短、明确、有概括性。中文字数不超过25个字，外文题目不超过15个实词，题目末不使用标点符号，中外文题名应一致。标题中尽量不用英文缩写词，必须采用时，应使用本行业通用缩写词。中英文标题均占一至两行。中文标题如有副标题，主副标题各占一行，副标题前加中文破折号;英文副标题不单独成行，与主标题之间用冒号(后加空格)隔开。英文题目用标题式大小写格式，由于标题式大小写没有统一的标准，本规范要求除了不位于主、副标题开头和结尾的冠词、介词(不论长短)、并列连词、动词不定式标志to等词，所有的词(包括复合词的连字符后的部分，但不包括像twenty-one这样的复合数词的连字符后面的部分)都大写。}

从摘要到目录

{具体要求见第i至iii页。不要改动用罗马数字编号的页码部分的标题。}

正文

总体要求

{论文正文应包括引论、主体(主体至少分两大部分)及结论等部分，一共最少四部分，最多六部分。正文用英文写，拼写形式全文统一为英式或美式(直接引用时例外)，不能英美式混杂。用阿拉伯数字编写页码的部分字数不少于3000字(英文单词)。}

标题和层次

{标题要求除了有编号、字号不同和不能有副标题这几点外，其他要求同论文英文题目。层次根据实际需要用两层或三层(即标题最多有两到三级)，主体部分至少有一部分包含两层。可以直接替换本规范的标题(选定后不删除而直接键入)，根据需要添加、删除标题。三层标题的格式分别采用“1标题1”、“1.1标题2”和“1.1.1标题3”。编号用的是word的多级编号，在增删标题时编号会自动调整，无需手工调整。}

例句及其他列表项

{根据需要，例句、规则等尽量单独成段，统一编号，编号用 (1)，(2)，(3) ……的形式(顶格)，全文从 (1) 开始统一连续编号(自动编号，增删编号段落后编号会自动调整)，样式参照本规范的编号段落。该类段落的规定格式是“正文编号”;要求用格式刷从本规范的任何一个这类编号段落复制、粘贴格式，不要从格式窗格中选这类段落的样式。复制格式的方法是：把插字符打到任何一个此类已编号的段落中，单击“格式刷”按钮，然后再单击需要编号的段落。脚注中的例句编号用小写罗马数字i、ii、iii的形式，段落和文字格式不作特别要求。现再举例如下 (由于连续编号，故号码继续前面的 (1)，是 (2) 和 (3))，作为翻译和对话类例句的参照格式：

john likes mary.约翰喜欢玛丽。

a: do you like apples?b: yes.}

脚注

{对文中内容的注释采用脚注形式[ 注释分脚注和尾注两种主要形式，前者的内容位于每页下面，后者的内容位于文章末尾。本规范规定论文写作使用脚注，不使用尾注。把插字符打到正文中需要注释的地方，单击“插入”“引用”，在展开的子菜单中单击“脚注和尾注”，再单击“确定”，键入注释内容。本注释就是脚注的形式。]，全文连续编号(自动调整编号)。}

引用标识与参考文献

{引文是论证的辅助手段，应忠于原意，准确切题。除非特别必要，不要引用非学术文献，如通俗读物等，尤其不要引用非专业人士(如名人或领袖)的话或观点作为自己观点的支撑(尽量避免诸如“einstein says”、“confucius claims”这样的话，如果确实有必要引用一定要详细注明出处)。根据情况用直接引语或间接引语的语法形式;直接引用文字超过四至六行字时，或诗歌超过两行时，应独立成段，应用“正文左缩”格式，下面是该格式的样式：

text texttext text text. (zhang 2005, 88)

在论文中引用文献时，应加以标识，详细说明见附件2。引用的文献如果是用中文书写的，不能直接引用中文文本，必须将其意思用英文表达，一般用间接引语的形式安排，在必要时可用直接引语的形式，在后面以加方括号，方括号内注明translation mine)。

参考文献直接反映论文的质量。要求在论文正文后的references下面列出在论文中引用或参考过的论文、专著及其他资料(采用“参考文献”格式)，所有条目按照作者姓氏的字母顺序排列，不要编号。不能罗列文中没有引用的文献。文献条目应以与论文工作直接相关的近年的学术文献为主，包括期刊论文、博士学位论文、论文集里的文章、专著等;至少十条，且以期刊论文为主，近五年的文献占五条以上，发表在《中文核心期刊要目总览》收录的期刊上的论文占三条以上。

毕业论文的引用及参考文献体例以chicago体例(chicago style)的作者—年代制(author-year system)为标准。附件2包含了该标准的主要内容，请尽量按该标准写作。请注意大小写、正斜体、空格、姓与名的相对顺序、缩写形式、标点符号等。特别注意连数符不是连字符(-)，而是en dash(–)，可从这里复制。下面把该标准的大小写和正斜体原则略述如下：

大小写：仅同名连续出版物(如期刊journal)的名称用标题式大写，其他的主副标题名称(包括书名)用句子式大写;

正斜体：广义的书名(包括期刊名等)用斜体，文章名(包括书的章节标题、学位论文标题)用正体。

中文文献，按照附件2第9、12页的红字的范例的样式，把汉字形式的文字转写成拉丁字母形式(注意ü不能用v代替)，并把标题翻译成英文(置于方括号内)。其姓名与普通英文姓名一样处理，第一作者姓前名后，姓、名之间用逗号 + 空格隔开，非第一作者用名前姓后(不加逗号)的形式。}

附录(可选)

{不宜放在正文中但有重要参考价值的内容(如问卷、测试题等)可编入论文的附录中，位于参考文献之后。附录采用appendix(只有一个)或appendix a、appendix b(两个以上)的形式，后面加两个空格再键入附录的标题，使用格式“1标题1”，删除标题前面的自动编号。}

页眉

{见第i页右上角的说明。}

其他要求及注意事项

{在写作时请注意以下几点：

除在直接引语中，尽量避免用缩略词(如isn’t, don’t, etc.等)，尽量使用is not, do not, and others等形式。

罗马数字用西文字符，如i和ii，ii和iv等(在英文输入状态下分别键入i、v、i、v等字母来组合)，不要用中文字符ⅰ、ⅱ、ⅳ、ⅰ、ⅱ、ⅳ等。

区别元语言与对象语言。用英文写作，元语言是英文，对象语言是谈到的语言成份，可能是英文，也可能是其他语言，如英文字母、语素、词、短语、句子等。如果对象语言的文字是拉丁字母形式(如英文、法文、德文等)，一律用不加引号的斜体字(编号例句除外)，保留字母上面的两点等附加符号。在写非翻译研究类论文时，非拉丁字母文字(如日文、中文)一般应转写成拉丁字母形式，用不加引号的斜体字;在非用汉字不可的情况下(区别歧义、说明字型等)在拉丁字母形式的字词(斜体)后跟相应汉字(楷书、正体)或日文假名等字符;汉语无特殊情况其拉丁化标准一律采用汉语拼音(本规范要求词内无空格，词间有空格，略去调号)，注意ü不能用v代替。翻译研究类文章可不转写成拉丁字母形式而直接使用汉字例句(用不加引号的正体字)。用单引号而不是双引号表各种意思，尤其是词(句)的语义解释(双引号作一般引用或强调时使用，双引号内再用引号时用单引号)。下面几个例子可以说明对象语言的处理方式和单引号的用法：the chinese word heiban ‘blackboard’ is a compound; similarly, the english word blackboard is also a compound;hongcha means ‘black tea’;the letter a;the suffix -ful;the sentence john hates mary;the articles the, a, an。注意在最后一个例子中，第一个定冠词属于元语言，不用斜体，第二个定冠词和两个不定冠词是对象语言，用斜体，属于对象语言的三个词之间的逗号属于元语言，用正体。}

references

{此标题不要改动。条目格式见第4.3.5部分的要求，下面提供参考文献条目的样式：

英语本科毕业论文篇3

毕业论文写作是考查学生综合能力、评估学业成绩的一个重要方式。完成毕业论文的写作与答辩是学生取得毕业资格、获得学士学位的必备条件。为了更好地规范高师院校英语专业毕业论文写作的教学与指导，我们以长春师范学院英语专业2009届学生

为研究对象，探讨了毕业论文写作课程的设置及教师的指导策略。

一、英语专业毕业论文写作课程的设置

《高等学校英语专业英语教学大纲》中并未规定高校是否需要开设毕业论文写作课程，因此鲜有高校把毕业论文写作纳入教学计划中。但从实际情况来看，开设毕业论文写作课能够有效地提高学生毕业论文撰写能力，并且培养其独立思考、探索的科研能力。我校2009―2011三年开设了毕业论文写作课程，笔者仅以此为基础得出一些经验：

1.课时安排

毕业论文写作能力的提高绝不是一蹴而就的，在二年级与三年级开设写作课时，教师可以渗透毕业论文写作要求，安排学生查阅资料、写学期论文等。在此基础之上，我们把毕业论文写作课程与教师单独指导相结合。

2.教学内容

毕业论文写作课往往涉及如下内容：论文选题、开题报告、文献综述、文献检索、写作技巧、专题写作、研究方法、论文格式、论文修改、常见错误评析、论文答辩及注意事项等。近年来，我国出版了很多关于英语专业本科毕业论文写作方面的专著与教材，但考虑到此门课程的实用性及学时的局限性等因素，任课教师需要自行选择与整理，总结出适合所教学生学习程度的教学内容，使学生在最短的时间内快速、清晰地掌握论文写作要领。

3.教学方法

此门课程强调培养学生的实践能力，因此教学形式应该是教师讲授与学生操练相结合。教师讲完每章节内容后，布置相关任务要求学生课后完成，之后再根据其完成情况进行总结，或是让学生以小组形式进行讨论，互相评价与修正。同时，教师也应该提供优秀论文与问题论文供学生参考、借鉴，让学生从评论者的角度去发现问题、解决问题。这样，通过讲解可以引导学生开展下一步的工作，通过实践又能使学生避免不必要的错误。

4.考核办法

本课程以考核学生的平时任务完成为主，辅以期末考试考查理论知识及对知识的实际应用。平时的任务形式包括小组活动、资料搜集、实验设计等，而期末考试可以以开卷形式进行或是要求学生事先准备，写与所选题目相关的文献综述、论文各部分，如引言等。

二、教师的针对性指导

论文写作课只是为学生建构了毕业论文写作的大体框架，而具体的实施则需要指导教师给予学生有针对性的辅导。两者应同步进行，相辅相成。

1.毕业论文的选题直接关系到论文的完成质量

在论文写作课初步介绍完论文选题之后，教师可以给出和自己研究方向紧密相关的论文题目供学生选择。这样，教师可以给予学生更多的帮助，同时也可以让学生参与到自己的研究中，做到教学相长。

2.指导学生科研方法，培养学生科研能力

教师还应该着重注意指导学生查阅资料，了解最新的研究动态，避免学生思路闭塞以致题目陈旧、没有研究价值。另外，由于专业特点，很多学生选择了英语教学法，但他们的论文往往只限于文献研究，并不能真正与教学相联系。教师可以指导并帮助学生结合论文课上所讲的科研方法，设计试验，做调查分析等，真正培养学生的研究能力。

3.要加强对毕业论文的监督力度

教师要对学生进行诚信教育，强化指导与监控，力求避免抄袭现象。同时，也要督促学生合理规划时间，及时与老师沟通，保质保量地完成论文撰写工作。

毕业论文写作是大学英语专业毕业前最后一项也是极为重要的一个教学环节，它的顺利完成需要学生、学校和教师三方面的共同努力。我们希望规范的教学及指导能帮助学生养成科学的研究态度，形成严谨的学术作风，为他们将来的工作打下良好的基础。

参考文献：

［1］程小蔷.英语专业毕业论文指导策略研究［J］.成人高教学刊，2010（2）.

［2］吴俊.关于本科院校开设英语毕业论文写作课的思考［J］.忻州师范学院学报，2011-08.

作者简介：

英语本科毕业论文篇4

［中图分类号］G642.4 ［文献标识码］A ［文章编号］1009－5349（2012）02－0195－02

引言

根据开放教育本科英语（教育方向）教学计划的规定，学员在基本修完本专业规定的必修课和选修课后，进入以撰写毕业论文为主的集中实践环节。教学实践设计环节即毕业论文设计是开放教育本科英语专业教育方向的一个极为重要的环节。在本文中，笔者基于近五年的毕业论文指导实践基础，阐述了开放教育英语本科毕业论文的特点，分析了毕业论文写作中存在的问题和不足之处，并在此基础上提出了相应的对策与建议。

一、开放教育本科英语专业毕业论文的特点

开放教育本科英语教育专业学员所写的毕业论文除了学术性（scholarly）、创新性（original）、规范性（formal）这几个毕业论文的基本特征外，还应体现英语教育的职业性（professional）和过程性。

（一）毕业论文的设计应体现理论联系教育实践原则

所谓“学有所用”，学员毕业论文的选题要结合自己的课堂教学实践，真正解决本人在教学实践中遇到的客观存在的问题。毕业论文指导教师应就“教学行为研究”的基本要求和原则面向全体学员以讲座或课程的形式进行指导。整篇毕业论文至少要体现有四次教学研究记录或教学日记；要有一次课堂教学的录像或录音；要有原始调查问卷，或座谈的录音等，以保证教育教学这一职业性的凸显。

（二）毕业论文的设计应该体现过程性原则

整个毕业论文设计必须经过问题分析、方案设计、项目实施、项目评估和项目报告几个阶段。学员的研究必须针对其课堂中确确实实反映出的问题，方案的设计必须符合要求，实施阶段必须严格监控，保证有一个月的实施时间，指导教师对学生的研究要如实评估，项目报告，亦即论文必须符合论文的写作规范，要体现指导过程。整个设计环节由5个环节组成：

1.项目启动：指导教师可采用集体或分散等指导方式，介绍研究原则和研究方法，布置研究任务；

2.问题分析和方案设计：学员分析自己课堂教学中反映出的问题，设计问题解决方案；

3.项目实施：学员通过课堂教学具体实施方案；

4.项目评估：学员运用评估手段和方法，对项目的事实情况及结果进行评估；

5.项目报告：学员根据论文写作规范，用英文写出正文4000词左右的项目报告，同时提供项目实施过程中的所有原始材料。

在整个论文的写作过程中，项目启动是整个论文写作的理论基础；问题分析和方案设计确定论文研究方向；项目实施是论文实用价值体现的关键环节；项目评估是对论文学术价值的提炼；项目报告是对整个写作痕迹的保留。这五个环节环环相扣，缺一不可，相辅相成，层层递进。

二、撰写开放教育本科英语专业毕业论文存在的问题及其对策

毕业论文写作对于开放教育本科英语专业的学员来说非常具有挑战性，因为除了完成一般毕业论文所要完成的各个环节以外，英语专业的学生还需用英文进行毕业论文的写作。要想顺利完成英语专业毕业论文设计,学员要从论文的选题、时间安排及写作心态三方面同步着手。

（一）选题问题

开放教育学员本身写作水平不高（大多学员学历为中专），面对论文选题往往要么望而却步，要么求大求空，无法驾驭论文写作。要解决毕业论文选题难这个问题，在具体的毕业论文指导实践中，指导教师则需着力推进“两个兼容”原则。该原则有利于学员对自己的教学实践进行反思，并学以致用。

1.原则之一：教学实践和学术研究兼容。由于开放教育本科英语专业的学员大多数是中小学一线教师，有着相当丰富的教学经验，驾驭本专业与自己工作实践联系紧密的论文选题会相对来说容易得多。其次，学员对自己多年来的教学实践进行反思和思考，整理和提炼教学心得，再用于指导自己的教学实践，这样的论文很有实践性和指导性。最后要注意在强调联系教育实践的同时，也不能轻视了毕业论文的规范性，学员通过英文写作锻炼了英文写作技巧，同时也对论文写作的规范要求进行了写作实践。

2.原则之二：个人特长和实际情况兼容。学员进行毕业论文的选题时还要考虑自己的特长、综合知识水平、学术科研能力和客观条件。学员最好选择自身擅长并且有一定兴趣的题目。擅长能表现出学员对该论题有较深的认识思考及一定的实践经验，能降低写作难度，更充分地发挥个人的主观能动性，从而做到素材充实，个人见解深刻，针对性强。指导老师可帮助学生对历年的论文题目进行归类，然后就每一类给出具体实例，让学员亲身体验，和学员共同探讨，寻找自己感兴趣、熟悉或是能驾驭的题目。历年论文题目基本可划分为教学实践经验总结、学生心理研究、学科思想、学生非智力因素等方面。

（二）时间问题

由于开放教育本科英语专业学员大多为成人或在职中小学英语教师，工作负担沉重，家庭生活压力大，在完成工作任务和照顾好家庭之余用于论文写作的时间就非常有限，因此时间的合理安排和使用是毕业论文按期按质完成的重要保障。毕业论文的时间安排表如下：

从上表可以看出，在教学计划中留出用于毕业论文写作的时间本身就非常有限，且由于是安排在最后一个学期，面临毕业，论文已无延期上交的可能性，因学员自身不够重视或工作忙等原因最后只能选择放弃论文答辩的现象屡见不鲜。为改变这一无论是学员还是指导教师都不愿意看到的局面，笔者建议首先学员应当重视毕业论文的写作，毕竟三年所学，毕于所写。学员应当处理好学业与工作的关系，充分、高效地使用业余时间进行论文方案的实施及撰写，对写作过程中的困难要有充分的思想准备，耐得住寂寞，忍得下艰苦。其次，作为指导教师则应确实把握好论文写作的每个环节，运用E-Mail、手机等现代化联系方式，或告知学生可进行双向语音或视频联络的网址（例如雅虎通、QQ、MSN等）充分与学员进行有效沟通，指导到位，引导学员逐段完成论文，渐入佳境。按时间安排逐项完成各项写作任务还有赖于指导教师对学员的阶段性检查，定期检查学生的工作进度和质量。

（三）心态问题

学员积极的写作心态，是毕业论文顺利完成的重要保障。积极心态的创立离不开指导教师的培养和学员自身养成。

1.指导教师要为学员设置成功目标。在长达半年的毕业论文写作过程中，指导教师在学员因为这样或那样的困难导致论文写不下去时,应不厌其烦地进行鼓励。为了使毕业论文顺利完成这一远景目标变得不那么遥不可及，指导教师可以对远景目标进行分解，放在每一个写作阶段，逐一完成，使得远景目标的实现具备较强的可操作性。

2.学员对自己的论文写作应持积极心态。积极心态是一种对任何人、任何情况或任何环境所把持的正确、诚恳而且有建设性，同时也不违背法律、道德和人类权利的思想、行为或反映。积极心态有利于毕业论文的顺利完成。下图是柳州市广播电视大学2005-2011年部分毕业生毕业论文心理状况调查表，可以反映出由于持不同心态的毕业生参加毕业论文写作会产生的不同结果。

柳州市广播电视大学2005-2011年部分毕业生毕业论文心理状况调查表

上表显示的状况是不能令人放心的，这样的心态必然会引发教学、管理等方面的一系列问题。混学、浮学现象严重，缺勤、论文抄袭、拼凑等现象屡禁不绝。这些与上述消极心态有直接的关系。在艰辛的毕业论文创作过程中，学员应抱积极心态，把自己遇到的种种失败看成人生经历的宝贵财富。不论怎样，坚持下来，就是最大的胜利。在近五年的指导毕业论文的实践中，笔者发现具有积极心态的学员写作目标明确，动机强，遇到写作困难时善于动脑筋、想办法，写作进展速度快。而具有消极心态的学员在进行毕业论文的创作时，往往遇难而退；面对种种写作困难采取逃避或是蒙混过关的办法，其结果往往是论文不能按时上交，延期毕业。

三、结束语

综上所述，坚持“两个兼容”原则指导学员选题，合理安排论文撰写时间，帮助学生建立积极的撰写心态，能较好地体现电大开放教育培养“实用性、应用性”人才的办学宗旨，可以在一定程度上消除当前毕业论文写作的尴尬状况。毕业论文是一个极其艰辛的实施过程，只要学员合理安排好论文写作时间，保持积极的写作心态就能顺利完成毕业论文的写作，参加论文答辩，达到个人的学术研究高峰。

【参考文献】

[1]黄芬香.开放教育文科类毕业论文评价模式的构建[J].中国远程教育,2006(4):34-38.

[2]施小平.试论高校毕业论文(设计)的全面质量管理[J].高教探索,2006(4):62-64.

[3]曹文荣.远程教育毕业论文指导方法研究――基于上海电大毕业论文指导的实践[J].研究与交流,2007(5):11-13.

[4]王正东.流程型开放教育毕业论文(设计)追踪管理模式[J].广播电视大学学报:哲学社会科学版,2006,(3):125-127.宋立平.毕业论文写作指导[M].保定:河北大学出版社,2003.12.

[5]杜祥培,尹跃妮,欧阳中万.提高本科毕业论文(设计)质量的探讨[J].当代教育论坛,2003(9):75-77.

[6]司景萍,高志鹰.提高毕业设计质量的措施探讨[J].高等教育研究,2010(3):43-46.

[7]顾冀梅.关于英语专业本科毕业论文课程改革的思考[J].教育与职业,2009(12):164-165.

[8]郑秀恋.英语专业本科毕业论文选题的问题及对策[J].浙江理工大学学报,2009(3):436-439.

英语本科毕业论文篇5

中图分类号：G642 文献标识码：A 文章编号：1672-3791（2014）09（c）-0135-01

该文拟论述毕业论文培养应贯穿于整个本科阶段的课程教学，分析毕业论文培养与课程教学之间的关系，从英语本科毕业论文存在的问题来审视目前的英语本科教育，探索其对英语本科教育的指导性。

1 毕业论文培养环节与课程教学

教学计划上所谓毕业论文培养环节只是用来界定毕业前的最后学习阶段，而对学生的培养远不仅限于此阶段。《高等院校英语专业教学大纲》也指出：“毕业论文是考察学生综合能力，评估学业成绩的一个重要方式。”[2]由此可见，毕业论文的质量反映了本科阶段的教学质量。它表明了学生的外语水平和实际应用外语的能力，学生发现并提出问题、解决问题的能力以及独立从事科研工作的能力[1]。这些能力的培养都涉及到本科阶段的所有课程教学，远非短期的毕业论文写作指导所能及。另外，可以看出毕业论文是对本科教学质量的检测，而毕业论文存在的问题也集中体现了常规教学中的弊端。分析毕业论文存在的问题可以有效地指导常规课程教学，而课程教学质量的提高也必将体现到毕业论文质量上。

2 存在主要问题

通过对某高校2007、2008级英语本科毕业论文的综合分析，以及对这两界毕业生进行的问卷调查，发现毕业论文写作存在的问题集中体现在以下两个方面。

首先，英语语言能力较差，思路不清晰，语言缺乏逻辑性。学生英语行文能力差，语法错误多，文章可读性较低。写作目的不明确，陈述思路混乱，经常出现文不对题的情况。很多同学虽然用英文行文但是却用汉语思维组织语言，使行文前后不连贯缺乏逻辑性，且不注重段与段之间的粘连，整篇文章呈现出零散，脱节，中心不明确的状态。

其次，缺乏问题意识；论证过程缺乏理论支撑。学生缺乏问题意识，对所学的知识大多是被动的接受，很少对所学知识进行创造性思考；另外学生的知识积淀较少，无从发现问题。因此绝大部分学生的选题通过网上搜索，拼凑而来，这给论文写作带了极大的困难。再者，学生对相关理论知识被动接受，不能与实际相结合应用到论证过程中，这使得文章缺乏说服力，大多停留于感性层面的叙述。

根据以上两个方面问题，笔者将本科教育阶段的课程分为语言能力基础课程，高年级专业课程两类来探究毕业论文对课程教学的反拨效应。

3 对课程教学的反拨效应

3.1 语言能力基础课程

学生在毕业论文写作中表现出来的英语行文能力差不能简单地归咎于写作、语法或某一门课程。语言能力的听、说、读、写是一个有机整体，是相互依存，相互作用的。因此，英语语言能力低是所有听说读写的基础课程的问题。反思一下这些基础课程就不难找出其中原因。阅读课和听力课上教师注重传授解题技巧，如何在考试中得高分。通常课程内容是大量解题训练，而不注重学生对整篇文章的综合分析和理解。语法课大多是教师孜孜不倦地讲解语法点然后做大量的应试练习，脱离了作为载体的语言，学习语法的意义也仅仅是卷子上一个高低不同的分数而已。写作课亦是如此，固定的框架，模式，句型一切都服务于考试。综合英语本是一门将听说读写整合并形成语言自主输出的课程，但学生被要求背单词，背课文，大部分时间是被动地接受，很少有在真实的语言环境中进行自主语言输出的机会。不难看出，语言能力培养的基础课程的重心偏向于应试训练而忽略学生这个主体，久而久之，学生也习惯这样的被动接受。然而，要使教师所传授的这些语言规则支配的语言行为达到完全自由自主的程度，即内化为学生自己的语言能力，是需要大量的自主的语言输出练习才能转化为语言技能，才能帮助学生顺利地完成毕业论文写作。因此，要提高学生的语言能力，就要将语言能力基础课程的重心转向学生语言能力的培养，如何在大量的自主语言输出训练中将输入，分析，理解，归纳，总结，输出内化为学生自己的语言能力。

3.2 高年级专业课程

高级专业课程主要是指语言学、文学、翻译方向的相关课程，以及一些行业英语课程。这些课程是学生毕业论文题目的主要来源。然而，学生在毕业论文阶段却表现出缺乏问题意识，不能发现问题，更不用说解决问题。而论文选题的动因是在于发现问题，这样才能就题而论，有话可说。[3]这与基础课程养成的被动接受的习惯不无关系，更重要的是在教学中教师通常只激发学生的低级心里过程（lower mental process）。以文学课为例，老师讲授每个时期特点，文学贡献，某个作家的生平，著作，对文学理论进行介绍以及一些著名作品的分析，考试的内容也大致如此。学生只需要简单背诵，再现即可，背诵再现即是不需要思维的低级心里过程。而毕业论文写作恰恰需要调动学生的高级思维过程（higher mental process），需要学生有缜密的外语思维能力，批判的、系统的推理能力和跨文化沟通能力。[4]久而久之，学生自然很难通过自主思维发现问题，即缺乏问题意识。因此，对于选题往往采取“拿来主义”，以至于论文写作时无话可说，只能继续采取“拿来主义”。由此可见，高级专业课程应该思考如何调动学生的高级心里过程，提高学生的问题意识，学会如何发现问题，用缜密严谨的思维分析问题，解决问题。

4 结论

本科教育是一个系统工程，毕业论文项目和其它课程均为此系统的构成要素，它们不应是孤立存在而应是相互联系、相互作用。[5]同时，毕业论文对本科教育进行综合检测，对本科教育起到有益的指导作用，促使高校改进并提高教学质量，而教学质量的提高又反作用于毕业论文写作，从而从根本上提高毕业论文质量。

参考文献

[1] 教育部高等教育司.北京市教育委员会.高等学校毕业设计（论文）指导手册外语卷（修订版）[Z].北京：高等教育出版社 经济日报出版社，2007：1.

[2] 高等学校外语专业教学指导委员会英语组.高等学校英语专业英语教学大纲[Z].上海：上海外语教育出版社，2000：5.

英语本科毕业论文篇6

毕业论文的质量是反映大学生学习效果与专业素质的一项重要指标。随着各个领域的国际交流与合作日益增多，我国对外科技交流日益频繁，论文尤其是论文摘要的撰写与翻译引起了人们高度重视，对论文摘要翻译的关注度也越来越高，同时“论文摘要的格式和结构都趋于格式化”。[1]（P157）然而值得注意的是，由于种种原因，如相当一部分毕业生在撰写毕业论文时已不再系统英语学习，日常英语教学中教师缺乏这方面的指导和训练等，目前许多毕业论文英文摘要还存在某些缺陷与问题。

本文以非英语专业本科生毕业论文摘要的英译为研究对象，通过问卷调查、摘要译文搜集、文本细读，分析总结翻译中的常见错误，结合问卷结果，提出提高翻译水平的有益建议。

1 现状

在百度搜索引擎中输入“毕业论文摘要翻译”，可找到超过200万个结果，其中绝大多数或是论文摘要翻译求助或是提供论文摘要翻译服务的。这一现象说明尽管大学本科毕业生已经进行了至少十年的英语系统学习，但在具体应用尤其是论文摘要翻译上，仍然需要进一步的训练和指导。

笔者对天津城建大学150名非英语专业大三、大四的学生进行问卷调查，内容主要包括学生对未来毕业论文英文摘要翻译的预期等相关问题，同时涉及大学英语、专业英语课程的反馈。

从调查问卷中反馈的主要信息有：绝大多数学生（84.90%）会重视毕业论文摘要的英译，然而有超过六成（60.37%）的学生认为自己难以独立完成这项工作，因此大部分学生（75.74%）认为有必要专门针对毕业论文摘要的英译进行指导。在谈到具体面临的困难时，居前三位的分别是专业词汇量不够（84.90%）、缺乏翻译技巧（62.26%）、对科技英语特点了解不够（52.83%）。学生在翻译过程中所采取的翻译方法中，通过网络或翻译软件进行翻译的最多（75.46%）。尽管有近一半的学生（45.28%）认为个人利用各种词典进行翻译最为可靠，但只有两成左右（20.75%）会采用该种方法。

2 毕业论文摘要翻译中的主要问题

笔者搜集了近百份非英语专业本科生毕业论文摘要的英译，对其中存在的翻译问题进行归纳总结，主要问题与以下三个方面相关：

2.1 逐词翻译导致大量中式英语的存在

由于没有意识到英汉两种语言的基本差异，部分学生在翻译时基本采取逐词翻译的方式，甚至不考虑句子结构，将汉语的标点符号也原封不动地译到英语中来，造成大量不符合句法的“英文”句子，使读者很难理解要表达的内容。

例1：本文论述了我国村镇的基本概况和基本特点，研究了国内外物业管理的发展现状及村镇实施物业管理与构建和谐社区的关系。

译：This dissertation analyzes our country’s villages and small towns’ basic survey and the essential feature， and investigates the domestic and foreign estate management development present situation and the villages and small town’s estate management implementation and the construction harmonious community’s relations.

析：由于在翻译时没有考虑英语的句子结构，而是直接从汉语进行翻译，造成了诸多错误或者不当之处。原文中的“我国”在英语中直译成“our country”显然不妥；“构建和谐社区的关系”也直接按照汉语词汇的排列顺序译成“the construction harmonious community’s relations”，而没有考虑到短语中的动宾关系。

例2：但是市场比较法评估由于主观因素的不确定性的影响造成了它存在着不同的精确性问题。

译：But the market comparison test appraised because the subjective factor not definite influence created him to have the different accurate problem.

析：该句的翻译几乎没有一处是正确的，完全是逐字翻译，并且丝毫没有考虑到英文的语法和句法，句中多个词的词性也出现错误，可以说该句已经没有修改的意义，只有重新翻译。

2.2 对词语的确切含义与用法不清楚，导致用词错误

背单词是大多数学生在英语学习过程中花时间最多的一项工作，对于很多学生来说，复习准备英语考试就意味着背英文单词而已。然而尽管这样，只从毕业论文摘要的翻译来看，背单词却是一项收效却甚微的工作。主要原因之一是学生往往只注意到英文单词所对应的汉语意思，却没有注意到词汇的具体用法，没有将单词放到具体语境中，从而导致拼写以及词义较为接近的词的混淆。如architecture与building两个词，前者与“建筑学”有关，而后者是指“建筑物”，有些学生只了解两个词都是“建筑”的意思，因此在翻译中造成误用。另外，由于在背单词过程中过分关注其汉语词义，没有注意到词性，也导致在翻译过程中出现用词错误。

例1：（工业企业）技术创新

译：technique innovation

析：此处学生将technology与technique两个词混淆起来，没有弄清两个词的区别。technology指科学技术，而technique通常是指技巧或者某种手法。此处的“技术创新”显然是以科学发展为基础，而不在于提高技巧或手法。另外此处学生没有注意到应该用形容词，而不是名词。因此该短语应译为“technical innovation”。

例2：本文介绍了……

译：This paper introduction…

例3：经营战略

译：operating strategic

析：这两个翻译中都出现词性错误，名词“introduction”被误作动词使用，而形容词“strategic”被误作名词使用。

2.3 对英语句子的要求不明确导致大量不断句错误的出现

汉语的语法，有些地方是与英语相似的，但不同的地方更多。汉语并没有对句子结构或成分非常明确的规定，而英语对句子则有严格的规定。句子总的说来由两部分构成，即主语（subject）与谓语（predicate）。[2]（P3）同时，英语句子以大写字母开头，以句号（问号、感叹号）结束。当学生受到汉语影响较深而没有严格按照英语句子的规范翻译时，很容易出现不断句的错误。

例：工程的生命在于质量，造成工程的质量问题有很多方面的因素，但它的核心是管理。

译：Quality is the life of architectural engineering， there are some factors in causing the poor quality of engineering， but wecan see the most importance is the management.

析：译文为了完全对照汉语原文的结构，用逗号连接“Quality is the life of architectural engineering”与“there are some factors in causing the poor quality of engineering”两部分。然而根据英语语法，两部分分别包括主语和谓语，是两个独立完整的句子，要以句号结束，不能用逗号连接，如果使用逗号的话则必须与连词共同使用。

3 提高学生毕业论文摘要翻译水平的几条对策

针对如上分析，笔者认为提高非英语专业本科生毕业论文摘要的翻译水平应注意以下几个方面。

3.1 强化大学英语课程的教学，适当调整教学内容

通过问卷调查可以看出，学生对英语学习的积极性很高，但对大学英语课的认可度较低，在受调查的学生中，有超过一半（50.94%）认为在大学英语课上的收获比较小，主要原因在于学生认为大学英语教学的实用性较差。因此，大学英语教师应在完成传统教学内容的基础上，学习了解一些学生相关专业词汇与习惯的表达，以适当方式渗透到教学中去，使学生对本专业知识的英语表达能力形成一定的基础。同时，教师可布置与学生水平相符的专业英语文章作为课后阅读作业，让学生提前接触相关领域的英语，通过阅读培养学生的语感，从而帮助他们提高汉英翻译水平。

3.2 专业英语课上加强英语语法的教学

“专业英语是大学英语教学的一个重要组成部分，是促进学生完成从学习过渡到实际应用的有效途径。”[3]（P10）但与大学英语相比，学生专业英语课程的满意度略低一些，有54.71%的学生认为帮助不大。究其原因，一方面在于专业英语课时相对较少，另一方面也与课程的教学内容有关。

“专业英语语法和专业词汇是阅读和翻译的核心。”[4]（P12）从目前情况来看，专业词汇的教与学得到了较高程度的重视，但语法教学显然受到了忽视，通常教师和学生认为英语语法已经在中学英语课和大学英语课上学习过，没有什么可再多讲、多学的，而且语法的教学枯燥无味。但根据笔者的教学经验和样本分析，因对英语（尤其是科技英语）的语法特点不了解而造成的翻译错误远多于因没有掌握专业词汇而犯的错误。

3.3 开设专门课程对学生进行辅导

在受调查学生中，有75.74%认为在大学英语和专业英语课之外，还需要对毕业论文摘要翻译进行专门指导。另外，虽然绝大多数学生认为专业词汇量不够是影响毕业论文摘要翻译的首要因素，但从实际翻译文本的分析来看，对汉英两种语言之间的差异的忽视以及对学术英语（尤其是科技英语）特点的不了解才是主要问题。据此，有必要开设类似《毕业论文摘要翻译》的选修课，消除学生针对毕业论文摘要翻译的误区，较为系统地讲授学术英语的特点与翻译。

【参考文献】

[1]张全，黄琼英.简明应用翻译教程[M].昆明：云南大学出版社，2010.

英语本科毕业论文篇7

本科院在毕业论文方面存在一些问题，存在几个方面的不协调，主要是在管理、评价、导师和学生四个方面存在问题。 

（一）管理方面存在的问题 

通常情况下，学校制定的工作条例和制度是不全面、不细致的，执行过程中也不严格、不规范和难以落实。也就是说学校在指导教学方面没有明确的具体的规定和要求，教师仅仅凭借自己的感觉教导学生。管理方面主要的问题有三：一是缺少明确的毕业论文管理条例来体现英语的专业特点；二是毕业论文管理机构不健全，成员的职责分工不明确；三是没有行之有益有效的质量监控程序。 

（二）评价方面存在的问题 

毕业论文需要论文评价体系，用以解决评价主体、评价标准、论文答辩和质量要求等方面存在的问题。评价主体是关于学生的学历、职称、能力和责任心等方面的问题，在这方面学生的答案参差不齐，评价结果的可信度也很难确定。评价标准是关于评价论文时的评价标准难以统一，导致评价者很难用细致科学合理的量化角度评价论文，致使评价者的评价结果还是真正的公平公正，不能客观真实的反映学生的毕业论文的层次和水平。还有教师出于种种考虑，勉强让学生通过，这样的教育方式过度宽容和迁就，这给学生造成了负面影响和错误暗示，会让学生有不用努力学习，通过抄袭就可以顺利通过的侥幸心理。 

（三）导师方面存在的问题 

毕业论文是大多数学生一生中第一次接触学术研究工作，对每个学生都有重大的意义，使得教师对毕业生关于毕业论文方面的指导尤为重要。但是教师方面却存在一些问题。首先，教师在指导学生毕业论文方面投入的精力少，没有从根本上重视毕业论文的教育工作。其次，大多数教师自身的教学任务繁重，再加上学校缺乏专门用于毕业论文指导的经费和师资，主要是学校对毕业论文的指导教学缺少重视，投入极少。最后，指导教师自身的知识结构老化、思想观念陈旧乏味，教师难以用科学合理的方法和创新趣味的理念引导和启发学生。在课堂上，教师存在的主要问题是教学过程过度强调基本理论和基本方法的介绍和讲解，但是缺少对个案的分析或实践的开展，导致很多学生表面上理解和吸收了知识，但是在毕业论文进行研究时，依然不知所措。 

（四）学生方面存在的问题 

学生方面的问题很多。第一，思想上不重视毕业论文，认识不到位。第二，基础的知识、理论和技能等应具备的掌握的不扎实。第三，缺乏对选题的科学领域的深入了解，没有正解认识和理解题目的要求。第四，学生难以独立高效地分析和解决问题。第五，学生对自己的要求低，只求能够通过，而且学生没有探索知识的欲望，往往思想陈旧，缺乏创新能力。每部第六，学生的感性认识强，但是缺乏理性的归纳概括和分析总结。学生在选题时太过盲目，随大流，有的学生摇摆不定，常常更换自己的选题，有的学生太草率，没有经过研究和思考，有的学生选择的题目与自己的专业无关，或者题目太大，给人的感觉是不知所云。 

二、撰写英语毕业论文教学的对策 

（一）加强思想教育 

加强学生在毕业论文撰写方面的认识，让他们了解到毕业论文的重要性、严谨性和规范性，还要加强对学生的诚信教育，防止抄袭行为的出现，教学生认真做事、诚信做人。 

加强指导教师的自身认识，加强他们的业务素质培养，真正领会英语毕业论文的写作规范，教学生撰写论文的同时教他们诚信做人。 

（二）加强对毕业论各个环节的指导教育 

调整论文撰写辅导的时间和形式。以往是在第七学期开学举行毕业论文讲座，但是论文是在十二月份开始撰写，相隔时间较长，难有实际效果，不过是走过场，内容太多，学生收效甚微。因此，学校作出了调整，把撰写过程分为收集资料、选定题目、撰写报告、规范格式、参考文献和文献综述这六个部分。教师根据具体情况选择适当的时间对学生进行辅导，帮助他们解决撰写过程中的问题，从而提高论文质量。 

（三）加强完善毕业论文质量监督 

建立一个健全的毕业论文质量管理体系，监控学生论文写作的质量和教师论文指导的质量。主要是在论文准备阶段、论文写作过程、论文写作中期和论文评估体系这四个方面的监控管理。 

（四）加强外文书籍的资料建设 

英语论文离不开参考文献，外文的参考文献对学生的写作会起到很大的作用。学校应该为学生建立外文图书资源库，加强资料室方面的投入。 

三、结束语 

综上所述，要提高学生毕业论文的质量，要从思想上重视对毕业论文的撰写，加强对学生在论文写作方面的指导，提高学生的英语基础和英语写作技巧，加强有关部门对撰写论文的各环节的监控管理，以及加强外文书籍资料产投入，来保证学生能够写出有深度有新意有质量的英语毕业论文。 

参考文献： 

英语本科毕业论文篇8

中图分类号：G642.0 文献标志码：A 文章编号：1674-9324（2015）45-0060-02

高等学校本科毕业论文（设计）的写作是大学本科教育的必要环节。《高等学校英语专业英语教学大纲》指出，“毕业论文是考察学生综合能力、评估学业成绩的一个重要方式”（张纪英，2006）。本文以新疆塔里木大学为例，对英语专业本科生毕业论文质量现状进行调查研究。

一、研究对象

本文选取新疆塔里木大学英语专业四年级民汉族学生共134人，其中民族学生70人，汉族学生64人为调查对象。同时选取10名毕业论文指导教师进行访谈。

二、研究方法

1.资料法：对随机抽取的50名学生的毕业论文进行分析，其中民汉学生各25名。分析的内容涉及论文写作结构;写作技巧;文献资料的编写与引用等。除此之外，为了把握学生的毕业论文选题动态，本研究搜集并整理168篇论文题目。

2.问卷调查法：问卷涉及四部分内容，包括有关英语专业毕业论文写作的要求和课程安排;学生毕业论文撰写过程;有关学生对其毕业论文写作的反馈与评价。问卷发放134份，收回130份，回收率为97%。

3.访谈法：访谈内容主要包括所在学校对英语专业学生的毕业论文有无具体规定;学生的毕业论文是否符合高等教育英语专业教学大纲的相关要求与规定;英语专业毕业论文存在的问题、原因以及解决这些的问题的建议等，并对整个访谈整个过程进行笔录。

三、结果与分析

1.英语专业毕业论文写作现状。①毕业论文结构松散且不完整，通过对所搜集的50名学生的论文分析发现：尽管所收集到的论文都包含开头、主体与结尾，但论文的结构仍显松散且不完整。首先，就论文结构的完整性而言。塔里木大学英语专业大多数毕业生的论文缺少文献综述与研究方法的陈述，除前言和结论之外，大多数论文仅有两部分内容，其中民族学生毕业论文所占比例为98%，汉族学生毕业论文占80%以上。其次，论文结构显松散。在对50名毕业生论文的分析中发现，有18名汉族学生、22名民族学生，即分别为72%的汉族毕业生的论文和88%的民族毕业生的论文缺乏严密的逻辑论证与具有说服力的观点。②论文选题分布不均衡，本研究搜集并整理塔里木大学两届毕业生168篇论文题目，研究发现：尽管英语专业学生有以上五个研究领域可供选择，但学生的选题较为集中，选题分布在每一个研究领域显得很不均衡。比如民族学生论文选题较多集中在语言和应用研究方面，分别占比例为33.7%和45.7%。其次分别是翻译、国际与文学研究，其中文学领域的选题最少，仅占2.2%;汉族学生论文选题多集中于应用研究，占44.7%。其次是国际与文学研究领域，分别18.4%与18.4%，比例相当。最后是语言与翻译研究，尤其是翻译研究最少，仅占5.2%。③写作文体不正式，首先，民汉学生的毕业论文中口语化措辞、表达以及省略形式的使用比较普遍。例如：“Discourse analysis has a lot of methods.”。而且，通过对50名民汉民汉毕业生论文的分析发现，主观性表述与非正式表达较为普遍，例如，“The author calculated and analyzed the data from 40 English major students...”，“下面我把文章的写作思路简单陈述一下.....”等。除此之外，论文中出现歧视色彩的语言，尤其是性别歧视。例如，“As a student learns to read more critically，he usually...”，④忽视写作方法和技巧，研究发现，三分之一的学生不遵循大小写规范。如“Brief analysis on Gatsby’s idealism in The Great Gatsby”，“The Functions of brand names”等。其次是斜体的使用。研究发现，汉族学生经常在斜体使用上犯错误，比如一些学生的毕业论文在直接引用原著的某些内容时不使其斜体。而且，在提到书名、期刊名、剧本名等，汉族学生不会对其斜体或下划线，一些学生甚或直接用书名号代替，比如“in the drama《Hamlet》”。与此同时，论文中存在诸多语法和拼写错误，比如汉族学生经常会把“born”写成“borne”，“knowledgeable”写成“knowledgable”，“由于缺少真时的语言环境”等。语法错误的例子更不计其数，如“BY comparing the difference of the table etiquette between China ans Japan，to realized the difference of diet concept，diet culture，and from this to discover...”;“本文主要通过少数民族大学生英语听力现状，调查了造成这种现状的原因，主要从学生的角度提出了一些对策，旨在帮助这些学生消除听力障碍，提高听力水平”等。⑤文献资料的编写与引用不正确，毕业论文在引用和编写文献资料仍存在以下几个方面的问题。其一，一些学生在列举附加的参考文献很随意。按照论文写作规定，“如果参考文献中包括英语与汉语两种，则应将英文作者和中文作者分开排列。一般将英文作者（也可将中文作者）排在前面，并按其姓氏的字母顺序排列;中文作者按姓氏的汉语拼音字母顺序排列”（张纪英，2006）。其二，参考文献中出现拼写错误，比如作者姓名、期刊或书籍的名称。譬如Scollon，R&L.Philip. Multimodal Discourse Analysis as the Confluence of Discourse and Techology[M]. Washington，DC，Georgetown University Press，2004.其三，一些学生文内引用文献时不标注出处。其四，还有一些学生在参考文献编写时不注意标点符号的使用，常出现中文输入法状态的“，”与“。”等。

2.毕业论文写作质量影响因素。①论文写作指导与监督不力，据调查，论文写作指导课程把论文写作范式、结构与选题作为指导的重点，在论文的语言、具体的论文范文的讲解与文献资料的编写方面给予的关注较少。同时，据了解，大多数学生把希望寄托于指导老师，然而由于指导老师数量有限，教学任务繁重，因此对论文写作进行系统的指导与监督无法得到保证。②可供参考的文献资料有限，网络、图书馆与数据库成为民汉学生论文写作资料的主要来源，其中占民族学生人数比例分别为34%、28%与25%;占汉族学生人数比例分别为34.4%、26.8%与24.1%。除此之外，民汉学生中分别有1.5%的民族学生与2.6%的汉族学生自己购买可供参考书籍。少量学生选择向指导老师与同学借阅资料，其中民族学生所占比例分别为3%与2.5%;汉族学生占比例分别为1.6%与1.6%。③学生英语水平有限、且写作态度消极，据调查，约33.3%的民汉学生认为毕业论文对检测四年大学学习质量有重要作用，51.6%的学生认为毕业论文是反映其专业学习整体水平的重要方式。12.9%的学生认为撰写毕业论文很有必要，2.2%的学生认为没有必要撰写毕业论文。整体而言，学生对撰写毕业论文的重要性的认识还不够，约六分之一，即17.7%的学生对毕业论文写作持有消极态度。④写作策略运用不恰当，据调查，民族学生中31.4%的学生是认真且独立撰写并完成论文写作;48.5%的学生借用网络或数据库的相关内容并进行相应的改述;2%的学生选择网上复制相关内容并粘贴在一起形成自己的毕业论文;汉族学生中56.2%的学生通过翻译、总结等方式改述相关文献资料撰写论文;40.6%的学生认真且独立撰写并完成论文写作;3%的学生从网上复制并粘贴形成毕业论文;其中民汉学生中均无找人。⑤论文写作投入精力不够、文字编辑能力不够熟练，毕业论文写作一般安排在大四的最后一学期，这也正是学生忙于找工作或准备研究生考试的阶段。调查显示，民汉学生中分别有约48.6%的学生与50%的学生把毕业论文写不好归结于时间和精力不足。除此之外，据调查，31.5&的学生认为他们不熟悉文字处理软件，从而给他们在论文的编辑的上带来了很多困难，诸如论文分页、目录编辑、全角输入和半角输入转化不熟练导致的标点符号错误等。

通过分析民汉学生的毕业论文发现，民汉学生毕业论文存在很多方面的问题。这个意义重大的教学环节却并没有受到普遍的重视，没能朝着不断进取，不断创新、不断发展的目标迈进，相反却是步履蹒跚，现状堪忧，毕业论文整体质量在走下坡路。因此，提高我校英语专业本科生毕业论文质量成为亟待解决的主要问题。

英语本科毕业论文篇9

1.2 The current situation in oral English learning of non-English major students 1

1.3 Overview of the development of web-based study at home 2

1.4 The significance of the study 2

2. Literature Review 4

2.1 Definition of learning strategies 4

2.2 Classification of learning strategies 5

2.3 Studies on speaking learning strategies 6

2.4 Factors of influencing the choice of speaking learning strategies 8

3. The methodology 10

3.1 The subjects 10

3.2 Instruments 10

3.3 Data collection 11

3.4 Data analysis 11

4. Results and discussion 16

4.1 Frequency of the use of speaking learning strategies 16

4.2 Frequency of the use of different speaking learning strategies. 16

4.3 Differences in the use of speaking learning strategies by speakers with different factors 17

5. Conclusion 19

Acknowledgements 20

References 21

Appendices 23

 

1. Introduction

In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.

1.1 Background of this study

With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.

In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.

Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.

1.2 The current situation in oral English learning of non-English major students

In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.

According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.

1.3 Overview of the development of web-based study at home

With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.

Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245

1.4 The significance of the study 

With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.

What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.

 

2. Literature Review

In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.

2.1 Definition of learning strategies

In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.

Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.

In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78

In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58

2.2 Classification of learning strategies

2.2.1 Classification of learning strategies abroad

Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:

In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.

The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55

1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.

2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.

The classification by Oxford has been widely used and accepted.

Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.

2.2.2 Classification of learning strategies in China

As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.

Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56

Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54

2.3 Studies on speaking learning strategies

2.3.1 Nature of oral English

Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar.  Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.

The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85

2.3.2 Studies on speaking learning strategies abroad

With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:    

1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.

2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.

Through employing the me thodology of interpreting transcripts of learners’ language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79

The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.

O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group.

Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75

2.3.3 Studies on speaking learning strategies at home

From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307

In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26

2.3.4 Factors of influencing the choice of speaking learning strategies

During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.

1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154

2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25

3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.

4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.

5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.

6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.

7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85

 

3. The methodology

The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.

3.1 The subjects

3.1.1 Purpose

The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.

3.1.2 Participants

The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.

3.2 Instruments

The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.

3.3 Data collection

The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.

3.4 Data analysis

This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.

3.4.1 Frequency of the use of speaking learning strategies

Table 3.1 Frequency of the use of speaking learning strategies online and in real life

Category Online In real life

Overall strategies  2.50 4.02

Memory strategies 2.30 4.33

Cognitive strategies 2.57 3.04

Compensation strategies 2. 82 4.83

Meta-cognitive strategies 2. 53 3.12

Affective strategies 2.19 3.03

Social strategies 2.24 4.08

The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.

3.4.2 Frequency of the use of different speaking learning strategies

Table 3.2 Frequency of the use of different speaking learning strategies

Category Mean Std. Deviation

Memory strategies 2.30 2.29

Cognitive strategies 2.57 3.33

Compensation strategies 2. 82 4.91

Meta-cognitive strategies 2. 53 5.18

Affective strategies 2.19 3.43

Social strategies 2.24 3.07

The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.

3.4.3 Differences in the use of speaking learning strategies by speakers with different factors

3.4.3.1 Use of the speaking strategies by different gender

Table 3.3 Frequency of the use of speaking learning strategies by different gender

Category Male Female

Overall strategies  2.33 2.67

Memory strategies 2.28 2.32

Cognitive strategies 2.53 2.61

Compensation strategies 2.51 2.55

Meta-cognitive strategies 2.49 2.57

Affective strategies 2.18 2.20

Social strategies 2.21 2.27

From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.

3.4.3.2 Use of the speaking strategies by different majors

Table 3.4 Frequency of the use of speaking learning strategies by different major

Category Science Arts

Overall strategies  2.36 2.64

Memory strategies 2.25 2.35

Cognitive strategies 2.51 2.63

Compensation strategies  2.59  2.47

Meta-cognitive strategies 2.31 2.33

Affective strategies 2.15 2.23

Social strategies 2.19 2.29

From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.

3.4.3.3 Use of the speaking strategies by different personalities

Table 3.5 Frequency of the use of speaking learning strategies by different personality

Category Extroverted Introverted

Overall strategies  2.50 2.42

Memory strategies 2.27 2.33

Cognitive strategies 2.58 2.56

Compensation strategies 2.56 2.50

Meta-cognitive strategies 2.28 2.34

Affective strategies 2.19 2.17

Social strategies 2.26 2.21

From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.

3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels

Table 3.6 Frequency of the use of speaking Learning

 strategies by different self-rated proficiency level

Category High Medium Low

Overall strategies  2.53 1.61 0.89

Memory strategies 1.84 1.71 1.12

Cognitive strategies 2.19 1.97 0.98

Compe nsation strategies 1.51 1.57 1.90

Meta-cognitive strategies 2.57 1.63 0.83

Affective strategies 2.83 1.88 0.67

Social strategies 2.11 1.54 0.83

In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.

 

4. Results and discussion

4.1 Frequency of the use of speaking learning strategies

As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:

First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.

Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.

Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.

The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.

4.2 Frequency of the use of different speaking learning strategies.

From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.

The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.

Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.

4.3 Differences in the use of speaking learning strategies by speakers with different factors

As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.

As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages

As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.

As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.

As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.

At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.

 

5. Conclusion

The above discussion of study and research is by no means comprehensive but it deserves our study.

 Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.

As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.

It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.

Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.

All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.

 

Acknowledgements

My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.

My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.

The remaining weakness and possible errors of the dissertation are entirely my own.

 

References

［1］Skehan, P. Individual Differences in Second Language Learning[M]. London: Edward Arnold, 1991:105.

［2］Tav angarian D.& Leypold M.E., Noiting K., Roser M. & Voigt D. Is e-Learning the solution for individual Learning?[D]Electronic Journal of e-Learning, 2004:245.

［3］Ellis, R. The Study of Second Language Acquisition[M].Oxford: Oxford University Press, 1994:154.

［4］Weinstein, C & R. Mayer. The Teaching of Learning Strategies[M]. NewYork. Macmillan, 1986:74.

［5］Chamot, A. The Learning Strategies Handbook. NY[M]. Longman, 1987:96.

［6］Rubin, J. Language Learning Language Strategies: What every teacher should know[M]. Boston: Heinle & Heinele, 1990:156.

［7］Oxford, R. L. Variables Affecting Choices of Language Learning Strategies by University Students[M]. Modern Language Journal, 1989:24.

［8］Ellis, R. The Study of Second Language Acquisition[M].Oxford: Oxford University Press, 1994:54.

［9］Cohen, A. D. Language learning: “Insights for learners, Teachers and Researchers”[M]. New York: Newbury House Publishers, 1990:67.

［10］Cohen, A.D. Weaver, S. & Li, T-Y. The Impact of Strategies-based Instruction on Speaking a Foreign Language[M].Foreign Language Teaching and Research Press, 1998:78.

［11］Tarone, E. Some Thoughts on the Notion of “Communication Strategies” [J]. London: Longman, 1983:65-66.

［12］Stern, H. Fundamental Concepts of Language Teaching[M]. Oxford University Press, 1983:57-58.

［13］Oxford & O’ Malley. A Study of Learning Strategies in Foreign Language Instruction: First Year Report[M]. Rosslyn, Va.: Interstate Research Associates, 1987:155.

［14］Oxford, R.L. Language learning strategies: What Every Teachers Should Know[M]. New York: Newbury House, 1990:54-55.

［15］Cohen, A. Strategies in Learning and Using a Second Language[M].Foreign Language Teaching and Research Press, 2000:124.

［16］陈晓堂，郑敏.英语学习策略[M].北京：外语教学与研究出版社,2002:56.

［17］文秋芳.英语学习成功之路[M].上海外语教育出版社,2003:54.

［18］Bygate, M. Speaking[M]. Oxford University Press, 1987:85.

［19］McDonugh, S.H. Strategies and Skill in Learning a Foreign Language[M]. London: Edward Amold, 1995:78-79.

［20］Ellis, Rod. Learning a Second Language Learning Through Interaction[M] Philadelphia: John Benjamins, 1999:65.

［21］Nunan, D. The Learner-Centered Curriculum: a Study in Second Language Teaching[M]. Cambridge University Press, 1990:45.

［22］Dornyei, Z. On the teachability of communication strategies. TESOL Quaterly[M].TESOL Quarterly, 1995:75.

［23］Huang, X. H. & M. Van Naersson. Learning Strategies for oral communication[J]. Applied Linguistic, 1987:287-307.

［24］陈思齐.英语专业大学生交际策略的使用研究[J].外语教学,1990:24-26.

［25］Ehrman, M & Oxford. Effects of sex differences, career choice, and psychological type on adult language learning strategies[M]. Modern Language, 1989:154.

［26］Bialystock, E. The role of conscious strategies: A psychological Analysis of Second Language use[M]. Oxford: Basil Blackwell, 1981:25.

［27］陈善琼.语言学习策略在中学英语口语教学中的应用[D]. 四川师范大学,2007:85.

 

Appendices

浙江科技学院非英语专业大学生网上英语口语学习策略调查问卷

                           

一、个人简况

姓名:              

性别:                 A 男            B女  

             

科别：                A 理工科        B文科 

你的性格特征：                 A内向           B外向       

你认为你目前的英语综合水平：   A很差           B一般         C优秀

二、网上英语口语学习策略调查

（元认知策略使用情况调查）

1、我寻求好的网上口语练习的时间和地点。

A从不     B很少    C有时      D经常    E总是

2、上网学习时，我能把握上网学习的时间和内容。

A从不     B很少    C有时      D经常    E总是

 

3、对于如何上网提高英语口语能力，在不同时期，我有明确的目标。

A从不     B很少    C有时      D经常    E总是

4、我总在寻求更好的口语学习方法。

A从不     B很少    C有时      D经常    E总是

5、我思考和评价自己的上网学习方法从而找出存在的问题和解决方法。

A从不    B很少      C有时     D经常   E总是

6、在说话前， 我先把想说的话组织好再说。

A从不    B很少      C有时     D经常   E总是

（认知策略使用情况调查）

7、我浏览各种英文网站、听英文录音VOA,BBC,. etc及看英文视频等，听和练习口语。

A从不    B很少      C有时     D经常   E总是

8、在用英语聊天时，我会猜想对方下一句会说什么。

A从不    B很少      C有时     D经常   E总是

9、听VOA,BBC，. etc 或欧美剧等英文视频时，我会模仿其说话方式、语音语调及用词。

A从不    B很少      C有时     D经常   E总是

10、听VOA,BBC，. etc 或欧美剧等英文视频时，我会小声跟着说。

A从不    B很少      C有时     D经常   E总是

（记忆策略使用情况调查）

11、我反复观看喜欢的欧美剧，以便加深印象。

A从不    B很少      C有时     D经常   E总是

12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。

A从不    B很少      C有时     D经常   E总是

13、在英文网站上遇到新单词我就猜它的意思。

A从不    B很少      C有时     D经常   E总是

14、一遇到生词就查字典吗?

A从不    B很少      C有时     D经常   E总是

15、我把上网遇到的生词记在单词本上。

A从不    B很少      C有时     D经常   E总是

16、我用金山词霸等网上字典在线查找生词的意义及用法。

 A从不    B很少      C有时     D经常   E总是

（补偿策略使用情况调查）

17、QQ聊或聊天室语音等方式交流时， 我会努力猜测TA接下去将说什么。

A从不    B很少      C有时     D经常   E总是

18、QQ聊或聊天室语音等方式交流时， 当不懂对方所言时，会请求对方重复或放慢语速。

A从不    B很少      C有时     D经常   E总是

19、QQ聊或聊天室语音等方式交流时， 当与别人交谈时想不起某个词 时， 我会使用同义词（组）。

A从不    B很少      C有时     D经常   E总是

20、当不能表达自己时， 我会举例等方式进行解释。

A从不    B很少      C有时     D经常   E总是

（情感策略使用情况调查）

21、在网络环境中害怕别人发现你英语方面的不足吗? 

A从不    B很少      C有时     D经常   E总是

22、为了把口语说好，我经常自我鼓励。

A从不    B很少      C有时     D经常   E总是

23、说英语紧张时， 我会想办法消除它。

A从不    B很少      C有时     D经常   E总是

24、上网学习英语后，我的学习兴趣提高了。

A从不    B很少      C有时     D经常   E总是

25、我会与家人、同学、老师等探讨口语学习的感受

A从不    B很少      C有时     D经常   E总是

（社交策略使用情况调查）

26、用英语写邮件或聊天时，我请对方纠正我的错误。

A从不    B很少      C有时     D经常   E总是

27、通过网上交流很容易在学习上和同学结成朋友。

A从不    B很少      C有时     D经常   E总是

28、必要时，交谈借助手势、表情等进行表达。

A从不    B很少      C有时     D经常   E总是

29、交谈时，我把精力放在意思表达上。

A从不    B很少      C有时     D经常   E总是

30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。

A从不    B很少      C有时     D经常   E总是

浙江科技学院非英语专业大学生非网络状态下英语口语学习策略调查问卷

（元认知策略使用情况调查）

1、我寻求好的网上口语练习的时间和地点。

A从不     B很少    C有时      D经常    E总是

2、学习时，我能把握学习的时间和内容。

A从不     B很少    C有时      D经常    E总是

 

3、对于如何提高英语口语能力，在不同时期，我有明确的目标。

A从不     B很少    C有时      D经常    E总是

4、我总在寻求更好的口语学习方法。

A从不     B很少    C有时      D经常    E总是

5、我思考和评价自己的学习方法从而找出存在的问题和解决方法。

A从不    B很少      C有时     D经常   E总是

6、在说话前， 我先把想说的话组织好再说。

A从不    B很少      C有时     D经常   E总是

（认知策略使用情况调查）

7、我参加有利于英语提高的活动，听和练习口语。

A从不    B很少      C有时     D经常   E总是

8、在用英语聊天时，我会猜想对方下一句会说什么。

A从不    B很少      C有时     D经常   E总是

9、听英语时，我会模仿其说话方式、语音语调及用词。

A从不    B很少      C有时     D经常   E总是

10、听英语时，我会小声跟着说。

A从不    B很少      C有时     D经常   E总是

（记忆策略使用情况调查）

11、我反复朗读喜欢的英语文章，以便加深印象。

A从不    B很少      C有时     D经常   E总是

12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。

A从不    B很少      C有时     D经常   E总是

13、遇到新单词我就猜它的意思。

A从不    B很少      C有时     D经常   E总是

14、一遇到生词就查字典吗?

A从不    B很少      C有时     D经常   E总是

15、我把遇到的生词记在单词本上。

A从不    B很少      C有时     D经常   E总是

16、我会努力查找生词的意义及用法。

 A从不    B很少      C有时     D经常   E总是

（补偿策略使用情况调查）

17、英语聊天时，我会努力猜测TA接下去将说什么。

A从不    B很少      C有时     D经常   E总是

18、英语聊天时，当不懂对方所言时，会请求对方重复或放慢语速。

A从不    B很少      C有时     D经常   E总是

19、英语聊天时， 当与别人交谈时想不起某个词时， 我会使用同义词（组）。

A从不    B很少      C有时     D经常   E总是

20、当不能表达自己时， 我会举例等方式进行解释。

A从不    B很少      C有时     D经常   E总是

（情感策略使用情况调查）

21、害怕别人发现你英语方面的不足吗? 

A从不    B很少      C有时     D经常   E总是

22、为了把口语说好，我经常自我鼓励。

A从不    B很少      C有时     D经常   E总是

23、说英语紧张时， 我会想办法消除它。

A从不    B很少      C有时     D经常   E总是

24、一番努力学习后，我的学习兴趣提高了。

A从不    B很少      C有时     D经常   E总是

25、我会与家人、同学、老师等探讨口语学习的感受

A从不    B很少      C有时     D经常   E总是

（社交策略使用情况调查）

26、用英语聊天时，我请对方纠正我的错误。

A从不    B很少      C有时     D经常   E总是

27、英语打开新的世界，结交更多的朋友。

A从不    B很少      C有时     D经常   E总是

28、必要时，交谈借助手势、表情等进行表达。

A从不    B很少      C有时     D经常   E总是

29、交谈时，我把精力放在意思表达上。

A从不    B很少      C有时     D经常   E总是

30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。

A从不    B很少      C有时     D经常   E总是

谢谢您的合作!

 

诚 信 承 诺

我谨在此承诺：本人所写的毕业论文《基于网络的英语口语学习策略研究》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。

英语本科毕业论文篇10

II. Introduction

Chinese grammar system, in one sense, is basically an imitation of western grammar systems. But when we put into pratice , many Chinese grammarians have found that the rules of the westernized languages do not hold water. Therefore, many disputes and controversies have arisen,especially the differences of Topics and Subjects in English and Chinese . It is necessary to combine the traditional research on Chinese grammar with the contemporary western theory of grammar, so that it can help our Chinese grammar research joint the mainstream of Linguistics worldwide and bring the two way together---try to find the universal grammar. We believe that, the process in conformity is not always Smooth and pleasant, but the results are supposed to benefit China and the world finally .

III. Literature Review

Subject and topic as two basic concepts in modern Linguistics , their relationship is considered as the crucial research project and heated topic in Linguistics.

1, Subject is originated form the western grammar systems . In general linguistics , many scholars are trying to give a current concept to subject . According to the research on all kinds of languages around the world , Keenan(1976) summerized the grammatical,semantic and textual features that subject has . The following are conclusion Trask(1993:266) made from all kinds of documents including Keenan(1976) (参见石毓智，2019):

Subject is the noun phrase that probably has the most prominent feature in syntactic relation in sentence. Subject has all kinds of features in grammar, syntatics and text , mainly consisting of:

1 Subject represents independent substance;

2 Subject restricts the co-reference in sentence, including pronoun, reflexive pronoun and null anaphor;

3 Subject restricts the agreement in verbs;

4 Subject is the topic with no mark;

5 Subject can be questioned by interrogative pronoun,and also can be focused.

6 Subject is usually lack of morphological markers.

7 Subject is ususlly considered as the actor of unmarked structure.

His conclusion may be more suitable to describe the characters of western languages . Concerning Chinese, part of the descrition fail to reflect the linguistic fact in Chinese. For example, Trask thought that subject is the topic with no mark . He neglected of pragmatic feature of topic . Because we can’t confirm whether the subject is equal to the topic in a single sentence. And he also thought that subject is ususlly considered as the actor of unmarked structure, which is not accord to the fact in our Chinese .As in Chinese , not only actor, but also patient, instrument, timing and location can act as subject in sentence.

2 , In 2019, Shi Yuzhi tried to conclude about the subject ’s characteristers in form in Chinese. His conclusion is as followed :

The form of the subject can be placed both in subordinate clause and sentence.

Subject can be focused.

Subject can be questioned by interrogative pronoun.

And its semantic characters are :

Subject is the actor of behavior act.

Subject is the main body of nature and state.

Shi thought that the main difference butween subject and topic is that subject is the ingredient of grammatical structure while topic belongs to the discourse concept. The former one can be put into sentence and subordinate clause; the latter only can stay in sentence aspect. But his method to distinguish subject to topic seems to be a bit vague.As in Chinese, there is a kind of sentence in unusual order, for example: “书小王看完了”. In Shi’s opinion, that is a topic structure for it can not be placed in a clause. But in fact, it belongs to a classical subject-predicate sentence. “书” is either the subject, or the topic.

3 , Since Zhao Yuanren introduced ‘topoc’ into our grammar study in Chinese , the scholars in Chinese home and abroad keep going with research on topic . Li Na & Thompson are the representatives on this issue. They’ve done a systematic contract to subject and topic. They said that topic means what is about in the sentence while subject is what the verb predicates; topic can not be indefinite and generic but subject can ; topic have to appear at the front of a sentence while subject is allowed to appear in the sentence; there always be a pause between topic with other parts of a sentence.But in Chinese , it is not necessary that the topic appear at the front of a sentence. For example: “老师，这件事让我来处理吧。” In this sentence, “这件事” is the topic ,but it doesn’t appear at the front of a sentence.

4 , It is generally accepted that subject is a concept of syntactic structures while topic belongs to Pragmatics . But Xu Liejiong & Liu Danqing(1998) didn’t . In their thesis, they consider topic as a ingredient of syntactic structures. Just like suject and object , the topic also share a position in a sentence. As an independent ingredient , each of them should has its own position and can not be overlapped. Then, let’s analyze this following sentence “小张不来了。”. “小张” is the subject and topic at the same time. subject and topic have been overlapped, so it doesn’t work to consider topic as an ingredient of syntactic structures.

5 Qu Chengxi(1996), as a specialist of functional grammar, thought that if one only adopt his own theory when he is doing research on Chinese grammal , he will always feel impractical. We should try to appreciate other’s thinkings or even accept them if available and no conflict arisen. And I think his opinion is quite fit to grammar study on Chinese.

IV. Methods and Materials

Through reading materials from library and the Internet, I’ve acknowledged much about subject and topic in Chinese and English and their differences . Many scholars have defined the subject and topic in many different angles, such as the form, cognition,function and so on. I prefer to study subject and topic from functional grammar than from the others. At the same time , it will be basic on cognition and communication.

V. Discussion

Guided by the literature review, there is a point we should make sure, subject is a concept of syntactic structures while topic belongs to Pragmatics whatever our research goals are and from different angles. At the same time , we have to accept that Chinese is a language that is lack of morphological change and is very difficult to distinguish subject from topic. So when we are doing this kind of research , we should try our best to define it clearly ,especially formally.

VI. Outline of the Paper

1. Introduction

2.Subject and topic in English

2.1Subject in English

2.1.1 Dispute over subject in English

2.1.2 Definition of subject in English

2.1.3 Choice of subject and its semantic role

2.2Topic in English

3. Subject and topic in Chinese

3.1Subject in Chinese

3.1.1Importance of subject to Chinese

3.1.2 Choice of subject and its semantic roles

3.2Topic in Chinese

4. A Comparison between Chinese and English

4.1 Subject in Chinese and English

4.2 Topic in Chinese and English

5. Conclusion

VII. References

[1]曹(Cao)逢甫主题在汉语中的功能研究[M]. 北京: 语文出版社, 1995: 36

[2]屈(Chu)承熹. 汉语认知功能语法[M].黑龙江: 黑龙江人民出版社，2019:2~5 .

[3]屈(Chu)承熹. 汉语功能语法刍议[J]. 世界汉语教学. 1998,4:28-42

[4]屈(Chu)承熹. 从汉语的焦点与话题看英语中的Y-Movement及其它倒装句[J]. 外语学刊. 1993.3

[5]石(Shi)毓智. 汉语的主语与话题之辨F[J]. 语言研究. 2019, 43(2): 82-91.

英语本科毕业论文篇11

2.英语专业硕士毕业论文的语言错误分析研究

3.体裁分析与农业英语论文摘要

4.英语论文摘要的语篇模式与作者介入——英语本科毕业论文摘要的实证研究

5.工科博士生英语科技论文写作的主要问题及解决建议

6.中国市场营销研究英语论文综述——基于内容及来源的描述分析

7.我国商务英语研究十年现状分析(2002-2011)

8.英语专业学生撰写英语论文常见错误评析

9.提高英语专业本科生毕业论文写作能力的思考

10.我国英语专业硕士学位论文标题的词汇句法特征研究

11.中国商务英语研究：现状与趋势

12.中外应用语言学类期刊论文英语题目对比分析

13.英语本科毕业论文写作的动机研究及其启示

14.中国大陆及香港地区学者国际期刊英语之对比研究

15.中外学者国际期刊英语学术论文摘要写作的对比研究

16.基于可视化技术的国外商务英语研究进展考察(2002—2012)

17.基于语料库的中国大陆与本族语学者英语科研论文模糊限制语比较研究——以国际期刊《纳米技术》论文为例

18.基于语料库的科技英语论文四词词簇特点研究

19.英语论文APA格式评介

20.英语专业本科毕业论文存在问题的分析和对策

21.英语专业学士论文写作现状分析

22.生物医学英语论文的语言特征及写作技巧

23.英语论文写作与大学生创新思维能力的培养

24.大学生英语论文写作的言据性研究

25.浅谈英语论文如何选题

26.论项目驱动下研究生英语论文写作能力的培养

27.中国作者与英语母语作者英语论文中的介入资源

28.二语能力背景与隐喻思维关系的研究——在学术英语论文答辩语境下对二语隐喻的实证研究

29.英语论文自动评分系统探索

30.英语论文写作与语言学习效果的关系——一项基于研究生论文写作过程的实证研究

31.英语论文MLA格式要求评介

32.非英语专业多学科大班博士生英语论文写作教学模式初探

33.课程论视角下大学英语教学研究现状调查与展望——基于国内外语类核心期刊的论文分析(2004-2012)

34.语篇模式与大学生英语论文写作

35.研究生英语论文中连接副词使用情况调查

36.英语专业毕业论文规范操作思考——一次对全国112所高校英语专业本科毕业论文操作的调查

37.英语专业翻译选题毕业论文的改革尝试

38.英语学术论文写作及构建写作过程模型

39.浅析英语论文摘要结构要素之应用

40.模糊限制语使用的历时对比——以1990—1994年与2005—2009年英语医学论文中模糊限制语使用为例

41.关于英语专业本科毕业论文选题的若干思考

42.基于语类的英语学术论文写作教学路径研究——以“文献综述”写作教学为例

43.等离子体物理学英语论文的用词与写作特点

44.20世纪80年代以来的ERPP写作研究：回顾与展望

45.英语论文MLA与APA格式中参考书目格式的异同比较

46.英语学术论文中转述动词的时态形式及其意义

47.中外学术语篇中的重述标记比较研究

48.英语专业本科生毕业论文写作存在的问题及其对策

49.从讲座到工作坊——英语辅修专业论文写作课的任务性和互动性

50.改进英语写作教学提高毕业论文质量

51.经验意义的构建与语篇体裁：农业英语论文摘要分析

52.语类意识与英语研究论文写作

53.非英语专业研究生科技英语论文写作过程中常见问题分析

54.英语论文写作与发表之失误例谈(一)：语体

55.英语论文写作教学实践研究

56.“以写促学”提高理工科博士生英语科技论文写作能力

57.中国英语学者学术论文英文摘要写作中的问题与出路

58.理工科英语科研论文“引言部分”研究空间构建对比研究

59.模因论与英语论文写作教学

60.英语科技论文摘要的写作范式研究

61.大学英语听力教学研究现状与问题分析——基于国内CSSCI期刊论文的分析(1994-2013)

62.英语专业本科生毕业论文的调查与思考

63.基于网络学习生态系统的英语专业学位论文质量监控体系

64.英语专业语言学类硕士论文英语标题的对比研究

65.科技英语论文编辑文字加工中的语态处理

66.中医药主题英语论文语言模式特点初探

67.经验意义的构建与语篇体裁：农业英语论文摘要分析

68.近30年国内英语专业毕业论文写作研究

69.医学英语论文的撰写中英、汉表达差异的探讨

70.思维模式差异对英语学术论文写作的影响及对策

71.中国学生英语专业硕士论文“前言”部分的语类结构模式分析

72.科技英语论文中语态使用的对比分析

73.研究生英语科技论文写作探究式学习体系的思考与构建

74.研究生学术英语需求分析

75.加拿大英语专业博士课程设置、学位论文评估对我国外语专业博士生学术能力发展的启示

76.英语医学论文写作模式分析

77.英语学术论文写作能力的构成与培养

78.SCI医学英语论文写作格式和技巧

79.过程写作法在IMRAD医学英语论文写作教学中的应用

80.本科英语专业文学论文的选题

81.研究生英语科技论文写作能力培养的探索与实践

82.科技英语论文写作原则

83.再谈英语论文写作规范

84.“过程”与“体裁”的良性互动——过程体裁教学法在《英语论文写作》教学中的可行性论证

85.模因论视角下的英语论文写作研究

86.英语专业毕业论文存在的问题及对策

87.模糊限制语的分类及其语用交际功能——基于科技英语论文视角

88.学术论文体裁教学不可或缺——英语专业硕士学位论文引言写作情况调查

89.英语专业本科毕业论文写作创新教育策略探究

90.中国学习者英语学术论文手稿中立场标记词块使用研究

91.基于VBA的英语论文文献自动生成工具

92.英语元话语在学术论文摘要写作中的应用

93.英语论文写作研究——以“易得”论文写作软件专家系统为案例

94.语料库驱动的科技英语论文词束研究

95.浅谈化学专业英语论文写作

96.人际意义的创建与维系——研究生英语科技论文的互动问题研究

97.修辞结构理论视角下英汉学术论文摘要的修辞关系对比研究

英语本科毕业论文篇12

二、英语专业毕业论文的改革实践

笔者所在学院明确地把培养应用型创新型人才作为目标，其人才培养模式注重实用和实践，注重能力和专长。庄智象在《关于国际化创新型外语人才培养的思考》［6］一文中指出:创新型外语人才应具备“良好的语言基本功、极强的专业知识结构、创新性的思维能力和分析解决问题的实际能力”。正常情况下，英语专业的毕业论文，既要考查学生对英语专业基础知识的掌握情况，也要考查其综合应用英语的能力。二者如何协调结合，是改进毕业论文工作的一个突破口。工科院校本科生毕业前既要完成毕业论文，又要完成毕业设计。前者注重专业知识和学术性，后者检验对知识的实践应用能力，即动手能力。这种强调理论与实践相结合的理念对英语专业毕业论文工作有很好的启示:是否也可以将英语专业的毕业论文由单一的论文模式改为一种集社会实践和论文于一体的毕业设计模式?本校英语系经过多方调研和考虑，最终提出从英语专业毕业论文形式入手进行改革，力求探索一种能有效地防止抄袭，且适应应用型创新型英语人才培养目标的毕业设计模式，具体情况如下:1．改传统的毕业论文为毕业作品制作长期以来，高校英语专业本科毕业论文(设计)都是沿用《高等学校英语专业英语教学大纲》的要求:“毕业论文一般用英语撰写，长度为3000～5000个单词，要求文字通顺、思路清晰、内容充实，有一定的独立见解。”［7］若仔细推敲这句话，“一般”二字暗示着高校也可根据实际情况进行其他形式的调整。为缓解日益严重的抄袭现象，从2012届学生开始，本系改革传统的毕业论文为毕业作品制作，具体指学生运用自己所学的英语知识制作出有英语配音及中英文字幕的视频节目。不同的学生按照自己的兴趣选择不同的主题，比如人文景观、产品推介、跨文化交际等。除了制作15～30分钟的专题视频外，学生还需完成一份不少于3000字的中文稿。学生将此文稿译为质量较高的英语，用于为视频英文配音，同时视频还配以中英文字幕。几名学生可在拍摄、配音和剪辑上互相协助，但每个学生最终要提交一个独立的作品和配套的中英文文稿。为了使学生掌握一定的视频拍摄及制作的基本技能和方法，本系还特别邀请了电视台的相关专家对学生进行32学时的培训，讲授视频的拍摄技巧和后期如何利用专业的EDIUS软件进行视频编辑及字幕制作。培训扩充了学生英语专业外的传媒知识，使学生获益匪浅。2．将毕业设计工作提前到学生就业前以往毕业论文从第七学期开始进行，第八学期进入到论文撰写最紧张的阶段。这时学生基本步入社会，或就业实习，或四处求职，无法集中精力进行写作。学生离开校园导致信息资料缺乏，引发网络抄袭，与指导老师的沟通也受到影响。为了改善这种状态，本系要求2012届的毕业生在第六学期即开始毕业设计的前期工作，包括毕业设计选题、开题报告撰写与修改以及开题报告的答辩。从暑假至第七学期中旬，学生完成毕业设计文字稿初稿，在教师指导下不断修改并最终形成定稿，继而完成拍摄工作及后期制作。第七学期中下旬完成毕业设计答辩，学生修改后提交最终版作品。将毕业设计提前，避免了学生毕业设计时段与找工季的冲突，学生有更充分的时间寻找自己最感兴趣的题目，将理论学习与实践操作相结合。这样不仅提高了毕业设计质量，还能增强学生学习的积极性，同时也便于教师在校内对学生进行面对面的指导。3．改革为毕业作品制作的优势其一，视频制作属于原创性的作品，学生自行选择感兴趣的题目，亲自为视频配音并出镜，有效地制止了抄袭现象的发生，且学生选题不再狭窄单一，时效性大大增强。很明显，改革后学生毕业设计的选题比改革前更丰富更新颖。其二，相比以往多届学生反复写过的没有新意的论文来说，新形式的毕业设计拥有更多的社会文化价值和实用价值。由于学生大都来自广东，其毕业设计多围绕广东本土的人文景观、企业及产品、文化传统等进行。如“岭南水乡———小洲村”、“主题公园的营销策略———欢乐谷成功之道”、“潮汕成人礼———出花园”、“西关文化的传承和保护———西关大屋的历史变迁”等许多作品富有浓郁的地方特色。学生亦可选取自己有求职意向的行业作为毕业设计的主题。最终每个毕业作品被单独刻录在光盘上，可作为学生求职简历的一部分，反映学生的实践能力，在严峻的就业形势下为成功应聘增添筹码。其三，学生开动脑筋自编自导视频作品，很大程度上培养了自己的创新意识、创新思维和创新精神。如“千年葵艺在新会”的制作者巧妙地把一位老奶奶摇着葵扇给孙女讲故事的场景引入到视频的主题———介绍广东新会的“葵艺”发展史。其四，将中文稿翻译成英文，在老师指导下不断修改至最佳的过程，使学生的写作翻译技能和语法、词汇等英文基本功有了显著的提升。其五，在为视频英文配音的过程中，学生反复练习英文稿的朗读，并在教师帮助下纠正错误发音，改善了语音语调，提高了口头表达能力。其六，通过在网上搜索毕业设计视频的相关素材，锻炼了学生搜集、筛选和运用资料的能力。其七，视频拍摄和编辑软件的学习以及后期的字幕制作等实践大大提高了学生的学习能力和动手能力。其八，拍摄前与公司厂家或景区等多方联系，锻炼了学生的社会交往沟通能力。视频由几名同学或亲友相互配合共同完成，培养了学生的团队合作能力。4．鼓励部分有需要的学生继续撰写毕业论文少数打算读研或出国深造的学生需要通过做毕业论文为今后的学习打下良好的学术基础，为此，改革不能搞“一刀切”，应鼓励部分学生撰写论文并配备优秀教师对其指导。